CHCECE025 Embed sustainable practices in service operations.

Workplace Tasks

CHCECE025
Embed sustainable practices in service operations

Workplace Assessment Task

Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the required
knowledge and skills to support children to connect with and contribute to their world and embed sustainable
practice into service operations.

Elements
The following elements define the essential outcomes of this unit:

 Element 1 Develop a sustainability management plan

 Element 2 Support children to develop an understanding and respect for the natural environment

 Element 3 Support others in implementing sustainable practice

 Element 4 Embed sustainability into service policies and procedures

Assessment Requirements

 001: Exploring Nature and Sustainability with Children

 002: Sustainability in Practice

Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s
exclusion from a unit or the entire course.
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The following activities will be considered plagiarism:

 Presenting any work by another individual as one's own intentionally or unintentionally

 Handing in work copied from another student.

 Presenting the work of another individual or group as their own work.

 Handing in work without the adequate acknowledgement of sources used, including work taken
totally or in part from the internet.

You must PRINT AND SIGN this document

Student Declaration
You must sign your completed workplace tasks and acknowledge the authenticity of your work prior to
submission to the College.

I understand my responsibility to provide assessment responses with my own materials and thoughts,
except where specifically acknowledged or taken from other sources. The material contained in these tasks
is my own work.

I understand that at any time if it is shown, that in an assessment task, a student has significantly
misrepresented material, any assessment outcome awarded to that student on the basis of this material
may be revoked including any qualification outcomes and/ or statement of attainment

Name: Signature: Date:

Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to demonstrate
competency in each relevant unit. To facilitate the appropriate learning and practice of developing skills
ALL workplace assessment tasks MUST be completed within a regulated children's service. Workplace

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supervisors must authenticate these tasks have been completed, under supervision and to an acceptable
workplace standard for organisation policies and procedures.

Attempting assessment tasks

Students are required to provide appropriate responses to the indicated questions for each task.

Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency
based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or
Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will
provide the student with feedback and guidance regarding what needs to be completed for resubmission.

Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals
must be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute.
Appeals must be lodged within 28 days of the decision or finding.

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Required Readings
In order to complete this unit of competency you are required to access the following key resources.

Textbook

 Kearns, K. (2017). The Big Picture: Working in Early Childhood Education and Care Series (4th ed.).
Victoria: Cengage Learning Australia.

Core Documents

 Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality
Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018)

Additional Readings for this Unit

 Benefits of Connecting Children with Nature: Why Naturalise Outdoor Learning Environments. (2012)
The Natural Learning Initiative. Retrieved from: https://naturalearning.org/sites/default/files/Benefits
%20of%20Connecting%20Children%20with%20Nature_InfoSheet.pdf (Accessed April 2017).
 Helping children learn to love the Earth before we ask them to save it: Developmentally
appropriate environmental education for young children. (2005). Dimensions Educational Research
Foundation. Retrieved from:
https://dimensionsfoundation.org/wp-content/uploads/2016/07/helpingchildrenlovetheearth.pdf
(Accessed April 2017).

Recommended Websites

 Gosford Council Little Green Steps http://www.gosford.nsw.gov.au/environment-and-

waste/environmental-education-and-programs/little-green-steps (Accessed April 2017).

 Australian Association for Environmental Education WA: http://www.aaeewa.org.au/littlegreensteps.html

(Accessed April 2017)

 NSW Environmental Education Network (ECEEN): http://www.eceen.org.au/ (Accessed April 2017).

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001 Exploring Nature and Sustainability with Children

CHCECE025 Embed sustainable practices in service operations

Element 1 Develop a sustainability management plan

Element 2 Support children to develop an understanding and respect for the natural environment

Element 3 Support others in implementing sustainable practice

Performance Evidence

Knowledge Evidence

Activity 1
To complete this task refer to Chapter 9 of your textbook ‘The Big Picture’ and refer to your readings:

 Helping children learn to love the Earth before we ask them to save it: Developmentally appropriate
environmental education for young children.
 Benefits of Connecting Children with Nature: Why Naturalise Outdoor Learning Environments.

