CHCECE025: Embed Sustainable Practices in Service Operations

Recognition of prior learning (RPL) | Diploma of Early Childhood Education and Care | CHC50113 | Cluster- 7:  Leadership and service management | Core Unit - CHCECE025: Embed sustainable practices in service operations | Learner Workbook >> Get more chcece023 assessment answers

Contents
About This Workbook.......................................................................................................................2
Delivery Mode...............................................................................................................................4
Locked Documents........................................................................................................................4
Elements of Assessment................................................................................................................4
Checking off Assessment Tasks......................................................................................................5
Submitting Assessment Workbooks...............................................................................................5
Support Available..........................................................................................................................6
Activity Checklist and Declaration.................................................................................................6
Learner Declaration......................................................................................................................7
Section 1 – Develop a sustainability management plan....................................................................8
Section 2 – Support children to develop an understanding and respect for the natural environment
.......................................................................................................................................................10
Section 3 – Support others in implementing sustainable practice...................................................12
Section 4 – Embed sustainability into service policies and procedures...........................................13
Section 5 – Major Activity...............................................................................................................14
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About This Workbook
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. You have been provided with an observation checklist that must be
complete and tasks to be observed by a workplace supervisor. The observations and third party
details must be completed as well as the activities found in this workbook. This is located in your
HBA Learner Folder.
You should be able to demonstrate you can:
 Performing a skill or task that is asked of you
 Undertakinga simulation exercise
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration.
This workbook is designed to be used in conjunction with the Learner Guide and also requires you to
undertake research and demonstrate the knowledge and corresponding skills that will be needed for
the assessment activities. The work you complete in this workbook will be used as evidence to
contribute to your overall competence.
There is one (1) Workbook for this Unit of Competency. Read and consider all of the information for
each activity prior to commencing the activities.
Activities within this workbook will be assessed holistically throughout. All sections in this workbook
must be completed prior to submitting for assessment.
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The qualification CHC50113 Diploma of Early Childhood Education and Care, comprising of 28 Units
of Competency (23 Core units & 5 Elective units)
CHC50113 Diploma of Early Childhood Education and Care
Core Units of Competency:
CHCDIV002 Promote Aboriginal and/or
Torres Strait Islander
cultural safety
CHCECE023 Analyse information to inform
learning
CHCECE001 Develop cultural
competence
CHCECE024 Design and implement the
curriculum to foster children's
learning and development
CHCECE002 Ensure the health and
safety of children
CHCECE025 Embed sustainable practices in
service operations
CHCECE003 Provide care for children CHCECE026 Work in partnership with families to
provide appropriate education and
care for children
CHCECE004 Promote and provide
healthy food and drinks
CHCLEG001 Work legally and ethically
CHCECE005 Provide care for babies and
toddlers
CHCPRT001 Identify and respond to children
and young people at risk
CHCECE007 Develop positive and
respectful relationships with
children
HLTAID004 Provide an emergency first aid
response in an education and care
setting
CHCECE009 Use an approved learning
framework to guide practice HLTWHS003 Maintain work health and safety
CHCECE016 Establish and maintain a
safe and healthy
environment for children
Elective Units of Competency:
CHCECE017 Foster the holistic
development and wellbeing
of the child in early
childhood
CHCDIV001 Work with diverse people
CHCECE018 Nurture creativity in
children CHCPOL002 Develop and implement policy
CHCECE019 Facilitate compliance in an
education and care services CHCECE013 Use information about children to
inform practice
CHCECE020 Establish and implement
plans for developing
cooperative behaviour
CHCECE011 Provide experiences to support
children’s playing and learning
CHCECE021 Implement strategies for
the inclusion of all children BSBWOR301 Organise personal work priorities
and development
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Workbook Instructions
Delivery Mode
Please read the following information regarding completion options relating to the delivery mode
you are enrolled in.
Intensive Delivery
Due to the nature of competency based training, learners will progress through their workbook
activities at different completion rates. For this reason, some learners may have homework
requirements to complete required sections of Workbook during the delivery of the course.
Learners will not be deemed Competent in CHC50113 Diploma of Early Childhood Education and
Care, until all required Workbooks have been submitted, assessed and deemed Satisfactory.
