CHCEDS059 – Contribute to the health, safety and wellbeing of students

Student name

Pooja darshani

Email address

Purpose of this Assessment

The purpose of this assessment task is to assess your knowledge of the following:

Relevant legislation and its purpose and key requirements that impact the role of education support workers

Organisational emergency procedures and own role in the event of an emergency

Role of education support workers in supporting health, safety and well-being of students

Types of health and safety information that may be provided by education support workers to students

Types of health promotion activities undertaken in schools and their key purpose

Student Instructions

This assessment task contains Short Answer Questions where you need to provide a response in your own words to demonstrate your knowledge and understanding of the unit. Carefully read through each question and reflect on your learning in this unit, including any additional research you have conducted.

Please note: Where your response does not sufficiently address all the question components, your submission will be returned to you for resubmission.

Assessment Conditions

This assessment is untimed

You may refer to your learning materials during this assessment

You must read and respond to all questions

Answers must be typed and submitted through My eCampus for assessing

You must complete the task independently

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory

As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor

Question 1

Cite the relevant state/territory legislation, summarise its purpose and a key requirement relevant to the role of education support workers in the following areas.

Write your answers in the template below.

a) Workplace health and safety

b) Child protection

c) Confidentiality and privacy

d) Duty of care

e) Anti-discrimination

f) Infection control

Area of Responsibility

Legislation and its Purpose

Requirement for Education Support Workers

Work Health and Safety Act 2011 (NSW)

Education support workers must comply with all workplace health and safety laws and regulations. This includes following safe work practices, using personal protective equipment, and reporting any hazards or risks to their supervisor.

Child Protection (Working with Children) Act 2009 (NSW)

Education support workers must have a Working with Children Check (WWCC) and must follow all child protection policies and procedures. This includes reporting any concerns about child safety to their supervisor or the relevant authorities.

Privacy and Personal Information Protection Act 1998 (NSW)

Education support workers must keep all student information confidential. This includes not sharing information with anyone who is not authorised to receive it.

Common law

Education support workers have a duty of care to all students in their care. This means that they must take reasonable steps to protect students from harm.

Anti-Discrimination Act 1977 (NSW)

Education support workers must not discriminate against any student on the basis of their race, religion, gender, sexual orientation, or disability.

Public Health Act 2010 (NSW)

Question 2

Read the Education Support Worker Position Description from Acorn College and outline the workers’ role in supporting students' health, safety, and wellbeing.

The Acorn College Education Support Worker job description outlines the following roles to support the health, safety and well-being of students:

• Student health and well-being monitoring:

Education support staff are responsible for monitoring student health and reporting any concerns to the appropriate staff. This includes monitoring students for signs of illness, injury or emotional distress.

• Provide first aid.

Academic support workers are trained in first aid and can administer first aid to injured or sick students.

• Dealing with Student Behaviour:

Educational support staff may be responsible for managing student behaviour, including calming conflicts and providing positive reinforcement.

• Providing Emotional Support:

Educational leaders may be asked to provide emotional support to students going through difficult times. This may include listening to students, giving advice, and connecting them to other resources.

• Promote positive relationships:

Educational support workers play a role in fostering positive relationships between students, staff and families. This can be achieved by creating a welcoming and supportive environment and modelling positive behaviour.

Question 3

List five (5) types of health and safety information that may be provided by education support workers to students. Provide examples of each type to support your list.

Here are 5 types of health and safety information that may be provided by education support workers to students:

Personal safety : - Education support workers can provide information on personal safety, such as how to stay safe on the playground, how to avoid bullying, and how to report abuse.

Health : - Education support workers can provide information on health, such as how to eat healthy, how to get enough exercise, and how to stay safe during the flu season.

First aid : - Education support workers can provide first aid training to students so that they know how to help themselves or others in the event of an injury.

Fire safety : - Education support workers can teach students about fire safety, such as how to prevent fires, how to escape from a fire, and how to use a fire extinguisher.

Question 4

Review the Acorn College Risk Management Policy and Procedure and read the scenarios below to answer the following questions.

Scenario 1:

You are the education support worker in a grade 3 class. The teacher asked you to do some comprehension activities with a group of four students in the library. It has been raining and storming continuously for the past couple of days. It is dark, and all lights are on. You notice one of the lights is twitching, and when you look up, you see wet spots on the ceiling. One of the students tells you they just felt “a raindrop” on their face. You realise that there is a risk of the electrical wires being affected by the water in the ceiling.

a. Describe how you communicate the hazard and how you ensure the safety of the students following the school’s procedure.

