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.

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?

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?

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

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.

My Answer-

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.

Scenario 3

9 year-old boy, Amon, presents with a red outline of an adult hand on his left leg andappears 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.

1. 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-

b)Identify the potential consequence

c)Indicate the required action

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 -

b)Identify the potential consequence

c)Indicate the required action

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

b)Identify the potential consequence

c)Indicate the required action

2.Complete the following table:

Moving furniture:

a)Identify the potential risk

b)Describe how the risk is being minimised

Reaching above shoulder height:

a)Identify the potential risk

b)Describe how the risk is being minimised

Clearing rubbish from floor:

a)Identify the potential risk

b)Describe how the risk is being minimised

Cleaning spills such as blood or chemicals:

a)Identify the potential risk

b)Describe how the risk is being minimised

Working at a computer for extended periods of time:

a)Identify the potential risk

b)Describe how the risk is being minimised

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: