Siu Ling Mak 808676508 CHCPRT001_AE_Pro2of3 SS U (2)
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School
TAFE NSW - Sydney Institute *
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Course
CHC30113
Subject
Information Systems
Date
Feb 20, 2024
Type
docx
Pages
38
Uploaded by BailiffIronDinosaur29
Assessment outcome
☒
Satisfactory
☐
Unsatisfactory
Assessor feedback
☒
Has the assessment declaration for this assessment event been signed and dated by the student?
☒
Are you assured that the evidence presented for assessment is the student’s own work?
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
:
Dear Siu
Thank you for resubmitting and reviewing the below questions. I can see you now have an understanding for your role and responsibilities around mandatory reporting. You have identified main concerns and filled in and completed ROSH reports and MRG based on the scenarios and have followed applicable policies and procedures as a mandatory reporter. Well done and all the best moving forward with your future studies at TAFE Digital
Assessor name, signature and date
Brooke Olding 13.1.23
Project assessment
Criteria
Unit code and name CHCPRT001 – Identify and respond to children and young people at risk
Qualification/Course code and name CHC30121 | Certificate III in Early Childhood Education and Care
CHC30221 | Certificate III in School Based Education Support
CHC40221 | Certificate IV in School Based Education Support
CHC50221 | Diploma of School Age Education and Care Student details
Student number
808676508
Student name
SIU LING MAK
Assessment declaration
Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment.
This assessment is my original work and has not been: •
plagiarised or copied from any source without providing due acknowledgement.
•
written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned.
Student signature and date
SIU LING MAK 10/1/2023
Version:
20221007
Date created:
2 August 2018
For queries, please contact:
Health, Wellbeing and Community Services SkillsPoint Queanbeyan © 2022 TAFE NSW RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
TAFE NSW has reproduced and contextualized parts of this work, as per the terms and conditions of the perpetual license agreement held by TAFE NSW with RTO Advice Group Pty. Ltd. For further information, please contact the Health, Wellbeing and Community Services SkillsPoint, Queanbeyan.
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The contents in this document is copyright © TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 23 February 2022. For current information please refer to our website or your Teacher/Assessor as appropriate.
Assessment instructions
Table 1 Assessment instructions
Assessment details
Instructions
Assessment overview
The objective of this assessment is to assess your skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative
and policy frameworks and carries a duty of care responsibility.
Assessment event number
2 of 3
Instructions for this assessment
This is a project-based assessment that assesses your knowledge and performance of the unit.
This assessment is in two parts:
•
Part 1: Scenarios •
Part 2: Risk of Significant Harm (RoSH) Report
•
Part 3: Short answer questions And is supported by:
•
Part 4: Assessment checklist •
Assessment feedback •
Appendix 1 - Risk of Significant Harm (RoSH) Report
Note
: This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser.
Submission instructions On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform.
It is important that you keep a copy of all electronic and hardcopy
assessments submitted to TAFE and complete the assessment declaration when submitting the assessment.
What do I need to do to achieve a satisfactory result?
To achieve a satisfactory result for this assessment, you must answer all the questions correctly.
If a resit is required to achieve a satisfactory result, it will be conducted at an agreed time after a suitable revision period.
What do I need to provide?
• TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
• Computer or other device with word processing software and internet access
•
Writing materials, if required
What the Teacher/Assessor will
provide
Access to this assessment and learning resources, including the student workbook and any supporting documents or links. Due date Time allowed
Location Refer to training plan 6.5 hours (indicative only) Assessment is to be completed out of class.
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Assessment feedback, review or appeals
In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days
of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have
any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus.