Identify the hazard. In this case, the hazard is the wet spots on the ceiling and the twitching light. These could indicate that there is water damage to the electrical wiring, which could pose a risk of electric shock.

Assess the risk. I would need to assess the risk of electric shock by considering the following factors:

The severity of the water damage

The proximity of the electrical wiring to the wet spots

The number of students present

Take precautions. Once I have assessed the risk, I would need to take precautions to protect the students from electric shock. These precautions would include:

Moving the students away from the wet spots and the twitching light

Turning off the lights in the library

Contacting the school's maintenance department to report the hazard

Communicate the hazard. I would need to communicate the hazard to the appropriate staff members, including the teacher, the principal, and the maintenance department. I would do this in writing and in person.

Follow up. I would need to follow up with the school's maintenance department to ensure that the hazard is addressed. I would do this by checking in with them regularly to see if the hazard has been fixed.

A hazard is a potential source of harm. It can be a condition, object, or substance that can cause injury, illness, or damage. Hazards can exist in any environment, including the workplace, home, and community.

There are many different types of hazards, including:

Chemical hazards: These hazards can be found in many products, including cleaning supplies, paints, and pesticides. They can cause a variety of health problems, including respiratory problems, skin irritation, and cancer.

Biological hazards: These hazards include bacteria, viruses, and parasites. They can cause a variety of diseases, including food poisoning, respiratory infections, and meningitis.

Physical hazards: These hazards include sharp objects, heavy objects, and moving machinery. They can cause cuts, bruises, and other injuries.

Ergonomic hazards: These hazards can cause pain and injury from repetitive motion or poor posture. They are often found in jobs that require workers to sit or stand for long periods of time, or to lift heavy objects.

c. Describe the procedure you should follow upon identifying a hazard.

Here are the steps you should follow upon identifying a hazard:

Assess the hazard. - Determine the nature of the hazard, the severity of the hazard, and the likelihood of the hazard occurring.

Eliminate the hazard if possible. - If the hazard cannot be eliminated, then it must be controlled.

Control the hazard. - There are three types of hazard controls: engineering controls, administrative controls, and personal protective equipment (PPE).

Engineering controls are designed to eliminate or reduce the hazard. For example, a guardrail can be used to prevent workers from falling from a height.

Administrative controls are designed to change the way work is done. For example, a company may implement a lockout/tagout procedure to prevent workers from being exposed to electrical hazards.

Personal protective equipment (PPE) is worn by workers to protect them from hazards. For example, a hard hat can protect a worker from head injuries.

Train employees on the hazard and the control measures. - Employees must be trained on the hazards in their work environment and the control measures that are in place to protect them.

Monitor the effectiveness of the control measures. - The effectiveness of the control measures must be monitored to ensure that they are working properly.

Re-evaluate the hazard on a regular basis. - The hazard should be re-evaluated on a regular basis to ensure that it is still a hazard and that the control measures are still effective.

Scenario 2:

The wires have been affected and there has been a short circuit in the library. The wires have caught fire and there is smoke and fire in the library. You have a total of 18 people in the library including students, yourself and a staff member.

Read the Acorn College Emergency Management Policy and Procedure (located in the attachments with this assessment) and answer the following questions.

a. Describe your responsibilities in an evacuation.

Assess the situation. - Determine the nature of the emergency, the severity of the emergency, and the likelihood of the emergency spreading.

Sound the alarm. - Use the fire alarm or other designated method to sound the alarm and alert people to the emergency.

Direct people to evacuate. - Direct people to the nearest safe exit and ensure that everyone is evacuated.

Stay calm and be reassuring . - Stay calm and be reassuring to people who are evacuating.

Check for stragglers. - Make sure that everyone has evacuated the building.

Question 5

Answer the questions below using Acorn College's relevant policies and procedures.

a) Identify three common cold or flu symptoms within the school environment and summarise strategies to minimise those risks according to Acorn College’s Infection Control Policy and Procedure.

Coughing and sneezing: - These are two of the most common ways that cold and flu viruses are spread. To help minimise the risk of spreading these viruses, it is important to cover your mouth and nose when you cough or sneeze, and to wash your hands frequently.

Runny nose:-A runny nose can also help spread cold and flu viruses. To help minimise the risk of spreading these viruses, it is important to wipe your nose frequently with a tissue, and to throw the tissue away after each use.

b) Identify three common injuries or incidents that occur within the school environment and summarise strategies to minimise those risks according to Acorn College’s Hazard Management Policy.