Self-Paced Delivery
Learners undertaking CHC50113 Diploma of Early Childhood Education and Carethrough Self-Paced
Delivery are encouraged to complete and submit this Workbook and commence the next workbook
as required without having received an outcome of this Workbook.
NOTE: Remember you have 24 hour access to our discussion forum as well as regular access to our
trainer and assessors via phone or email. If you do require assistance please call 1300721503 or
email [e-mail]
Locked Documents
HBA assessment materials are ‘Locked’ with restricted editing. This means you can only write in the
coloured brackets provided. We do this to ensure the integrity of our documents can be maintained.
If your software is not compatible with a locked document and you are having any issues typing into
the brackets, refer to HBA Learning Centres Support Centre https://hba.edu.au/support-centre/or
contact HBA at [e-mail].
Elements of Assessment
The elements of each activity in this workbook need to be undertaken, completed, and returned to
HBA electronically for assessment. Any additional information or evidence supplied by the learner
to support their assessments should be returned with this workbook.
In undertaking an activity in this workbook you may be asked to:
 Answer questions;
 Conduct research;
 Complete templates.
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NOTE:
Some activities may require you to undertake internet or other research. This research assists in
meeting competency requirements and in completing assigned activities.
This workbook:
 The Learner Guide has been designed to provide you with ample amount of background
information to assist you with understanding each Unit of Competency. Use the Learner
Guide, the Learner Resources Folder and conduct some additional research to formulate
your answers.
 It is essential that your answer addresses all components of the question adequately, simply
copying and pasting content that more or less answers the question is not appropriate. You
can copy and paste content from other sources, but you must modify/paraphrase it to meet
the question requirements and demonstrate your understanding of key concepts, ideas and
models.
 Provide a response to each question/request in the left hand column of the table below.
Your responses should be entered into the adjacent area in the right hand column. Answers
need to contain enough information and detail to demonstrate a sound understanding of
the area/s the question relates to.
 It is not acceptable to use the example provided for you under the question in your own
response.
Tips:
 Read the questions to ensure you are providing what has been asked for.
 Answers do not need to be overly expansive, but they do need to have sufficient information
to clearly answer the question and demonstrate your understanding.
Checking off Assessment Tasks
As you complete each activity, it is recommended you check it off against the supplied activity
checklist and attach any additional supplementary evidence required to meet competency. In signing
off on each activity you are declaring that YOU have undertaken the specified task(s). Where it is
verified that a learner fraudulently signed off on an assessment item as being their own work when
it is not, competency will be withheld and the relevant authorities notified.
 Once you answer the question, re-read the question to make sure you have covered off on
all requirements.
 It is not appropriate to use the example provided for you in your answer.
Submitting Assessment Workbooks
Only completed assessment activity items with appropriate evidence which is valid under the
Registering Authority guidelines, and the terms of the RTO and its authorised delegates will be used
toward determining competence.
You must submit your assessments in the Workbooks provided in their original format.
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Untidy, unclear, or hard to decipher material will be returned to the learner without assessment
being conducted. HBA will not undertake assessment until the evidence supplied is in a format that
meets the professional standard required by those working in leadership roles in the workplace.
Workbooks will only be assessed when all activities have been completed. Where a Workbook is
submitted with activities not complete, this is a formal submission and you will be deemed Not
Satisfactory, with 2 submission attempts remaining.
NOTE:
All assessment tasks and supporting evidence must to be electronically sent (e-mailed) to HBA for
assessment at: [e-mail].
Support Available
1. Discussion Forum: Many questions related to the course have already been answered on
the Learner Discussion Forum hba.edu.au/support-centre/, this should be your first point of
call. If it has not been addressed, then post your questions there.
2. IT Tips: Outlines software compatibility for workbooks, how to split pages, zip files etc.
hba.edu.au/support-centre/
3. Email: You can also direct more specific or non-course related questions to
[e-mail](e.g. assessment turnaround times, help unlocking workbooks,
assistance using the forum, etc.)
4. Telephone support: Call 1300 721 503 for short conversations (less than 10 minutes) to get
quick and direct answers.
5. Face-to-Face or Telephone Tutorials: 1 Hour sessions by request ($50p/hr).
Activity Checklist and Declaration
The activity checklist on this page and the declaration on the next page need to be completed prior
to submitting your workbook for assessment.