Specific task instructions
The instructions and the criteria in the tasks and activities will be used by your Teacher/Assessor to determine if you have satisfactorily completed this assessment event. You should refer to the list of criteria in the Assessment Checklist to understand what you need to demonstrate in this section of the assessment. Important Self-awareness warning Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service:
•
Aboriginal Student Support Services (Email -
aboriginalstudentsupport@tafensw.edu.au
) •
Accessibility and disability services (Long URL - https://www.tafensw.edu.au/student-services/disability-services
) •
Personal counselling (Long URL - https://www.tafensw.edu.au/counselling-career-development-services/personal-counselling-
wellbeing
) •
International students (Long URL - https://www.tafensw.edu.au/counselling-career-development-services/personal-counselling-
wellbeing
) •
Multicultural support (Long URL - https://www.tafensw.edu.au/student-services/multicultural-student-support
). •
•
Part 1: Scenarios To complete this part of the assessment, you must read two scenarios and complete questions in the spaces provided. You will need to ensure that you take note of the volume of response requirement where indicated. Your responses must demonstrate your ability to:
•
recognise indicators for potential ethical concerns when working with children and young people Question 1 Choose and respond to one scenario only
. Read the scenario and answer the question below. Table 2 Scenario 1: Early childhood (0-6 years) Scenario 1: Early childhood (0-6 years)
It is the start of lunch in the toddler room and there are ten 2-3-year olds with two
educators. Everyone has just started to eat their spaghetti bolognaise. Mark has been toilet training in the last few weeks and suddenly begins to cry. Safa, one of the educator's
notices that Mark has had a toileting accident and a puddle is starting to form under his chair. Safa announces to the other educator, “Mark has wet their pants, again, what a cry baby, maybe Mark needs to go back in nappies like the babies”. The other educator Wendy says, “Well Mark can just sit in it and think about what they have done as I am enjoying my lunch”. Mark continues to cry throughout lunch and doesn’t eat any of his spaghetti as lunch continues for the educator and the other children. At the end of lunch, Mark is extremely upset and Safa says, “I suppose I better clean this baby up”. Safa stands Mark in the middle of the room and removes all the wet clothing. She uses wipes to wipe Mark down and redresses Mark in front of everyone. Sally then directs Mark to lay on his bed. In the afternoon Wendy posts on the services app for all parents to read. “The children enjoyed their spaghetti today for lunch except, for Mark who wet their pants”. Mark’s Mum calls the centre in the afternoon disgusted by the comment and makes an official complaint.
Table 3 Scenario 2: School based (5-12 years) Scenario 2: School based (5-12 years)
It is the start of term 1 and the kindergarten class is eating their lunch indoors. Everyone has just started to eat. Mark suddenly begins to cry. Safa, another School Learning and Support Officer notices that Mark has had a toileting accident and a puddle is starting to form under his chair. She announces to the teacher, “Mark has wet their pants, again, what a cry baby, maybe Mark needs to go back to preschool”. The class teacher says, “Well he can just sit in it and think about what he has done as I am enjoying my lunch”.
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Mark continues to cry throughout lunch and doesn’t eat any of his lunch. At the end of lunch Mark is extremely upset and Safa says, “I suppose I better clean this baby up”. Safa directs Mark to the bathroom with a change of clothes. Mark’s Mum calls the school in the
afternoon disgusted by the comment and makes an official complaint.
•
Identify one (1) ethical concern from the scenario. Provide a short explanation as to why you have selected this. (20-40 words)
About the scenario 1, the ethical issues to consider in this situation is competing respectful, responsive and reciprocal to the children's care as Safa who are educator is humiliating Mark
in front of everyone in the room, such as said he like a babies
and wipe Mark down and redresses Mark in front of everyone. Correct
This relates to scenario 2 Secondly, Wendy who is another educator also didn't care about Mark as
she only want to finish the lunch even Mark's crying for help and still didn't help Mark. Moreover Wendy didn't respect Mark as she posted on the services app for all parents to read about Mark's toilet problem.
Question 2
Choose and respond to one scenario only. Read the scenario and answer the question below.
