Children's Education and Care - Draft 3 Validation

CHCECE049_Embed environmental responsibility in service operations Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE049

UNIT TITLE

Embed environmental responsibility in service operations

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate a sustainability management plan and support children’s environmental responsibility. 

 

This unit applies to educators who develop and implement practices in accordance with organisational policies within a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

CHCECE037 Support children to connect with the natural environment

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

14 Comments

pre-requisite

"Agree with all comments about removing this pre-requisite as previous unit did not require this and this is also not in line with overall diploma pre-requisite. Unit CHCECE012 is an elective hence students who have not completed this in their CHC30113 would be at a disadvantage, especially when this unit really does not warrant a pre-req"

Kirsty Fantini 09.09.2020 01.11PM

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2 Replies

"Totally agree this unit does not warrant a pre-req."

Janis Green 10.09.2020 03.18PM

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"I agree with this statement, this unit does not require a pre-req. As this will be a disadvantage towards students moving forwards from Cert III. "

Reesan Tay 12.09.2020 10.21PM

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Prerequisite ?

"Totally agree with comments that this will hinder students from CHC30113 if prerequisite is required."

Fiona Corish 04.09.2020 02.49PM

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"Agree the pre req really isn't neccessary and is a barrier to those with a Cert III pre 2021 wanting to enrol in a Diploma. This unit will work fine without the pre req "

Sue Wyatt 04.09.2020 02.46PM

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1 Reply

"Agreed, ECE037 not required as a pre-requisite"

Janine Johnston 04.09.2020 02.49PM

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Prerequisite needed?

"Is CHCECE037 really needed as a prerequisite? CHCECE025 has been delivered and assessed well without needing a pre-req in the CHC50113 "

Caroline Lancaster 04.09.2020 02.45PM

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2 Replies

"Yes agree, I don't believe the pre-req for this unit is required "

Brooke Pallmann 04.09.2020 02.47PM

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"Agreed. not sure why this would need to be a prerequisite."

Wendy Foord 07.09.2020 04.12PM

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pre -req

"the pre-req for this unit is not required and can be delivered without the ECE037"

andrea williams 04.09.2020 02.43PM

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1 Reply

"I agree with Andreas comment. We have been delivering CHCECE025 without the need for pre-requisite so I don't believe its required."

Amanda Grainger 04.09.2020 02.44PM

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"The pre-req here does not work. This is a major barrier when it's been decided that chc30113 in indeed an equiv?"

Cara Morris 19.08.2020 02.59PM

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2 Replies

"I agree Cara - especially when at the moment CHCECE012 (which is kind of similar to 037) is an ELECTIVE unit in the current cert III packaging rules. Not all learners will come into this new qualification with 012 and so will need to spend time and money completing 037 before 049. The entry requirement for CHC30113 should be all or nothing!"

Carla Scalia 23.08.2020 09.54AM

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"I do think having both units as core units is good though & needs to be in both cert III & Dip"

Heather Baldwin 11.09.2020 12.40PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Enhance children’s environmental responsibility.
    1. Develop innovative strategies that promote environmental responsibility in consultation with children.
    2. Support children to take the lead in identifying practices that are environmentally responsible at the service.
    3. Encourage children to exchange thoughts and ideas about environmental responsibility.
    4. Ensure environmentally sustainable practices are embedded in daily practices of the service.
    5. Encourage children to learn about Aboriginal and/or Torres Strait Islander Peoples environmental responsibility practices.
  1. Promote environmental responsibility in the service.
    1. Review the service philosophy, policies and procedures in relation to different aspects of environmental responsibility.
    2. Consult with stakeholders to identify potential changes in the service philosophy, policies and procedures regarding environmental responsibility.
    3. Contribute to the development of an environmental responsibility plan for the service, based on the review and consultation.
    4. Develop strategies that encourage the participation of both adults and children in the service’s sustainable practices.
    5. Identify and include ways to evaluate improvements in environmental responsibility within the service.
  1. Implement and evaluate environmental responsibility plan.

 

 

 

    1. Investigate how children and adults engage with the service’s environmental responsibility plan.
    2. Encourage children to engage in environmentally responsible practices beyond the service, with families and the community.
    3. Seek feedback from children and adults about the service’s practices.
    4. Use feedback and critical reflection to inform changes and improvements to plan.

8 Comments

PC 3.2

"This PC is not overly clear and really requires no follow up. Does it achieve anything that ECE037 doesn't as a pre-req."