Sections Activities
Complete
d
(Initialled)
Date
Section 1 Question 1 to 15
Section 2 Question 1 to 10
Section 3 Question 1
Section 4 Question 1 to 4
Section 5 Question 1 to 5
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Learner Declaration
I declare that I have personally completed all activities in this workbook.
I understand that competency will not be given if I do not meet the assessment evidence and activity
requirements or if it is discovered that I have not undertaken all expected tasks.
I understand that HBA reserves the right to immediately withdraw a qualification if it is found that I
provided false or misleading evidence, this includes any declaration, resource or tool I have
submitted as being authored by me that I have submitted.
I further note this includes any statement, whether written or spoken, by any witness or other third
party I have used to provide testimony, or any other evidence which serves to allow HBA Assessors
to make an Assessment decision.
I understand HBA may, at its own discretion and without notice contact any third party I have used
to provide testimony or any other evidence to HBA Assessors. If HBA forms a reasonable doubt as to
the authenticity of such evidence, then it shall withdraw any issued qualification without notice.
Signed: Date:
Name (print):
* Electronic signature is acceptable
Course Completion Date:
* CHC50113 Diploma of Early Childhood Education and Care – you are given 18 months from
enrolment to complete this course. An extension may be granted in exceptional circumstances.
NOTE there will be an administration fee applied for extensions.Extensions must be applied for
during course timeframe. No more than two(2) extensions will be granted.
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Section 1 – Develop a
sustainability management
plan
The objective of these questions, are to provide you with an opportunity to:
 Identify aspects of sustainability in the service.
 Consider areas of potential change in all aspects of the service’s delivery and environments.
 Ensure that nature, waste, energy and toxins have been considered.
 Identify areas where change can be instigated to enhance environmental sustainability and
increase children’s connection with nature, in consultation with children.
 Develop strategies to address these areas of change in consultation with children; and
implement strategies and evaluate outcomes.
Theory Activity
1 In the National Quality Standards, what is Quality Area 3 about?
In National quality standard, quality area 3 stands for physical environment and its
upbringing and caring of environment is highly facilitated under this standard. In addition,
future sustainability of natural elements is monitored properly under this authentic and
scientific practice.
2 Name the standard and elements of the Quality area 3 that guides services to become
environmentally responsible.
Quality area three is made up of two major elements for facilitating both the nature and
children at any consequences. The first element provides information that service
operation has to be accomplished under sustainable practice and the second element
defines importance of children’s participation for environmental sustainability.
3 What are the two aspects of sustainability?
Two aspects of sustainability are environmental sustainability and self sustaining formula
of sustainability. In case of first approach, all the elements of nature are addressed to be
preserved and nurture in a proper manner (Güven & Yılmaz, 2017). On the other hand,
self sustaining defines the establishment of correct environmental awareness program
among children from vey early childhood.
4 Name two sustainable practices that your service currently performs.
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Two major kind of sustainability practice that our service performed currently are reduced
the usage of water for business and storage of non-renewable energy. Both of them have
facilitated to minimise pollution rate of environment in a proficient manner.
Suggested reading-Sustainable Practices, Department of Education and Early Childhood
Development, Victoria (2012). This reading is available in resource folder
5 According to the reading, what are some of the ways that services can embed
sustainable practices within their operations?
Sustainable practice can be embedding within the operation by delivering different kinds
of practices for future development. In order to accomplish sustainable practices,
improvement of food items, service equipments and cleaning materials have to be
improved under proper business logic.
6 According to the reading what are some of the ways children can be supported to
become environmentally responsible and show respect for the environment?
Children can be environmentally responsible and show respect to the nature by
incorporating sustainable and active learning process. This formula can be accomplished
by creating garden beside home or encouraging them to compost waste materials. On the
other hand, observation of wildlife and create an area for pet can help them to be
environmentally responsible.
7 Name three aspects within your service that you could look at for making improvements
with sustainable practices.
Sustainable practices can be improved in the following three areas during procurement of
environmental friendly service. Training for staff has to be provided by service authority
to improve business deliverance. On the other hand, reuse of waste materials can be
fulfilled for ensuring better service for natural phenomenon. Along with this, behaviour of
the staff and managing committee has to be modified for assuring correct operation
management at any consequences.