Table 4 Scenario 1: Early childhood (0-6 years) Scenario 1: Early childhood (0-6 years) Blake is an educator in the Preschool Room. Blake’s friend George has a child that attends the centre. George drops off their daughter Yasmeen in a rush. During lunch break Blake receives a text from George. George informs Blake that there are antibiotics in Yasmeen's bag. George asks Blake to give Yasmeen 5mls at lunch time. Blake texts back and says, “I can’t give Yasmeen the medication without a completed medication form.” George replies
“just this once and I will fill the form out this afternoon”. Blake returns from the lunch break and calls Yasmeen over to where their backpack is kept. Blake takes the medication out and gives her 5mls and then puts the medication back in Yasmeen’s bag. When George arrives in the afternoon, Blake tells George I gave it to Yasmeen but just keep this between you and me.
Table 5 Scenario 2: School based (5-12 years) Scenario 2: School based (5-12 years)
Mr. J is a very popular SLSO with the students. Mr. J often converses and jokes with the students during and between classes. It is common for Mr J. to greet female students and staff with a hug and male students and staff with a pat on the back. One student has complained to the administration that Mr. J’s hugs or physical contact makes them uncomfortable. Mr. J has been advised by the principal to stop all physical contact with students and staff. He agrees to try, but he can’t promise anything because that is the way
Mr J. is and it isn’t doing anything wrong. You see Mr J. hugging the student who has complained.
•
Identify one (1) ethical concern from the scenario. Provide a short explanation as to why you have selected this. (20-40 words)
bout the scenario 2, the ethical issues to consider in this situation is competing respectful to the children, even Mr. J is a very popular SLSO and this is the way of Mr J,however if the students thought that physical contact makes them uncomfortable and Mr J already advised by the principal to stop all physical contact, Mr. J has should stop immediately.
Yes. This is an ethical concern.
Siu, as you are studying Early Childhood, it would be better for you to choose the scenario for 0-6 years.
Part 2: Risk of Significant Harm (RoSH) Report To complete this part of the assessment, you must choose either the early childhood or school based scenarios and complete two Risk of Significant Harm (ROSH) reports (appendix 1).
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Choose either the early childhood or school based scenarios and complete a Risk of Significant Harm (RoSH) Report for each scenario (refer to instructions below): •
Early childhood scenarios (0 - 6 years) OR •
School based scenarios (5 – 12 years) Your responses must demonstrate your ability to:
•
identify children and young people at risk of abuse or neglect by observing signs and symptoms
•
be aware of protective issues •
use child protection procedures where appropriate
•
respond to disclosure, information or signs and symptoms
•
comply with regulations, legislations and duty of care responsibilities and the service policies and procedures
•
ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures
•
accurately record relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics
•
promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures
•
ensure writing in reports is non-judgemental
•
act to protect the rights of children and young people in the provision of services
•
read and understand forms and to make accurate reports
•
write to record details of children and young people at risk and to make reports using handwritten skills
Risk of Significant Harm (RoSH) report instructions: •
print, complete and submit a handwritten Risk of Significant Harm (ROSH) report 1 and 2, located in Appendix 1. Ensure the details in these reports are objective and non-judgemental. •
access the online Mandatory Reporter Guide (MRG)
(Long URL: https://reporter.childstory.nsw.gov.au/s/mrg
) at ChildStory Reporter and complete the relevant decision tree for the chosen scenario. Print and attach a copy of the final decision report.
Not provided. Please resubmit
How you will be assessed: You should refer to the list of criteria in the Assessment Checklist (Part 4) to understand what you need to demonstrate in this section of the assessment. Table 6 Early childhood scenarios (0-6 years) Early childhood child scenarios (0 – 6 years) For the purposes of these child protection scenarios, you are employed by the simulated organisation Little.ly
(long URL: www.littlely.eduworks.com.au
). Scenario 1: Early Childhood (0 – 6 years)
Mack (3 years) attends childcare five days per week. Mack has a 2-year-old brother, Adrian. Mack has no contact with their father however, Adrian, sees their father intermittently. Mack’s mother, Alice, lives with Alice’s current partner, Jian. The family are also known to a number of community support agencies who regularly assist with food and clothing for the children.
