CHCECE049 - Embed environmental responsibility in service operations

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit’s learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:
• observe and document three examples of practices that demonstrate children’s understanding of environmental responsibility
• design, implement and evaluate a plan to enhance two aspects of environmental responsibility for an education and care service, including:
• researching contemporary practice relating to environmental responsibility
• reviewing service operations in line with contemporary practices
• consultation with stakeholders
• identifying opportunities for improvement
• documenting outcomes of implementation
• sharing outcomes and evaluation of plan implementation with supervisor.

Students will also be expected to demonstrate the following knowledge:
• requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:
• physical environment
• overview impacts of key global issues relating to the environment and their relationship to environmental practices at a local level
• relationship between human and animal activity and the environment
• the importance of supporting children to develop a sense of environmental responsibility
• importance of Aboriginal and/or Torres Strait Islander peoples’ cultures and environmental responsibility.
• importance of community as a source of knowledge, skills and values
• environmental sustainability planning in a children’s education and care context:
• key areas of focus and associated sustainable practices:
• biodiversity
• curriculum
• eco-friendly material usage
• eco-literacy for children
• energy
• water
• natural environment
• recycling
• toxins
• upcycling
• waste (including food waste)
• potential ethical dilemmas
• tools for identifying potential improvements
• models of best practice
• methods for developing the plan
• key stakeholders to involve in developing the plan:
• children
• families
• service personnel
• ways of integrating environmental sustainability across all areas of practice
• qualitative and quantitative evaluation processes
• principles of change management:
• barriers and drivers for behavioural change
• sphere of influence
• strategies for improving children’s experiences and understanding of the natural environment and skills for environmental sustainability:
• growing and preparing food
• recycling
• waste reduction
• reduction of water usage
• reduction in energy usage
• critical reflection:
• what is critical reflection
• why and how educators use critical reflection
• what makes for meaningful critical reflection
• service standards, policies and procedures for:
• physical environment.