8 Name one way that your service can be considerate to the natural environment.
Service can be considered in natural environment by providing eco-friendly co-existence
and negative effect of environment can be reduced. Apart from this, waste management
of disposable goods are required for assuring environmental friendly service. In addition,
avoiding of detergent in washing process can help to provide sustainable business
environment on a daily basis.
9 Name three sources of toxins/toxicants that your service may come into contact with.
Generally, three sources of toxins that service may contact with are poisonous plant
(milky mangrove, oleander and more) materials, bio toxins from animals and food toxins.
On the other hand, chemical cleaners, detergents, plastics, solvents and cigarette wastes
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are potential toxicants. All of them reduce the viability of operation management of
service by minimising effectiveness in a potential manner.
10 How can children connect with nature?
Children can connect with nature by providing outdoor play, outdoor learning activities
and caring of natural substances. All of these are helpful to evoke interaction of children
with nature at any circumstances. On the other hand, co-operation with environmental
facts can help the children to understand natural constraints and environmental
sustainability can be managed from childhood (Leslie, 2018).
11 Name three environmental/sustainable examples you could discuss with the children.
Recycling, use of resources and definition of animal habitats from same locality can be
discussed with children to make them familiar with nature. Apart from this, interest
regarding nature can also be developed among children by discussing this facts and their
viability in a correct order.
12 Where in your community could you suggest a visit for the children to discover and
learn about environmental sustainability?
I can suggest children to go to different geographic location for discovering and learning
about environmental sustainability in a better manner. Mountains, deserts, sea water,
coral islands, trees, rocks, forests, sand, people, urban buildings and others are suggested
to them for developing natural knowledge in a correct way.
13 How can the educator engage children to explore environmental sustainability through
nature?
Educators can engage children to explore environmental sustainability through nature by
providing suitable policy of communication. Along with this, re-examination of nature and
waste management program can also be entertained by the educator for delivering
factorials of environmental education for children.
14 Name three strategies that you could use within your service to promote sustainable
practices.
Sustainable practices can be promoted for children for acquiring professional
development among staff. In addition, connecting with natural world can be facilitated
through establishment of home premises garden and recycling of waste products. On the
other hand, natural connection can be developed in a proper way to deliver projects for
students regarding any environmental objects.
15 What should you do if your strategies are not working as expected?
Development of strategy is required if the previous steps of environmental sustainability
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and children communication are not worked properly. In order to do so, information
criteria have to be elaborated in a potential manner and the teachers have to focus on
communicational development of children.
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Section 2 – Support children
to develop an understanding
and respect for the natural
environment
The objective of these questions, are to provide you with an opportunity to:
 Provide children with a wide range of natural and recycled materials in their indoor and
outdoor environments.
 Create opportunities to discuss with children the natural environment and the
interdependence between people, plants, animals and the land.
 Role-model respect, care and appreciation for the natural and constructed environments;
and share information and provide children with access to resources about the environment
and the impact of human activities on environments.
 Create spaces that promote the development of life skills, such as growing and preparing
food, waste reduction and recycling.
 Encourage children to exchange thoughts and ideas about sustainable practice through
intentional teaching, learning experiences and projects.
 Explore ethical dilemmas of waste disposal for sustainability with all stakeholders.
1 Name four natural materials that could be used within your service.
Four natural materials that can be used in service procurement are wood, plants, shells
and leaves. All of these natural materials help to ensure suitable backbone for
environmental research by evaluating knowledge perspectives.
2 Name four recycled items that could be used within your service.
Recycled materials that can be used in operation management are paper, plastic bottles
and containers, boxes and broken toys. These materials are collected both from inside
and outside to improve curriculum activities (Otto & Pensini, 2017).
3 Plan a hands-on learning experience with a group of preschool children to explore the
natural environment and the interdependence between people, plants, animals and the
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land. Your focus should be on lifecycles, growth and change. Use the template to
complete this task.
Note: The experience plan template is provided in your resource folder.
Refer to experience plan template that is attached as appendix 1.
4 How can you be a good role-model to others for showing respect, care and appreciation
of all environments?
