Knowledge Assessment: CHCECE025 Embed Sustainable Practices

This document presents a completed knowledge assessment for the CHCECE025 unit, focusing on embedding sustainable practices in early childhood service operations. It begins with definitions of sustainability principles, including ecological integrity, integrating environmental considerations, non-renewable resources, precautionary behavior, community involvement, continual improvement, equity, and democracy. The assignment then identifies relevant National Quality Standards (NQS) and outlines organizational goals for sustainability. It explores ways services can embed sustainable practices through gardening, recycling, and resource conservation, and how educators can engage children in environmental sustainability. The assessment also defines the central focus of the Sustainability Curriculum Framework and includes a plan for a hands-on learning experience for preschool children to explore lifecycles, growth, and change within the natural environment, emphasizing the interdependence between people, plants, animals, and the land. The assignment is a comprehensive overview of sustainable practices in the context of early childhood education.

CHCECE025 Embed Sustainable Practices in Service Operations
Assignment Cover Sheet
PLEASE USE BLOCK LETTERS WHEN COMPLETING THIS FORM
Personal Details of Student
Student
Name
Student
Number
Assignment Details
Assignment Title Knowledge Assessment
Assignment number (if
applicable)
Unit Code (e.g. HSBH1006) CHCECE025
Unit Name Embed Sustainable Practices in Service Operations
Trainer’s Name:
Trainer’s Email:
Due Date:
Submission
Date:
Declaration:
I declare that:
(Please tick all applicable boxes)
 This assessment is my own work, based on my own study and research and no part of it has been copied from
any other source except where I have appropriately cited the original source.
 If this assessment was based on collaborative/teamwork, as authorised by the trainer, I have not submitted
significantly the same final version of any assessment material as another student.
 I have not previously submitted this assessment or any part of this assessment for this or anyother
course/unit.
 I have kept a copy of my assessment.
 I give permission for my assessment response to be reproduced, communicated, compared and archived for
the purposes of detecting plagiarism.
 I have read and understood the information on plagiarism, as stated in the Student Handbook.
Acknowledge by: (Student Name) (Signature)
(Date)
FOR THE TRAINER:
Please complete the following section:
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I have marked the assessment/s and confirm:
Results :
Knowledge Assessment Satisfactory Unsatisfactory
Practical Assessment Satisfactory Unsatisfactory
Overall Assessment Competent Not Yet Competent
Trainer’s Feedback
Trainer’s Signature Date
Instructions to Student:
The aim of this assessment is to assess your skills and knowledge that are required for this unit. Use the
Learning Resources that the Trainer provides you and also your Trainer to assist you in completing this
booklet with accuracy.
This section of the assessment incorporates the unit scope, underpinning knowledge, critical aspects and
the appropriate employability skills. This assessment can be given as a self-paced written assessment,
administered orally by an assessor or a combination of both. Whichever method is used, the answers to
the questions will be recorded on this assessment schedule.
The Studentmust complete ALL questions correctly. If an answer is not correct, the Assessor must
investigate the level of understanding. The Assessor will then document any discussions in the Assessor
Box provided at the bottom of each page. If the Assessor asks any additional questions, these will be
documented in the Assessor Box and include the Student's answer.
If the Student does not demonstrate the required underpinning skills and knowledge, then the Studentis
deemed not yet competent in this unit. Some possible solutions to achieve competence are:
• Any incorrect questions may need to be completed again and re-submitted
• Additional training may be required
• Additional research may be required
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Knowledge Assessment
1. There is no one definition of sustainability however; Morrison-Saunders & Hodgson (2009, as cited in
your text) suggest a number of principles of Sustainability.
Provide a definition for each of the principles of sustainability.
Principle Definition
Ecological integrity and
maintaining biological diversity
A proposal based on this principle focuses more towards environmental
protection and ecological integrity by implementing biodiversity offsets on
ecosystems which will result to environmental benefit in any case of change
(Capmourteres and Anand 2016).
Integrating environmental, social
and economic considerations in
decision making
This principle states that all the other principles of sustainability are to be
applied at once without compromising any of the principles. It also takes into
consideration the economic, social and environmental in each of its decision
making process (Farnsworth, Adenuga and De Groot 2015).
Non-renewable resources These are the resources that cannot be renewed once they are used or
consumed. These are natural resources which form after ages and most of the
times if it gets used then it is difficult to use again.