Mack tends to assume a protective role with Adrian. Mack is very self-sufficient and often
takes whatever food Mack can find in the house for them both. At childcare, Mack tends to be a loner. Mack finds it difficult to share and likes to spend time doing puzzles, drawing, playing with construction sets, and looking at books. Adrian also attends the centre and Mack insists on checking on Adrian several times a day.
It is 9:45 am and Mack and Adrian arrive at the centre with Jian. The children are wearing the same clothes they have worn for the previous two days. Adrian’s nappy is soaking, and
his pants are wet. Adrian is bathed and changed and Kim (Adrian’s Educator) notes that he
has quite severe nappy rash. It is a warm day and Mack is wearing a long-sleeved top and jeans. Mack is persuaded to remove their top and put on a T-shirt. Kim notices that Mack has bruises of different colours on both of his upper arms. He also has a purple-reddish bruise on his forehead.
Several of the staff later comment to the Director that the children ‘would be better off without Alice and Jian’. The Director acknowledges that the situation is very stressful and reminds the team that they must act in an ethical manner. It is not up to the team to judge the family, but only to advocate for the best interests of the children. The Director reminds staff not to discuss the incident with other parents. Staff follow the Director's instruction but continue to discuss the incident amongst themselves without regard for their whereabouts or who is around when holding these discussions. One staff member continues to remark “it would be so much easier if we only had to work with the children and didn’t have to think about the parents.” Many of the remaining staff laugh at this and agree.
Scenario 2: Early Childhood (0 – 6 years)
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Alinta (4 years) has been in your childcare centre for the past 18 months and attends childcare five days a week. Over this time, you have noticed that the approaches to Alinta by Alinta’s Mother and Father are very different. Alinta’s Mother, Mayleen, is very calm and encouraging towards Alinta whilst the Father, Maliyan, is very stern and abrupt.
Maliyan’s expectations of what Alinta should be doing is well above Alinta’s age and developmental stages. Alinta is meeting the expected developmental milestones. Alinta actively engages in learning through play, however, Maliyan questions the type of activities Alinta engages in and tells Alinta to only undertake structured learning activities and demands staff provide these. Staff have tried to explain the value of the unstructured play experiences provided in the environment, but Alinta’s Father appears unsatisfied and continues to direct Alinta to certain experiences only.
When you have attempted to raise your concerns with Mayleen, who you find more approachable, Mayleen discloses that they lost a son, Shing, three years before Alinta was born. Shing was tragically killed walking home from school when a drunk driver whose car mounted the curb. Shing was at primary school and was deemed to be ‘gifted and talented’ and in Mayleen’s view, Maliyan is wanting Alinta to be as ‘academically able as Shing’. Mayleen confides that she is concerned that Maliyan places too much pressure on Alinta because Maliyan is seeking to make Alinta into a surrogate for Shing.
You have noticed a change in Alinta when their father collects them. Alinta becomes more withdrawn and subdued. In observing Maliyan one day you are uncomfortable with Maliyan strapping Alinta into the car. In your view, Maliyan was overly disciplining Alinta for not completing their letter formation. Maliyan is yelling so loudly at Alinta that the other children in the centre are becoming visibly upset and are cowering behind the other
educators. You now regret telling Maliyan in your feedback that Alinta found it very difficult to focus during today’s learning activities and was easily distracted and playing around with a couple of the other girls.
The following day, Maliyan arrives to drop off Alinta. Maliyan seems very quiet and quickly
clings to the main educators' leg. Maliyan leaves and the educator attempts to engage Alinta in one of their favourite activities. Alinta sits at the table but does not engage. Alinta continues to be withdrawn throughout the morning.