It is not easy to be a role model by showing respect, care and appreciation for all
environments. In order to achieve the title of role model, it is vital to respect all
stakeholders and speaks kindly with all children for feeling him or her comfortable in a
better way.
5 Name two human activities that have affected our environment, and briefly explain
how.
Deforestation and provision of pesticide in land are two venerable human activities that
provide negative impact on environment. Soil erosion and evoking of greenhouse gas has
been delivered through deforestation whereas applications of pesticide affect coral reef
and sea water by encouraging pollution (Braun, Cottrell & Dierkes, 2018).
6 Describe a space that has been created at your service for the development of life skills
(such as growing and preparing food, waste reduction and recycling.) with the children.
Briefly explain what it is there to achieve, and how the children use this space.
Cultivation is a space to be created by service for the purpose of life skill development of
the children. This space can be used by the children for enhancing gardening and
vegetable growing perspectives can also be used for gathering seasonal foods in a better
way.
7 Give an example of how you can encourage children to learn about and discuss
sustainable practices through one of the following ways:
 Intentional teaching
 A learning experience
 A project.
Introduction of fun projects for children is essential to develop their perspectives
regarding environmental sustainability. It is a duty of a teacher to encourage students for
building model about any environmental objects for ensuring better knowledge through
homemade crafts.
8 Who are the stakeholders at your service?
Stakeholders of this service are Service organisation, Service management, Service staff,
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Kitchen staff, cleaning staff/company and Parents and families.
9 How is the majority of Australia’s waste disposed of, if it is not able to be recycled or
reused?
Majority of the Australia’s waste products are not recycled and reused for future but are
disposed in land. Therefore, toxicity of the materials has reduced natural viability and
pollution rate has been enhanced as a result.
10 List three ways that waste could be more sustainably managed at a service.
Better waste management service can be provided in the following ways to acquire better
environmental sustainability. Three ways are enlisted below to understand waste
management service in a more eco-friendly manner.

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Section 3 – Support others in
implementing sustainable
practice
The objective of these questions, are to provide you with an opportunity to:
 Encourage children to participate in sustainable practice discussions and learning
experiences; and engage with adults and children to encourage their participation in the
service’s sustainable practices.
To complete this task refer to your text and the following reading:
 Blue Bay Sustainability Plan for Administrative Procedures, Kearns Education, (2014).
This reading is available in resource folder.
Q1 : Using the reading as a guide, develop a sustainability plan for
 Energy use,
 Waste Management,
 Water usage.
Your plan will have three strategies that will focus on experiences, materials and the
involvement/ contribution by the children, families, educators and the community.
1 ENERGY USE
Strategy Experience
1 Parents help to reduce the use of energy
2 Community helps to understand the impact of energy in regular life
3 Children reduces the use of energy
WASTE MANAGEMENT
Strategy Experience
1 Parents recycle waste products
2 Communities are involved to reuse other elements
3 Children use waste products to grow trees
WATER USAGE
Strategy Experience
1 Parents have limited the use of water
2 Communities are reduced the use of regular water
3 Children have monitored the use of tap water and store them for future use
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Section 4 – Embed
sustainability into service
policies and procedures
The objective of these questions, are to provide you with an opportunity to:
 Review the service philosophy, policies and procedures in relation to sustainable practice;
and identify areas of potential change in the service philosophy, policies and procedures.
 Discuss with stakeholders any identified areas of potential change; and finalise changes after
agreement with appropriate stakeholders.
1 Sustainability in Practice
POLICY REVIEW
Student Name: Service:
Please obtain a copy of service Statement of Philosophy and Sustainability policy. How do
both documents link in relation to sustainability?
Service philosophy is an important sector to determine values and beliefs of all the products
and procedures. On the other hand, policies are involved with aims and strategies of service
in a regular manner (Wolsink, 2016).
Conduct an assessment of your service and list sustainability practices implemented at your
service.
Portfolio assessment will be conducted and green business, community involvement and
ethical procurement can be delivered.
How does your service motivate staff to implement sustainability practices and curriculum
in education and care service?
Staff can be motivated by educationists through mental and physical training for enhancing
care for the children.
There is always a scope for improvement- What further actions can you suggest to enhance
environmental sustainability for the service?