ECTARC Training Services 02.10.2020 02.27PM

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Sustainability policy vs environmental responsibility plan

"I question whether more emphasis should be made on the investigation, development and evaluation of environmental/sustainability responsibility plans rather than the sustainability policy. Surely the responsibility plan would inform the sustainability policy. Therefore I feel it would be more beneficial for the learner to focus on how the service can increase their sustainability awareness and implementation of a responsibility plan rather than the policy itself."

Katherine Hussar 30.09.2020 04.22PM

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Element 3 - sustainability plan

"I would like to suggest that the plan is called a Sustainability Management Plan rather than an environmental responsibility plan. The latter term is not what these are called in sustainability fields. I think it is important that we use terminology that is familiar across industry. Also, when engaging people with pro-environmental behaviour, you need to not frighten them off by terminology...'environmental responsibility plan' could be a put off for people as the words can be confronting. It is really critical in engaging others in sustainability to frame our messages. One more thing, a sustainability management plan comes from an audit however an audit is not mentioned in the PC. In order for the plan to be the most successful, the sustainability audit needs to be completed first - this can be done with the children ."

Deborah Long 20.09.2020 05.07PM

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PC3.2

"PC not clear. Is the educator supporting the child to be involved with the current activities of families and communities, or are they supporting the child to involve families and communities in activities?"

Debbie Conway 14.09.2020 03.39PM

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Pre- requisite unit requirement

"Just like the pre-req requirements for 041, these requirements should be removed, If CHC30113 is the entry requirement, the whole qualification should be accepted. New learners are going to have to do 037 at additional time and cost. An educator with CHC30113, I feel does not gain anything new knowledge wise, by doing 037, just to do this unit. We are forgetting the notion that experience brings. "

Carla Scalia 19.08.2020 12.45PM

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3 Replies

"I completely agree! This creates an instant barrier for Diploma students who hold CHC30113. It's also a huge contradiction to say that CHC30113 is a pre-requisite for the qualification, and then on another hand add additional pre-requisites for individual units that sit outside CHC30113 as they are in the new Cert III."

Chloe Brewer 19.08.2020 01.03PM

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"I agree, the prerequisite isn't necessary for this unit. For students with a cert three wanting to continue onto their diploma, having a prerequisite for this unit is going to make it difficult. "

Pam Chapman 04.09.2020 02.47PM

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"good point made from Pam although I do think both units should be a core"

Heather Baldwin 09.09.2020 07.47PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Reading skills to:

  • comprehend content of service philosophy, policies and procedures relating to environmental responsibility.

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.

Technology skills to:

  • document sustainability plans using digital media.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

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Performance evidence

TITLE

Assessment Requirements for CHCECE049 Embed environmental responsibility in service operations

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, 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:
    • research contemporary practice relating to environmental responsibility;
    • review of service operations in line with contemporary practices;
    • consultation with stakeholders;
    • identifying opportunities for improvement;
    • document outcomes of implementation
    • share outcomes and evaluation of plan implementation with supervisor.

2 Comments

PE

"Does the first dot point fit here in PE? What are they really doing other than documenting three things? This seems as though it could sit in Element 1, possibly PC 1.1 where they have to develop strategies. Throughout the units it seems as though there is no consistent application of PE's. It would be great if it only included exactly what must be physically observed by an assessor or workplace supervisor then everything else sat in PC's(which student's also have to do if there is practical intent) but assessed through reports/evaluations/written answers. This would provide much more consistency at audits also if it was clearly defined."

ECTARC Training Services 02.10.2020 02.36PM

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"I feel it needs to be more than 2 needs to be at least 4-5 planned experiences"

Heather Baldwin 11.09.2020 12.19PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • 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 responsbility
  • 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
  • organisational standards, policies and procedures for:
    • collaborative partnerships with families and community
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
    • governance and leadership.

1 Comments

"Needs to also include eco literacy"

Heather Baldwin 11.09.2020 12.20PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a regulated education and care service in Australia:

  • performance evidence may be collected through authenticated third-party reports
  • third-party reports must be supplemented by other forms of evidence
  • interactions with children must be supervised by an approved early childhood educator

 

Skills related to design and evaluation may be demonstrated outside of the service, but the plan must be based on a service in which the individual has worked.

 

Assessment must ensure access to:

  • National Quality Framework
    • National Quality Standard
    • the relevant approved learning framework
  • organisational standards, policies and procedures for:
    • collaborative partnerships with families and community
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
    • governance and leadership
  • adults for consultation activities
  • children in a regulated education and care service in Australia.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors

LINKS

Companion Volume Implementation Guide

1 Comments

"Needs to also include 4 planned sustainable environmental experiences set up with children"

Heather Baldwin 11.09.2020 12.21PM

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