Table 7 School based scenarios (5-12 years) School based scenarios (5 – 12 years) For the purposes of these child protection scenarios, you are employed by the simulated organisation Wetlands Central School
(WCS) (Long URL: https://share.tafensw.edu.au/share/file/92d77258-406f-4e95-946c-459fd493fd7c/1/
Wetlands.zip/Wetlands/index.html
). Scenario 1: School based (5-12 years) Marlee is the mother of Lowanna, a 6 year old girl who attends your school. Marlee arrives
to drop Lowanna off very distressed. Marlee says their partner Aalam has been very depressed and won’t seek help. Aalam has been explosive and unpredictable lately often getting annoyed with Lowanna. Aalam became agitated when Marlee and Lowanna were getting in the car, accusing Marlee of wanting to leave Aalam. Aalam pushed Marlee to the
ground and kicked Marlee several times. Finally, Marlee was able to get away and drove straight to the school. Marlee says they hopes Lowanna couldn’t see from the car. As you
talk to Marlee, you notice that Lowanna is clinging to their mother. Lowanna is crying quietly. Scenario 2: School based (5-12 years)
Lenne is a 5 year old boy who attends the school you are employed at. Lenne has a good relationship with both the staff and their peers. Lenne is usually well behaved in class and likes to participate in most activities. After the last school holidays, Lenne has starting picking fights with their peers. Lenne has become aggressive towards a male staff member
and fathers bringing their children to the school and has started swearing. Lenne keeps to themself. Lenne has started wearing jumpers and long pants even on warmer days and shows signs of being overheated. When encouraged to take of their jumper Lenne says that they were told they are not allowed to take it off. After further discussion and insistence due to the fact that Lenne is overheating, Lenne agrees to take it off revealing a mass of red welts and recent scarring. Lenne says, “Dad told me not to take off my jumper,
will I get into trouble now? I don’t want Dad to hurt me again.”
You overhear a group of staff discussing and talking about Lenne and making judgemental comments about the family. One of them said that the family are real low-lives and don’t understand why people bother having children at all. The staff continued to discuss the incident among themselves with little regard for their whereabouts and that other children were around. ROSH report for Mack shows you have ticked neglect but in the details of the significant harm section you have discussed physical abuse – I need you to revisit this and tick the relevant types of abuse and also further add additional information that is important and will help with the appropriate support for the family – read back of the scenario and add any further information that is deemed important, I also need
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you to include your name as the reporter details? Siu I also need you to add other relevant people that are discussed in the scenario – you have only listed Mack and Alice, there are others – please revisit Much better – you could have also added in the additional comments section that the family are also known to a number of community support agencies who regularly assist with food and clothing for the children. The children are wearing the same clothes they have worn for the previous two days.
ROSH report for Lenne – please go back to the significant harm and detail this accurately, I also require you to further detail the additional information given the scenario information – include any behavioural changes as well – please revisit Good Siu much better thank you for adding so quickly
Thank you for completing the MRG reports – you will need to revisit Macks MRG, the questions you answered are not quite correct, you may wish to focus on physical abuse here too Good – better, you could also add the family are known to a number of community support agencies and also the details of significant harm as per ROSH report Lennes MRG you will also need to revisit the additional comments and ensure these are factual and detailed read back over the scenario – I can not see anything in the scenario about stamping feet? Please revisit both MRGs Well done now correct Thank you Sui this is now correct Part 3: Short answer questions To complete this part of the assessment, you must read one scenario and complete responses to questions in the spaces provided. You will need to ensure you take note of the volume of response requirement where indicated. Your responses must demonstrate your ability to:
•
ensure decisions and actions taken are within own level of responsibility, work role, and service policies and procedures
•
ask open and non-leading questions •
work collaboratively with relevant agencies to ensure maximum effectiveness of report •
identify and seek supervision support for issues of ethical concern in practice with children and young people
Question 1 Reflect on the Part 2 scenarios, the written RoSH reports and the action you took to ensure the children’s safety. •
Reflect on the relevant scenario from Part 2. Identify three (3) ways you adhered to the relevant Child Protection Policy and Procedure. 1)Talking to the child in a comfortable and safe setting
and asking open ended questions that encourage the child to share; however, not leading the conversation, for example, “Is there something you are worried about?”
2)Collecting some information
to later make a report
; this can be done by conducting a minimal facts interview, the who, what, when, and where types of questions and thanking the child for sharing this information and communicating that you believe them
and are proud of them.
3)Report
to Principals, workplace managers who should use the Mandatory Reporter Guide
, External link professional judgement and/or seek advice to assist them in decision making about whether a situation is one of suspected risk of significant harm and immediately contacting local child protective services or law enforcement. And the Child Wellbeing Unit (staff only) can be contacted on (02) 9269 9400 for further advice on obtaining information about safety, welfare or wellbeing concerns. Not relevant to early childhood
settings
Investigating concerns that have been identified as meeting the threshold for suspected risk of significant harm is the responsibility of Family and Community Services and the NSW Police Force. Yes, it is, but this is not part of the answer and shows that you may be copying and pasting your answers
Three appropriate suggestions provided. Remember to use your own words and not to copy and paste from your answers.
•
Reflect on the relevant scenario from Part 2. Identify one open and non-leading question you could have asked the child. • “How does it make you feel when your mum/dad gets angry at you?”
• “How do you think a good mum/dad is supposed to behave towards you?”
These are not appropriate questions, Siu. Perhaps something like:
Are you OK? How are you feeling today?
Would you like to stay with me and chat for a while? That looks sore. Can you tell me how you got those bruises?
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You have identified one non- leading question in your answer to Q1.
Please resubmit
How did you have those bruises and when did it happen? Yes this is ok and better Siu •
Reflect on the relevant scenario from Part 2. Identify how you could work collaboratively with relevant agencies to ensure maximum effectiveness of report. First, from Perhaps you mean: I would share
my knowledge both the family and children with the other agencies
are unaware of this report. Second,contacting your state/territory’s regulatory authority to submit your observation evidence.
Work collaboratively with the relevant agencies to provide required
. Yes, but what would you actually do to work collaboratively
? That what this question is asking you.
information.Third,continue to monitor and support the child. Yes, you would definitely do this. But
the question is about how you would collaborate with other agencies
. Do not inform the child’s parents, carers and family of the report, as this could put the child in further danger.
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Please resubmit
We need to submit a non-judgemental, objective and accurate report and provide as much accurate and factual information as we can. Factual information includes what the child has told us as well as our objective observations of their behaviour and any indications of injury or harm. Yes your on the right track here Siu, you would
need to share factual and accurate information information with prescribed bodies that relates to the safety, welfare or wellbeing of a child or young person where appropriate. Following from the scenario from part 2, you will have noticed, a group of staff are discussing the incident with other parents and making comment about the family. You have a personal relationship with several of the staff and you do not want to get them into trouble. •
Do you think this is appropriate? Why or why not? I think this is not appropriate. As we should respond to a disclosure by being calm and listening carefully and non judgementally as this is code of ethical. Let the child tell their story freely and in their own way. Acknowledge how difficult it may have been to disclose and reassure the child or young person that it was the right thing to do. And we should not sharing the details with other
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people for protecting the child safe.
Correct
•
Who should you report your concerns to?
My concerns should report to Principals and workplace managers.
Yes. If you place this scenario in an early childhood setting, the workplace manager will most likely be the Nominated Supervisor. You would follow the service’s Child Protection Policy as to who you
need to report to.
