Describe how you could create a positive relaxed environment during mealtimes for toddlers eating peas, carrots and chicken pieces by finishing the following sentences. a. The utensils I would provide include … b. The furniture I would provide includes … c. I would use these three words to describe the foods in the meal: d. One thing I would talk about durin

Learning checkpoint 1
Promoting healthy eating
Question 1
Describe how you could create a positive relaxed environment during mealtimes for toddlers eating peas, carrots and chicken pieces by finishing the following sentences.
a. The utensils I would provide include …
b. The furniture I would provide includes …
c. I would use these three words to describe the foods in the meal:
d. One thing I would talk about during the meal to make the time enjoyable would be …
e. I would fill the toddlers’ cups with water and make sure this is available during their meal because …
f. Signs that the children are enjoying the mealtime include …
g. I would model healthy eating and good nutritional practices by …
Question 2
Find one healthy recipe that children could make, and use it to answer the following questions. Provide the title of the recipe.
a. List its nutritional values.
b. What are two ways you could involve preschool-age children in cooking this recipe?
c. Access the EYLF or MTOP as appropriate to your service. How does this recipe link to an outcome?

Learning Checkpoint One
Learner
name

Student Number

Unit
CHCECE004 Promote and provide healthy food and drinks
Assessor name

Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me
Yes  No 
I have received information about the unit of competency
Yes  No 
I understand the type of evidence to be collected
Yes  No 
The appeals system has been explained to me
Yes  No 
I have informed my assessor of any special needs that may need to be considered during the assessment
Yes  No 
Learner signature
Date

Result of assessment – Assessment 1: Written Test
Attempt No 1: S  NYS 
Attempt No 2: S  NYS 
Attempt No 3: S  NYS 
The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature
Date
I intend to lodge an appeal on the above decision
Yes  No 
Learner signature
Date

Learning checkpoint 2
Planning nutritious food and drinks
Part A
Analyse the two nutritional information panels (NIPs), then answer the questions that follow.
Cereal 1 – nutrition information
Servings per package: 12
Serving size: 30 g
Quantity per serving
Quantity per 100 g
Energy
447 kJ
1490 kJ
Protein
3.7 g
12.4 g
Fat, total
0.4 g
1.4 g
• Saturated
0.1 g
0.3 g
Carbohydrate, total
20.1 g
37.0 g
• Sugars
1.0 g
3.3 g
Sodium
87 mg
290 mg

Cereal 2 – nutrition information
Servings per package: 16
Serving size: 30 g
Quantity per serving
Quantity per 100 g
Energy
480 kJ
1600 kJ
Protein
6.6 g
21.9 g
Fat, total
0.2 g
0.6 g
• Saturated
<0.1 g
0.1 g
Carbohydrate, total
20.8 g
69.4 g
• Sugars
9.6 g
32.0 g
Sodium
168 mg
560 mg

Question 1
Which cereal is the healthier choice? Why?
Question 2
If one of the cereals contained the additive 951, what would this additive be? What purpose does it have?
Question 3
The Infant feeding guidelines state the following:
• ‘First foods should be iron-rich and an increasing range and quantity of foods should be introduced so that by 12 months the infant is consuming a wide variety of family foods.’
• ‘The texture of foods should be suitable to the infant’s stage of development, progressing from pureed to lumpy to normal textures during the 6–12 month period.’
Go to a supermarket or food store and look at the baby foods. Read a range of labels and identify one food that is suitable to provide to a six-month-old. Look at the nutritional elements and the texture of the food. Explain why this food is suitable.
Part B
Read the menu for five-year-old children, then answer the questions that follow.
Meal
Sample menu
Breakfast
Wheat cereal (1 serve) with milk (½ serve)

Water
Morning tea
Vegetable sticks (1 serve) with hommus dip (1 serve)

Water
Lunch
Chicken (1 serve) and vegetable stir-fry (1½ serves) with rice (1 serve)

Stewed apple (½ serve) and custard (1 serve)

Water
Afternoon tea

Dinner
Tuna patties (1 serve) with peas and carrot (1 serve), and polenta (1 serve)

Fruit kebabs (½ serve)