Precautionary behaviour The precautionary principle focuses on taking action against the scientific proof
of evidence for the required needs that if delayed can severely affect the
resources and nature for the future generation.
Involving the community This principle focuses on involving community people to increase their
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participation in protecting environment, by providing them the facilities
required and the social implications such as high rise development. All
resulting to create a cohesive community.
Continual improvement It is the creation of systems that will identify the opportunities that helps to
build an environment with the process to safeguard and continuously improve
the process.
Equity for each generation, and
between generations
This principle demonstrates the concept of inter-generational equity which
endures value for future generation along with the outline of the proposal that is
needed to be manage by whom and how in future.
Democracy and governance This principle ensures that public participation is essential for the development
and planning of land and resources are equally important. It also states that
community engagement is an active participation for the decision making
processes.
2. List the National Quality Standard that guides services in implementing sustainable practices?
The national quality standards that guides services in implementing sustainable practices are
(Acecqa.gov.au, 2018):
Physical environment
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Standard 3.1 Design that indicates that the design of the facilities should be appropriate for the same.
Standard 3.2 Use supports that the environment should promote exploration and play based learning.
3. What are the main elements of NQS 3.3?
A sustainable practice is to be embedded in service operations and is promoted in the program every day.
Children will be actively involved towards environmentally responsible and a support will be involved
within the
program and in the broader community (Berendonk et al. 2015)
4. To complete this task you will need to read your text book:
 Kearns, K. (2014). The Big Picture: Working in Early Childhood Education and Care Series (3rd ed.). Victoria:
Cengage Learning Australia.
Refer to Chapter 9: Supporting Sustainability
a. List five organisational goals for sustainability
Encouraging awareness of conservation within the organization and in the wider community
Promoting environmental awareness and conservation among the employees of the organisation.
Minimizing avoidable waste and pollution in all its form.
Developing waste management and recycling systems and using sustainable resources.
Reducing the use of non-renewable energy
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Assessor Notes:
5. To complete this task refer to the following reading:
• Sustainable Practices, Department of Education and Early Childhood Development, Victoria
(2012).
a. According to the reading, what are some of the ways that services can embed sustainable practices
within their operations?
Some of the ways in which services can embed sustainable practices within their operations are by:
In gardening, children can be made to learn to plant new seeds and grow them by watering and taking
care of them.
Children can be asked to recycle paper by using both sides of the paper either for rough work or fresh
work.
Teach children to not to waste food unnecessary and take food as needed.
b. According to the reading what are some of the ways children can be supported to become
environmentally responsible and show respect for the environment?
The children can recycle various resources that they use in their daily life. For example, writing on the
back side of the paper for not letting to get waste.
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Gardening and growing plants nearby to promote healthy and green environment.
Water conservation is another way they can save water and get to know the importance of water in
world.
By saving electricity they can understand the need of the resources.
6. Provide an example of sustainable practices that may be implemented within each of the following
areas within a children’s service.
Service Practice Example
Administrative practices Using the colour and crayons till it can be used. For example, children can use
the colour pencils and crayons till the end of it. Simply, use these items until
they are totally finished.
Use of utilities Children can use air conditioners and electronics when required. For example,
switching on air conditioners each time when entering the room is not required
instead when the time he is going to sleep can on the air condition.
Purchasing Students can limit to purchase of bags and handbags instead first try to use the
one which already exists. This way he can prevent over purchasing and
appropriately use the stuffs.
Use of recycled materials The children can purchase fewer amounts of craft materials instead try to use
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and recycle the stuffs that he might get at home. For example, using boxes and
card boards for making a project where he needs to built a small hut.
Gardens The children can use the vegetable stuff to make compost matter out of it which
he can later use for the soils fertility.
7. How can the educator engage children to explore environmental sustainability through nature
The educator can engage the children into discussions about the sustainable practices. For example,
garbage full of bin, wastage of food.
Including and encouraging the children to participate in recycling programs (Öztürk 2016). For example,
recycling of paper and plastics or putting into a habit of donating materials like art and craft.
Focusing towards protecting environment resources by making them responsible for noticing water
pollution and saving water, overuse of energy and in place switching off the fans and lights when not in
use.
Confronting with environmental issues such as weather reports and pollution level to make them
understand the need to protect the environment.
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8. Define the central focus of the Sustainability Curriculum Framework and why it is relevant to the early
childhood setting
The central focus of the sustainability curriculum framework is to promote education for sustainability
which will simultaneously help to improve quality of the society and will make it liveability. It is both
present and future oriented and needs to be focused from the early period of time to implement
actions
to experience the impact of these actions in future. It is relevant to early child hood setting because
this
is the time when they will learn to love and take care of nature. This will help them to grow interest
towards protecting environment (Ensi.org, 2018).