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Part 4: Assessment checklist
The student’s copy of the assessment checklist will be used by you to capture evidence of their performance in any type of project. This checklist outlines all the required criteria you will be marking the student on. All criteria described in the assessment checklist must be met. The following checklist contains benchmark responses for you to use when assessing to ensure the reliability of judgement. Table 1 Assessment checklist
PART
Instructions
S
U/S
Assessor comments
Part 1
Scenarios 1
Selected the correct scenario and identified one
ethical concern from the scenario. Provided a short explanation as to why the ethical concern was selected. ☒
☐
2
Selected the correct scenario and identified one
ethical concern from the scenario. Provided a short explanation as to why the ethical concern was selected. ☒
☐
Part 2
Risk of Significant Harm (RoSH) Report
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PART
Instructions
S
U/S
Assessor comments
1
Submitted two
handwritten Risk of Significant Harm (ROSH) reports on the correct template (appendix 1). ☐
☒
Submitted one for Mack scenario. This RoSH needs review as it is not correct.
Please resubmit
2
Submitted two
copies of the completed final decision report from the
online Mandatory Reporter Guide (MRG). ☐
☒
Not provided
Please resubmit
3
Completed each report objectively and in a non-judgemental manner.
☐
☒
4
Identified the risk of abuse or neglect by observing and documenting signs and symptoms. ☐
☒
5
Demonstrated compliance with regulations, legislations and duty of care responsibilities and the service policies and procedures.
☐
☒
6
Accurately recorded relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics. ☐
☒
7
Demonstrated the ability to read and understand the RoSH form and make accurate reports. ☐
☒
Part 3
Short answer questions
1
Identified three
ways of adhering to the relevant Child Protection ☒
☐
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PART
Instructions
S
U/S
Assessor comments
Policy and Procedure in Part 2. 2
Identified one
open and non-leading question that could have been asked of the child. ☐
☒
Please resubmit
3
Identified one
strategy to work collaboratively with relevant agencies to ensure maximum effectiveness of report. ☐
☒
Please resubmit
4
Identified the ethical concern and provided a justification of why the behaviour is appropriate or inappropriate. ☒
☐
5
Identified the correct line manager to report concerns. ☒
☐
Assessment feedback
NOTE: This section must
have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform.
Assessment outcome
☐
Satisfactory
☒
Unsatisfactory
Assessor feedback
☒
Has the assessment declaration for this assessment event been signed and dated by the student?
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☒
Are you assured that the evidence presented for assessment is the student’s own work?
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
:
You’ve made a great start on this assessment, but there are a few answers which need amendment. You also need to submit all of the RoSHs and MRGs required. Please review my feedback and resubmit when you’re ready.
If you need help with this, I encourage you to review the learning resources in the lessons and contact the teachers T
(02) 9715 8817 or 1300 122 205 E
tafedigital.earlychildhood@tafensw.edu.au
. One of the teachers will be happy to assist you.
Thanks, Siu.
Assessor name, signature and date
Sandra Smith 11/01/23
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
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Student name, signature and date
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Assessment feedback Resubmit
NOTE: This section must
have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give
you feedback via the platform.
Assessment outcome
☐
Satisfactory
☐
Unsatisfactory
Assessor feedback
☐
Has the assessment declaration for this assessment event been signed and dated by the student?
☐
Are you assured that the evidence presented for assessment is the student’s own work?