Water

Question 1
Complete the following tasks:
d. Identify how many serves of each food group are already included in the menu – use a table similar to the example provided to record your calculations.
e. List the remaining number of serves to be added to the menu.
f. Use this information to recommend a suitable afternoon tea option to provide all the remaining food groups’ serves.
Food group
Number of serves shown in the menu
Number of serves suggested
per day for a 5-year-old child
Number of serves to be added to the menu
Grains/cereals, mostly wholegrain and/or high cereal fibre varieties

4

Vegetables and legumes/beans

4.5

Fruit

1.5

Milk, yoghurt, cheese and/or alternatives, mostly reduced fat

2

Lean meats and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans

1.5

Question 2
If a child had an allergy to seafood, explain how you would do the following:
a. Provide an alternative to tuna patties in the menu.
b. Ensure there is no cross-contamination between the tuna patties and the safe food you chose in your previous response.
c. Talk to the parent if they suggested you just remove the tuna patties from the child’s meal and not replace it with any substitute.
d. Observe the child for symptoms of anaphylaxis.
Question 3
List five implications that a poor diet may have on a child.
Question 4
Answer the following questions:
a. Access the NQS for Element 2.1.3. In regard to healthy eating, how is this standard demonstrated in your service?
b. Access the Education and Care Services National Regulations, Regulation 79 (1). Explain how an approved provider can meet the regulations regarding providing food and beverages.
c. Access the Early Childhood Australia Code of Ethics at:
http://aspirelr.link/eca-code-of-ethics
Which point outlines the rights of the family to make decisions about the child?
d. Access the United Nations Convention on the Rights of the Child, Article 24, at: http://aspirelr.link/unicef-child-rights
In your own words, summarise what the article says about nutrition.
Part C
Question 1
Describe what a menu cycle is. How is it developed and used?
Question 2
Parents might be kept informed about the foods being offered each day through a menu display. Develop an additional item of information that explains to parents the nutritional value of fruit.
Question 3
Complete the following menu cycle for children aged four years and over.
a. Add five different lunch choices that contain two serves of vegetables, one serve of meat (or alternatives) and one serve of grain foods.
b. Add six different snack choices that contain a serve of grain foods and either a serve of vegetables or a serve of dairy.
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Morning tea

Seasonal fruit platter
Seasonal fruit platter

Seasonal fruit platter
Lunch

Spaghetti bolognaise with carrot and peas
Vegetable risotto with cheesy garlic bread
Creamy chicken casserole with rice, cauliflower and beans

Afternoon tea
Seasonal fruit platter

Seasonal fruit platter
Cheese on toast

Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Morning tea
Vegetable sticks with cheese cubes
Seasonal fruit platter
Seasonal fruit platter
Seasonal fruit platter

Lunch
Meatballs, mash, broccoli and carrots

Mixed sandwiches

Afternoon tea
Yoghurt and muesli
Dip and crackers

Tea cake with milk
Seasonal fruit platter

Learning Checkpoint Two
Learner
name

Student Number

Unit
CHCECE004 Promote and provide healthy food and drinks
Assessor name

Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me
Yes  No 
I have received information about the unit of competency
Yes  No 
I understand the type of evidence to be collected
Yes  No 
The appeals system has been explained to me
Yes  No 
I have informed my assessor of any special needs that may need to be considered during the assessment
Yes  No 
Learner signature
Date

Result of assessment – Assessment 1: Written Test
Attempt No 1: S  NYS 
Attempt No 2: S  NYS 
Attempt No 3: S  NYS 
The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature
Date
I intend to lodge an appeal on the above decision
Yes  No 
Learner signature
Date