Exploring Natural Materials

“Without continuous hands-on experience, it is impossible for children to acquire a deep intuitive understanding
of the natural world that is the foundation of sustainable development. A critical aspect of the present-day crisis
in education is that children are becoming separated from daily experience of the natural world” - Robin C.
Moore and Herb H. Wong cited in Dimensions Educational Research Foundation, (2005).

For this task you are required to conduct a small group experience (3 - 5 children) with children aged between 2
- 6years that engages them in exploring the natural environment using their senses. You may refer to the
readings for ideas about types of suitable experiences. Consider also discussing with your colleagues.

Complete an experience plan prior to undertaking this experience. Your experience plan must be approved in
writing by the Workplace Supervisor at least 24 hours prior to implementation. Your plan must include:

 A rationale for how the experience and goals support the children’s development.
 Link to the EYLF.
 Consideration of how you will assess children’s learning and development in this area.

Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved.
Reflect on your role in the experience and how you managed the group.

Document your plans and reflections on the ‘Small Group Experience Plan’ and ‘Evaluation and
Reflection’ templates.

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Workplace Task 001 – Activity 1 – Exploring Natural Materials

Small Group Experience Plan

Age of Children: Group Size: Small ( ____ children) Date of Implementation:
Goal: (How will this experience support the group’s development/learning? What do you want to achieve?) Linking to EYLF Outcome/s:

Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)

Rationale: (How does the experience support the interests and learning needs of the group?)

Time: Location:  Indoors  Outdoors  Routine Task_____________________  Other _____________________________

Resources: Transition Strategy:

(List the resources and materials you will use for the experience.) (How will you gather children to the experience? How will you safely and smoothly transition the children to the
next experience/routine at the conclusion?)

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Description of Experience/Procedure: Pedagogical Practice (Teaching Strategies):

(List/describe how you intend to implement the experience with the children from beginning (set up) to (What role will you play in the experience? How will you facilitate children’s engagement, learning and
end. How will it be set up? What will the children be required to do?) development? E.g. initiating, modelling, prompting, coaching, encouraging, playing alongside, giving
directions, asking questions, extending, demonstrating, one to one interactions. What strategies will you
use to assess children’s learning and development?)

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Workplace Task 001 – Activity 1 – Exploring Natural Materials

Evaluation and Reflection

Focus Child: Experience: Date of Implementation: Student Name:
Evaluation of Experience Goal: (How did the experience meet the goals and outcomes? Was it appropriate or not, did it go well or not so well and why? How did the children respond? What did they
gain from the experience? What did they say and do that indicated you have meet the goals of the experience? Include comments from the child/ren.)

Future Planning: (What next? How will you extend, revisit or build upon this experience, future teacher strategies, further develop goals? Will you vary the experience or work on a new skill/interest? How
will you extend/encourage/challenge children’s ideas/experiences/interests/skills/development/abilities? What provisions/provocations can you set up to further the child/group learning and development?)

Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and management. Think about your interactions with the children; how you supported
them, how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/problems etc. Also think
about tone of voice, supervision, awareness of safety issues etc.)

Professional Goal: (What can you work on to improve your skill/s?)

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Activity 2
To complete this task refer to Chapter 9 of your textbook ‘The Big Picture’ and refer to your readings:

 Helping children learn to love the Earth before we ask them to save it: Developmentally appropriate
environmental education for young children.
 Benefits of Connecting Children with Nature: Why Naturalise Outdoor Learning Environments

Sustainability Explorers

This task requires you to implement a small group experience (3 - 5 children) with children aged between 2 – 6
years encouraging them to engage in exploring the sustainable environment.