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments
:
Assessor name, signature and date
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
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Appendix 1: Risk of Significant Harm (RoSH) Report
Table : Experience plan template
Risk of Significant Harm (RoSH) Report 1
Child and/or Young Persons Details:
Date
Child/young persons name Date of birth Age
Address
Phone
Gender ☐
Male ☐
Female
Does the child/young person need an Interpreter: ☐
Yes ☐
No ☐
N/A Record Language spoken at home Does the child/young person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
Does the child/young person attend school? ☐
Yes ☐
No ☐
N/A Record name of school, address and phone number
Care arrangements/Legal Status
☐
Lives with Parent/s (no parental conditions) ☐
Lives with Parent/s (with conditions: (please specify) ☐
Under the care of the Minister (please specify) ☐
Other (please specify) Parents/Carers/Significant Others Details
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Person 1
Name
Date of Birth / Age
Relationship to child/young person
Address
Phone
Gender ☐
Male ☐
Female
Does the person need an Interpreter: ☐
Yes ☐
No ☐
N/A Record Language spoken at home
Does the person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
Person 2
Name
Date of Birth / Age
Relationship to child/young person
Address
Phone
Gender ☐
Male ☐
Female
Does the person need an Interpreter: ☐
Yes ☐
No ☐
N/A Record Language spoken at home
Does the person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
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Person 3
Name
Date of Birth / Age
Relationship to child/young person
Address
Phone
Gender ☐
Male ☐
Female
Does the person need an Interpreter: ☐
Yes ☐
No ☐
N/A Record Language spoken at home
Does the person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
Person 4
Name
Date of Birth / Age
Relationship to child/young person
Address
Phone
Gender ☐
Male ☐
Female
Does the person need an Interpreter: ☐
Yes ☐
No ☐
N/A Record Language spoken at home
Does the person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
Risk of Significant Harm Information
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Risk of Significant Harm Identified ☐
Physical Abuse ☐
Neglect ☐
Sexual Abuse ☐
Psychological Harm ☐
Danger to Self or Others ☐
Domestic and Family Violence ☐
Cumulative Harm ☐
Homelessness ☐
Other (please specify
Details of the Significant Harm Additional comments
Reporter details
Name
Position
Phone Email
Online Mandatory Reporter Guide (MRG) accessed ☐
Yes ☐
No ☐
N/A Recommended Response from MRG [Record Outcome from MRG]
Risk of Significant Harm (RoSH) Report 2 Child and/or Young Persons Details:
Date
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Child/young persons name Date of birth Age
Address
Phone
Gender ☐
Male ☐
Female
Does the child/young person need an Interpreter: ☐
Yes ☐
No ☐
N/A Record Language spoken at home Does the child/young person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
Does the child/young person attend school? ☐
Yes ☐
No ☐
N/A Record name of school, address and phone number
Care arrangements/Legal Status
☐
Lives with Parent/s (no parental conditions) ☐
Lives with Parent/s (with conditions: (please specify) ☐
Under the care of the Minister (please specify) ☐
Other (please specify) Parents/Carers/Significant Others Details
Person 1
Name
Date of Birth / Age
Relationship to child/young person
Address
Phone
Gender ☐
Male ☐
Female
Does the person need an Interpreter: ☐
Yes ☐
No ☐
N/A
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Record Language spoken at home
Does the person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
Person 2
Name
Date of Birth / Age
Relationship to child/young person
Address
Phone
Gender ☐
Male ☐
Female
Does the person need an Interpreter: ☐
Yes ☐
No ☐
N/A Record Language spoken at home
Does the person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
Person 3
Name
Date of Birth / Age
Relationship to child/young person
Address
Phone
Gender ☐
Male ☐
Female
Does the person need an Interpreter: ☐
Yes ☐
No ☐
N/A Record Language spoken at home
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Does the person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
Person 4
Name
Date of Birth / Age
Relationship to child/young person
Address
Phone
Gender ☐
Male ☐
Female
Does the person need an Interpreter: ☐
Yes ☐
No ☐
N/A Record Language spoken at home
Does the person have any disability? ☐
Yes ☐
No ☐
N/A Record details of any disabilities
Risk of Significant Harm Information
Risk of Significant Harm Identified ☐
Physical Abuse ☐
Neglect ☐
Sexual Abuse ☐
Psychological Harm ☐
Danger to Self or Others ☐
Domestic and Family Violence ☐
Cumulative Harm ☐
Homelessness ☐
Other (please specify
Details of the Significant Harm Additional comments
Reporter details
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Name
Position
Phone Email
Online Mandatory Reporter Guide (MRG) accessed ☐
Yes ☐
No ☐
N/A Recommended Response from MRG [Record Outcome from MRG]
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