Falls:- Falls are the most common type of injury in schools, accounting for over 50% of all injuries. Falls can occur on the playground, in the classroom, or in other areas of the school. To minimize the risk of falls, schools should:

Ensure that all playground equipment is properly maintained and in good condition.

Keep floors free of clutter and debris.

Provide adequate lighting in all areas of the school.

Train staff on how to prevent and respond to falls.

Sports injuries: - sports injuries are another common type of injury in schools. These injuries can occur during physical education classes, sports practices, or intramural sports. To minimize the risk of sports injuries, schools should:

Provide students with proper instruction and supervision during physical education classes and sports practices.

Ensure that all sports equipment is properly maintained and in good condition.

Train staff on how to prevent and respond to sports injuries.

Bullying:- Bullying is a serious problem in schools that can lead to injuries, both physical and emotional. To minimize the risk of bullying, schools should:

Create a culture of respect and tolerance in the school.

Provide training for staff on how to identify and respond to bullying.

Question 6

Locate and familiarise yourself with Acorn College’s Policies and Procedures relevant to students’ protection. Outline at least four requirements for your own role in protecting students.

Be aware of the College's policies and procedures on student protection. I must be familiar with the College's policies and procedures on student protection, including the reporting of child abuse and neglect.

Be vigilant in monitoring student behaviour. - I must be vigilant in monitoring student behaviour and be on the lookout for any signs of bullying, harassment, or abuse.

Create a safe and supportive environment for students. - I must create a safe and supportive environment for students where they feel comfortable coming to me if they are experiencing any problems.

Question 7

Read the scenario below and answer the question that follows.

You are working with grade 2 students. The weather looks to be nice and sunny all week, and the teacher plans to make the science subject fun and more practical. They decide to run the Friday session from 10:00 am to 11:30 am in the local park, a 10-minute walk from the school.

The teacher asks you to ensure the students’ personal care and hygiene needs during this excursion are met and in line with relevant schools’ policies and procedures.

a) Outline at least two personal care and two hygiene needs to be considered during this excursion.

Personal care

Hygiene

Sunscreen: - Make sure that all students have sunscreen applied before they leave the school. Sunscreen should be reapplied every two hours, or more often if they are sweating or swimming.

Water- Make sure that all students have plenty of water to drink. It is important to stay hydrated, especially on a hot day.

Toilet facilities:- Make sure that there are adequate toilet facilities available at the park. If there are not, you may need to bring portable toilets with you.

Hand washing

b) List the legislation and/or policies that cover these responsibilities of the Education Support Worker.

The Education Act 1989: -This Act sets out the responsibilities of schools and ESWs to provide a safe and healthy environment for students.

The Child Protection (Working with Children) Act 2005:- This Act sets out the responsibilities of all people who work with children to protect them from harm.

Question 8

Read the scenario below and answer the question that follows.

Skyler is a student in grade 1 whose health is generally poor. Lately, she seems to be tired every day at school. She is pale and quiet. Her mother informed you and the teacher that Skyler was recently diagnosed with epilepsy and that she had two episodes last week. The mother told you that seizures might happen anytime and the trigger for these seizures is still unknown.

Today, the teacher asked you to read a book to a group of students, including Skyler. The students are all sitting on the floor on bean bags in front of you.

You notice Skyler suddenly staring at the ceiling then her legs start making jerking movements. You realise that Skyler is having a seizure.

Describe how you will ensure Skyler is safe and cared for and respect her dignity.

Stay calm: It is crucial to remain calm and composed to ensure an effective response.

Ensure a safe environment: As Skyler is having a seizure, the first step is to ensure her immediate safety. Clear the area around her of any sharp objects or potential hazards. If there are any bean bags or objects nearby that could cause injury, gently move them away.

Protect her head: Place a soft object, such as a cushion or folded clothing, under Skyler's head to prevent any injury to her head during the seizure.

Observe and time the seizure: Take note of the duration of the seizure. This information can be valuable for medical professionals in assessing the situation later.

Do not restrain or restrict movement: Allow Skyler's body to move naturally during the seizure. Do not attempt to hold her down or stop the movements, as it can potentially cause harm.

Reassure other students: While providing care to Skyler, it is important to reassure the other students and calmly explain what is happening. Use age-appropriate language to address any concerns they might have and encourage them to stay calm and continue with their activities.