To complete this task you will need to:

 Tell the children they are going to be environmental explorers. Talk to them about being an explorer –
what does this mean?
 Discuss sustainable practices in the service and at home and how we can care for our environment e.g.
recycling, not wasting water, and growing food etc.
 Record the children’s responses on a large sheet of paper.
 Before you explore your service with the children you may like to provide clipboards for the children with
pictures of what they might find (if age appropriate). You may use the template provided or develop one
of your own. Or with younger children, you could use this template as a prompt for the whole group. You
could give them some blank paper to draw what they have found. Refer to the reading for further
ideas/examples for developing this experience.
 Guide the children to walk through the environment identifying the sustainable practices they see.
 Gather the children together to share what they have discovered. Refer to the list previously developed
by the children – did they see all of these things? Add to the list. What things were not seen that you
could work on together to change?
 Suggest a follow-up experience.

Document your answers on the ‘Experience Documentation’ template.

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Name of Environmental Explorer:

Recycled materials for construction and collage Lights off

Taps not dripping Windows open

Vegetable gardens Recycle paper bin

Compost/worm farm Curtains on windows

Food scraps separated into waste and compost

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Plates/cups are washable containers

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Workplace Task 001 – Activity 2 – Exploring Sustainability

Experience Documentation
Date of Implementation:

Rationale: (How does the experience support the interests/learning and/or development of children and sustainable practice?)

Describe what occurred: (How did the children respond? What did they gain from the experience? How does the learning
reflect outcomes of the EYLF?)

Future Planning: (What next…how will you extend, revisit or build upon this experience, future teacher strategies, further
develop goals?)

002 Sustainability in Practice

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CHCECE025 Embed sustainable practices in service operations

Element 1 Develop a sustainability management plan

Element 2 Support children to develop an understanding and respect for the natural environment

Element 3 Support others in implementing sustainable practice

Element 4 Embed sustainability into service policies and procedures

Performance Evidence

Knowledge Evidence

Activity 1
To complete this task refer to (pp. 393 – 394) of your textbook ‘The Big Picture’ and refer to your reading:

 Guide to the National Quality Framework – See Element 3.2.3 Environmentally Responsible: The
service cares for the environment and supports children to become environmentally responsible.

Some websites you may find useful include:

 Gosford Council Little Green Steps: http://www.gosford.nsw.gov.au/environment-and-

waste/environmental-education-and-programs/little-green-steps
 Australian Association for Environmental Education WA:
http://www.aaeewa.org.au/littlegreensteps.html
 NSW Environmental Education Network (ECEEN): http://www.eceen.org.au/

Review of philosophy, policy and practices

This task requires you to access and review the services philosophy and sustainability policy. If your service
does not have sustainability policy, use the Example Environmental Sustainability Policy (‘The Big Picture’, pp.
393 - 394). In your review, you will need to answer each of the following questions.

Philosophy and policies promoting sustainability:

 Does the policy reflect the service philosophy in terms of sustainability?

 How does the philosophy and policy promote sustainable practices in the immediate service
environment and beyond and foster respect and care for the environment?

Service Practices and Sustainability:

 What practices are being implemented within the service that are consistent with the policy?
 Are there any practices discussed within the policy that are not currently being implemented within the
service?
 What practices are being implemented within the service that are not consistent with the policy?
 How are children involved in the sustainable practices being implemented at the service?

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 How has the service addressed any ethical issues in relation to sustainable practice, for example buying
in bulk rather than shopping locally which may cost more, printing photographs for children’s portfolios
using costly ink/resources?

Feedback and Communication about Sustainability:

 How does the service share information and ideas with families and the community about sustainability?
 How does the service gain feedback, suggestions and ideas for change in regard to the sustainability
policy?

Consider what you have found in your review of the service philosophy, policy and practices in regards to
sustainability. Discuss your findings with your workplace supervisor and make recommendations for changes or
updates to the philosophy, policy and/or practices.

Document your answers on the ‘Policy Review’ template.

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Workplace Task 002 – Activity 1 – Sustainability in Practice

Policy Review
Philosophy and Policies Promoting Sustainability:

Service Practices and Sustainability:

Feedback and Communication about Sustainability:

Recommendation for change/action:

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