Early Childhood Education and Care - Draft 2 Validation

CHCECE049_Embed sustainable practices in service operations Draft 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. 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/New Zealand standards and industry codes of practice.

PREREQUISTE UNIT

CHCECE037 Support children to connect with the natural environment

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

7 Comments

Core Unit

"If CHCECE037 is a prerequisite should be a core unit in Cert III "

Susan Downey 30.04.2019 01.11PM

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Not all Diploma Staff are Centre Managers

"Important core skills and knowledge for Diploma staff. CHCECE037 needs to be a core unit in Certificate III if it is to be a prerequisite here. Very few Diploma staff will “develop” practices – they will be unlikely to develop a sustainability plan they will collaborate to develop and have input, but Management staff will develop plans. Instead of developing a plan why not analyse the service plan and look for, suggest improvements, they can then critically reflect on current practices. This unit once again does not acknowledge that Diploma staff are not all managers in Centres. "

Jan Green 29.04.2019 09.51AM

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core unit

"Sould be a core in both quals - so important to the future. Definately core in Certificate III if this is to be a pre req to Diploma. "

Sue Wyatt 23.04.2019 03.55PM

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Unit application description

"Changes to wording are an improvement."

Lorraine Walker 22.02.2019 04.31PM

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Prerequisite

"CHCECE037 should be a core unit in the Certificate III if it is a prerequisite for CHCECE049 in the Diploma. "

melissa wicks 30.01.2019 12.22PM

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049 enbed sustainability

"The words climate change should be more overt. There are global, national and local policies and approaches to action on climate change ratified by the UN and the UNFCCC. Sustainability should link directly to climate change as an embedded concept."

Sara Griffiths 14.12.2018 01.23PM

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Prerequisite

"If there is a prerequisite of CHCECE037 shouldn't that be a core unit in Certificate 3 as this is a core unit in Diploma?"

Lynda Campbell 06.12.2018 09.26PM

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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. Encourage children to exchange thoughts and ideas about environmental responsibility.
    3. Ensure environmentally sustainable practices are embedded in daily practices of the service.
  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. Develop 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 demonstrate support for the service’s environmental responsibility plan.
    2. Seek feedback from children and adults about the service’s practices.
    3. Use feedback and critical reflection to inform changes and improvements to plan.

2 Comments

Elements and performance criteria

"Prefer the move towards environmental responsibility demonstrated in the Elements and PCs."

Lorraine Walker 22.02.2019 04.32PM

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Assessment

"The assessment of this unit presumes that either the service does not have a sustainability policy/practices or that the student can some how come up with something better! This is an example of the unrealistic nature of many of the performance criteria in this draft TP. Where is the consistency in terms of appropriate expectations of what a student (who is a guess in the service) can actually achieve in terms of Implement/improve/embed/facilitate! The expectations are totally unrealistic!"

Karen Kearns 31.01.2019 04.39PM

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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:

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Writing skills to:

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Oral communication skills to:

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Numeracy skills to:

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Learning skills to:

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Problem-solving skills to:

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Initiative and enterprise skills to:

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Teamwork skills to:

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Planning and organising skills to:

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Self-management skills to:

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Technology skills to:

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UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

 

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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 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.

2 Comments

Performance evidence

"These revisions demonstrate that this unit now has higher order expectations."

Lorraine Walker 22.02.2019 04.32PM

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Performance evidence - climate change

"Include the words climate change into enhancing responsibility, climate change issues relate to whole global systems beyond the environment. our communities and our practices and actions link directly to responsibilities of sustainability. "

Sara Griffiths 14.12.2018 01.26PM

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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(s) and related regulations and laws applicable to this unit including:
    • physical environment
  • overview impacts of key global issues relating to the environment
  • impact of human and animal activity on the environment and the importance of teaching children to be environmentally responsible
  • 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:
      • curriculum
      • eco-friendly material usage
      • eco-literacy for children
      • energy
      • water
      • natural environment
      • recycling
      • toxins
      • upcycling
      • waste (including food waste)
    • barriers and drivers for behavioural change
    • 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
  • strategies for improving children’s experiences and understanding of the natural environment and skills for environmental sustainability:
    • growing and preparing food
    • recycling
    • waste reduction
  • organisational standards, policies and procedures for:
    • collaborative partnerships with families and community
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children.

1 Comments

Knowledge evidence

"Improved detail"

Lorraine Walker 22.02.2019 04.33PM

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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, and 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 for Early Childhood Education and Care
    • National Quality Standard
    • the relevant approved national 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
  • adults for consultation activities
  • children in a regulated education and care service.

 

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

LINKS

 

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