Communicate with Skyler's mother: If possible, contact Skyler's mother immediately or inform the school's designated personnel about the situation. They should be aware of the incident and any necessary medical information about Skyler.

Document the incident: Make a note of the date, time, and details of the seizure for future reference. This record can be helpful for medical professionals and Skyler's caregivers.

Respect Skyler's dignity: During and after the seizure, it is important to respect Skyler's dignity. Maintain her privacy by ensuring that only necessary individuals are present. Avoid making a spectacle out of the situation and refrain from discussing it with others who do not need to know.

Provide emotional support: After the seizure, offer reassurance and support to Skyler. Comfort her and let her know that she is safe. It is important to create a supportive and understanding environment for her to feel comfortable and included.

Remember, it is essential to consult with medical professionals and follow any specific guidelines or protocols provided by Skyler's healthcare team.

Question 9

Search the “ACHPER Australia” website (or a similar website with information about Health Promotion Programs in schools, such as Deadly Choices) to find and outline three types of health promotion activities undertaken in schools and their key purpose or goal.

Physical activity programs: -These programs aim to increase students' physical activity levels by providing them with opportunities to participate in regular physical activity, such as running, swimming, and playing sports. The key purpose of these programs is to improve students' physical health and reduce their risk of developing chronic diseases such as obesity, heart disease, and type 2 diabetes.

Nutrition education programs: -These programs aim to teach students about healthy eating habits by providing them with information about the nutritional value of different foods and how to make healthy choices. The key purpose of these programs is to improve students' dietary intake and reduce their risk of developing chronic diseases such as obesity, heart disease, and type 2 diabetes.

Tennis for Schools

:

Tennis for Schools' main goal is to increase physical health, improve hand-eye coordination, develop motor skills, and cultivate a lifetime passion in the sport via involvement in tennis. This programme seeks to involve learners in an entertaining and proactive manner while promoting the multiple physical and mental health advantages related with playing tennis by offering access to tennis equipment, coaching, and resources.

National Health and Physical Education (HPE) Day:

It is a yearly affair held to raise awareness about the significance of health and physical education in schools. This day is devoted to spreading awareness among students, instructors, and the general public about the beneficial effects of living a healthy and active lifestyle. The main goal is to highlight the importance of health and physical education as vital elements of a well-rounded education. Schools and educational institutions may get involved by hosting sports events, fitness challenges, health-focused seminars, nutrition education sessions, and encouraging physical activity throughout the day. The event's goal is to motivate students to prioritise their health, participate in regular physical exercise, and make educated decisions about their overall well-being.

Healthy Lifestyle Campaign:

This is a campaign steered by

Dead

ly

Choices

with the support of Queensland

Government to address the issues of

tobacco consumption and physical inactivity

in schools

. It highlights the importance of abstaining from drugs and participating in physical education to maintain healthy lifestyle

Question 10

Using the template below, outline the following for students of different ages participating in art lessons and performing different activities to ensure their health, safety, and wellbeing:

Plan for supervision

Set up (preparation of resources or environment)

Implementation (instructions given to students or behavioural expectations) requirements

Question 11

Access the link provided below and identify three personal safety education/protection programs that are offered. You must also identify what students learn in each of the programs.

https://bravehearts.org.au/education/

Safety education program

Student learning

Students learn about their personal safety, including their body safety and consent.

They learn how to identify and avoid unsafe situations.

They learn how to get help if they are in danger.

Students learn about online safety, including how to protect their personal information.

They learn how to identify and avoid online predators.

They learn how to report cyberbullying.

Question 12

For each of the first aid emergencies below, identify two (2) items from a first aid kit you would need to provide first aid to a student. Include how you would use each item. You can use the list of first aid items provided in your learner guide, but you may want to conduct your own research to identify how each item can be used. An example is provided.

First aid emergency

First Aid Kit Item

Use

Grazed knee (some bleeding)

Adhesive bandages

Used to cover the wound

Single use gloves

Used to protect my hands from coming into contact with student’s blood, and to prevent wound being contaminated.

Elastic bandages

Used to support the ankle and reduce swelling.

Ice pack

Used to reduce pain and swelling.

Splint

Used to immobilise the arm and prevent further injury.

Ice pack

Used to reduce pain and swelling.

Fine-tipped tweezers

Used to remove the tick.

Alcohol wipes

Submission Instructions

Please proofread your work and save a copy of your assessment to keep in your own records.

Save the document to include your name in the file for example:

CHCEDS059 – Knowledge Questions – Your Name

Submit your completed assessment for marking by your assessor.