Further actions such as reduction of detergent use, vigorous training to employees and waste
management can enhance environmental sustainability in a proper way.
Supervisor Comments
Supervisor Name: Supervisor Signature: Date:
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Choose one recommendation/ suggestion listed in previous activity and research some
information on the chosen sustainable practice suggestion.
2 List the website where you researched the information
Websites used for research purpose are www.who.com, www.unesco.com,
www.nationalheathservices.com, www.un.com and many more.
3 How would you inform other stakeholders about your recommendation
Other recommendations will be informed for other stakeholders by sending e-mails or
telephonic conservation. Apart from this, weekly meetings have also been conducted to
contact with all the stakeholders in a perfect way.
4 What information you would like to share with stakeholders to get their approval in order
to implement the sustainable practice you have recommended/suggested.
I would like to share financial condition of service and physical upbringing of sector to the
stakeholders to implement suitable service in a potential manner.
Section 5 – Major Activity
The objective of these questions, are to provide you with an opportunity to:
 Demonstrate your knowledge of the entire unit.
Suggested reading- • Starting Early: Environmental Education During the Early
Childhood Years, Wilson, R.A., (2014).
1 List the two premises that Wilson (2014) gives for the importance of environmental
education in the early years.
Two premise of Wilson are enlisted below:
1. It is a duty of a child to develop a sense of respect and responsibility regarding nature.
2. The second premises of Wilson are to detect the risk of environments by the students in a
potential manner.
Suggested reading- Nature Education in Preschool, Handler & Epstein, (2010).
2 An emerging body of research shows the harmful effects of children’s separation from
nature and the benefits of strengthening those ties, by including nature in the curriculum.
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In the table below list some of the ways children’s development is being negatively
affected because of their lack of connection with nature.
Area of Development How children’s development is affected from a lack of
connection to nature.
Physical Development Physical developments of the students are hampered as they
are not properly connected with nature.
Social-Emotional
Development
Physical developments of the students are hampered as they are
not properly connected with nature. On the other hand, social-
emotional development of the students has also been ceased as
they are not able to acquire discipline without connecting to
nature (Wolsink, 2016).
3 According to the reading, how does children’s intellectual development benefit from
increased time and space to play in the natural environment?
Intellectual development of students can be possible by spending more times and space in
the natural environment. Nature helps a child to understand what is right or wrong and self
discipline can also be moderated.
Suggested reading- Example sustainability policy. This is available in resource folder.
4 The example Environmental Sustainability Policy includes role-modelling as an educator
strategy for sustainable practice. List three ways an educator could role model sustainable
practice.
Model sustainability practice can be controlled by an educator top acquire the practices
enlisted below:
1. Respect to all senior and junior stakeholders.
2. Provision of environmentally sustainable practices among children.
3. Appreciate all though there is some chronic misunderstanding with high potency.
5 List four ways the children’s service can meet their sustainability goals in relation to
chemicals and reducing toxins.
Four ways are enlisted below that can help to meet sustainability by reducing the amount of
chemicals and toxins.
1. Gardening is suggested for the children to increase the amount of oxygen.
2. Waste management can help to reduce toxins.
3. Using of biopolymers is an effective trend to reduce natural toxicity.
4. Minimise the use of detergent can help to reduce environmental toxins and chemicals.
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Congratulations!
You have now finished the unit ‘Embed sustainable practices in service operations’
IMPORTANT:
 Your submssion will not be assessed if the Activity Checklist and Learner Declaration have
not been completed in full
 Before submitting your workbook, take the time to review your activities to ensure you have
correctly undertaken the assessment tasks as required
 When submitting your workbook, the subject line of your email must be correct or else your
workbook will not be assessed.
 Your email subject line must include the following information:
 Course Code - Workbook/Unit Code - Attempt # - your full name as per enrolment form
 Example: CHC50113 - Workbook CHCECE025 – Attempt #1 – Your Name
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 Please ensure that you change the attempt number with each submission
 You have 3 submission attempts. This submission is counted as a formal submission.
Now you are ready to submit. Please email your completed workbook and attachments
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HBA Learning Centres Version: 1.2August 2017
CHCECE025 Embed sustainable practices in service operations Page 20 of 21
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