Learning checkpoint 3
Handling food safely
Read the case study then complete the questions that follow.
Case study
Melanie works in a childcare organisation. Her job is to prepare and serve the children their snacks and lunch. Last night, Melanie became unwell with stomach cramps and today she is still feeling ill.
Melanie starts work and goes straight into the kitchen to start chopping fruit for the morning snack. While doing so, she remembers she needs to chop chicken for the children’s lunch. Melanie moves some of the fruit off the board and uses the board to cut up the chicken. She places the chicken pieces back on the top shelf of the fridge, then gets back to cutting the fruit on the board.
Just as Melanie is about to pick up the finished fruit plate, she sneezes, making sure she does not sneeze on the plate of food. She blows her nose, then puts her tissue in the bin and takes the fruit to serve to the children.
Melanie is planning to have the children thread the pieces of fruit onto a small skewer as a simple cooking experience. She calls the children in from play and gets them to sit at the table. She shows them how to thread by choosing a piece of fruit from the large platter, picking it up and threading it on the skewer.
The children are excited to participate. George wants to have orange on his fruit kebab, but when he picks it up he realises it is too squishy and replaces it on the plate. He chooses a piece of kiwi fruit instead and threads it. He pushes it too hard and it breaks off, falling onto the floor. Melanie says she will help him. She picks up the kiwi fruit and threads it onto George’s skewer. George quickly eats the kiwi piece and asks Melanie to thread another piece of fruit for him.
Melanie’s supervisor is concerned about Melanie’s actions. He realises that the food policy has not been reviewed for some time.
Question 1
List the actions that Melanie did to breach food-handling procedures.
Question 2
What should she have done in each case?
Question 3
If you were providing this cooking experience, what four safe food-handling actions would you expect the children to follow?
Question 4
Who would you tell if you noticed there were missing actions in the service procedure?

Learning Checkpoint Three
Learner
name

Student Number

Unit
CHCECE004 Promote and provide healthy food and drinks
Assessor name

Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me
Yes  No 
I have received information about the unit of competency
Yes  No 
I understand the type of evidence to be collected
Yes  No 
The appeals system has been explained to me
Yes  No 
I have informed my assessor of any special needs that may need to be considered during the assessment
Yes  No 
Learner signature
Date

Result of assessment – Assessment 1: Written Test
Attempt No 1: S  NYS 
Attempt No 2: S  NYS 
Attempt No 3: S  NYS 
The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature
Date
I intend to lodge an appeal on the above decision
Yes  No 
Learner signature
Date

Final assessment
CHCECE004 Promote and provide healthy food and drinks
Your trainer or assessor may require you to complete this assessment activity and will provide you with instructions as to how to present your responses. They may provide alternative or additional assessment activities depending on the circumstances of your training program.
The following table maps this final assessment activity against the elements and performance criteria of CHCECE004 Promote and provide healthy food and drinks.
Part
Element
Performance criteria
A
1, 2, 3
1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3
B
1, 2, 3
1.1, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3

Detailed mapping of this learner guide against the methods of assessment, the elements, the performance criteria, performance evidence and knowledge evidence is available in the Aspire Trainer’s and assessor’s guide for this unit.
Purpose
The following activity forms part of your assessment of competence. You may also need to provide various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This assessment activity is designed to assess your skills and knowledge across the whole unit CHCECE004 Promote and provide healthy food and drinks.
Requirements
To complete this assessment activity, you need to:
• access a children’s services environment
• be observed demonstrating performance as outlined in Part A
• complete the tasks outlined in Part B and submit responses as directed by your trainer/assessor/training organisation
• ensure you maintain confidentiality as required.

Part A
Your trainer needs to see demonstrated evidence of your performance in the following areas. Observations may take place in your workplace or in a simulated environment. Your trainer/assessor/training organisation will provide guidance as to how these observations will take place.
Performance evidence
Example
Demonstrate how you planned and provided food and drink for children on at least three occasions, including how you:
identify and respond to requirements related to food allergies, medical conditions and cultural and religious requirements
Show your trainer/assessor how you ensure you are aware of all children’s specific food requirements, especially those with medical and cultural needs.
role-model healthy eating habits for children
Show your trainer/assessor how you discuss the healthy foods you enjoy with children.
ensure safe handling, preparation and storage of foods and drinks
Show your assessor, on at least three occasions, how you take responsibility for meal times and food handling by following a meal routine, including setting up the meal space, accessing appropriate foods, serving to children and packing away at the completion of eating.
create a positive, relaxed environment during mealtimes.

Demonstrate how you engaged children by involving them in menu planning and assisting in meal preparation.
Show your assessor how you gather information from children about a meal they would like to eat, and then support them to cook the recipe.
Demonstrate how you read and interpret food labels to identify ingredients of concern and nutritional content.
Show your trainer/assessor how you choose the healthier of two foods based on their labelled ingredients.

Part B
1. Complete the following cycle menu for children over four years old. Add:
• five different lunch choices that contain two serves of vegetables, one serve of meat (or alternatives) and one serve of bread or cereal
• six different snack choices that contain a serve of bread or cereal and either a serve of vegetables or a serve of dairy.
Include one healthy recipe that the children can cook.

Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Morning tea

Seasonal fruit platter
Seasonal fruit platter

Seasonal fruit platter
Lunch

Spaghetti bolognaise with carrot and peas
Vegetable risotto with cheesy garlic bread
Creamy chicken casserole with rice, cauliflower and beans

Afternoon tea
Seasonal fruit platter

Seasonal fruit platter
Cheese on toast

Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Morning tea
Vegetable sticks with cheese cubes
Seasonal fruit platter
Seasonal fruit platter
Seasonal fruit platter

Lunch
Meatballs, mash, broccoli and carrots

Mixed sandwiches

Afternoon tea
Yoghurt and muesli
Dip and crackers

Tea cake with milk
Seasonal fruit platter

Consider the ingredients from one day of the menu.
a) Which day did you choose?
b) Adapt the menu to show how a child who does not eat meat would be catered for.
c) How many ingredients in the menu are foods with labels? List the names of the foods. If none of them have labels, choose three foods with labels (not in your menu) to compare, and list the food names.
• Which food has the greatest amount of fat according to its label?
• Which food has the greatest amount of sugar according to its label?
• Which food has the greatest amount of sodium/salt according to its label?
Create a booklet that could be presented for parent education. Include the following:
a) The menu you have developed showing the foods and drink that will be offered to children, including the water that is accessible all day
b) At least one message about why the foods in your menu were chosen; this message may include information about the:
• nutritional value of the foods
• ability of these foods to meet the religious or cultural needs of the children
• ability of the foods to meet the likes or dislikes of the children
• foods being chosen to meet the food groups.
c) Some of the effects of poor diet (for example, tooth decay, nutritional deficiency, poor concentration, out-of-character behaviour and obesity)
d) A summary of the National Quality Standard 2.2.1
e) A summary of The Early Years Learning Framework Outcome 3: Children take increasing responsibility for their own health and physical wellbeing
f) A summary of The United Nations Convention on the Rights of the Child Article 24
g) The Code of Ethics points 1 and 2
h) The importance of breastfeeding
Develop a procedure that lists, in order, the things you need to do to provide a morning tea for children. Include:
• food handling guidelines as noted in your service policy
• protective clothing
• furniture and utensils needed
• preparation you must complete
• the storage of foods before, during and after use – if any foods are left over.
Implement a cooking experience using the recipe you chose in question 1. Evaluate the experience by answering the following questions:
a) Explain how you engaged the children in the nutrition and healthy choice of the recipe?
b) Did the children enjoy the cooking experience? How do you know?

Learning Checkpoint Final Assessment
Learner
name

Student Number

Unit
CHCECE004 Promote and provide healthy food and drinks
Assessor name

Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me
Yes  No 
I have received information about the unit of competency
Yes  No 
I understand the type of evidence to be collected
Yes  No 
The appeals system has been explained to me
Yes  No 
I have informed my assessor of any special needs that may need to be considered during the assessment
Yes  No 
Learner signature
Date

Result of assessment – Assessment 1: Written Test
Attempt No 1: S  NYS 
Attempt No 2: S  NYS 
Attempt No 3: S  NYS 
The learner’s overall performance was Satisfactory  Not Yet Satisfactory 
Feedback to learner on overall performance

Assessor signature
Date
I intend to lodge an appeal on the above decision
Yes  No 
Learner signature
Date

Summative Assessment Record
Learner Name

Unit of Competency
CHCECE004

Assessment Task
Date of assessment
Satisfactory
Assessor Signature
Learning Checkpoint One

Yes  No 

Learning Checkpoint Two

Yes  No 

Learning Checkpoint Three

Yes  No 

Final Assessment

Yes  No 

Assessor’s Comments

Competent 
Not Yet Competent 
Re-assessment required 

Assessor name (please print)
Assessor signature
Date
I intend to lodge an appeal on the above decision
Yes  No 

Learner signature
Date