9.
Using the ‘Taking action’ concept, 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 land. Your focus should be on lifecycles, growth and change. Use the attached template to
complete this task.
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Assessor Notes:

CHCECE025 Embed Sustainable Practices in Service Operations
Small Group Experience Plan
LIFECYCLES, GROWTH AND CHANGE
Students Name:
Age of Children: Group Size: Small / Large Date of Implementation: N/A
Goal: (How will this experience support the group’s development/learning?
What do you want to achieve?)
The activity will help the students to be aware of a life cycle, growth and
changes that takes place in a plant from the period it is grown till it grows
throughout its life period. This will enhance the skills and knowledge of
the children and grow interest in nature.
Linking to EYLF Outcome/s: Tick one relevant outcome
 LO1: Children have a strong sense of identity
 LO2: Children are connected with and contribute to their world
 LO3: Children have a strong sense of wellbeing
 LO4: Children are confident and involved learners
 LO5: Children are effective communicators
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?)
It will support the group to learn about plants and grow interest in the life cycle and the obstacles that are faced while in the growing period.
They will get to learn new terms related to nature and the benefits of plants and greenery. This will also put them into a habit of gardening.
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 smoothly
transition the children to the next experience/routine at the conclusion?)
The whole process will be followed in a routine wise which will also
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The materials required are:
Card board papers
Drawing Papers
Pencil rubber and colour crayons
Glue
Plant pot (only for the teacher)
allow the children to understand and grow interest in the activity.
Doing each stage of the activity in several classes will help to
increase the curiosity among the learners for the next stage where
they will get to learn something new about the same.
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(List/describe how you intend to implement the experience with the children from beginning
(set up) to end. How will it be set up? What will the children be required to do?)
The children are needed to draw different stages of a plant from sowing the seed into
the soil in the first paper then the second stage would be to draw a small plant that
grows out of the seed the second stage will be to draw a plant which is being watered
then similarly draw other stages of 5 drawings in the drawing paper and then in the
last they will draw a rose plant with rose in it which will be the final stage of the
plant. They need to fill colour in their drawings as well. In the end their drawing
papers with their drawing in it has to be pasted in different card boards.
(What role will you play in the experience? How will you facilitate children’s engagement,
learning and 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?)
I will alongside help them to draw and understand the concept with the help of
practical by showing all the process that they are drawing in real so that they can
feel and get interact with what they have learnt and drawn. I will also give
directions and one to one interactions and feedbacks to evaluate their
understanding of the concept.
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10. List the two premises that Wilson (2014) gives for the importance of environmental education in
the early years.
The two premises are :
The first premise is where the children develop care and respect for the environment or in case
there develops a risk of not developing any such positive attitude.
The second premise is based on the positive interaction of the children towards nature because it is
an essential part of their development. This relates the learning of the children with the love of
nature and care in their mind.
11. Wilson, in her guidelines for an environmental education program, highlights the focus on
‘experiencing’ versus ‘teaching’. Define what this means for young children.
Experiencing versus teaching can be an effective way of learning for the children. In this case it
becomes necessary
to make the children follow according to their interest in the activities rather than to follow any
agenda or routine
made by the teacher. It will enhance the learning associating with self initiated activities and
discovering of new
stuff by the children. Putting focus on experiencing will allow the children to actively involve and
take part in the
activities to explore instead to learn by listening and watching.
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12. Using the ‘experiencing’ approach to the children’s environment, list three natural materials and
three recycled materials that you could add to the indoor or outdoor environment and describe
how the addition of the materials you have selected will support the child’s understanding and
respect for the natural environment. You can find ideas on ICCC Pinterest page.
Natural Materials How the materials support respect for the natural environment
Compost matter
Vegetable peels, food scraps and fruit skins can be used to compost into
soil. It is beneficial for the soil and in growing plants (Neugebauer and
Sołowiej 2017).
Water A water tank can be placed in the centre of the garden where the rain water
can be collected and children can use for the watering purpose.
Plants and seedlings Planting tree and taking care of them and watering them can lead increase
chances of forestation.
Recycled materials How the materials support respect for the natural environment
Plastic materials Showing the children how the plastic material is recycled to make it into
another use to help environment.
Cardboard and paper In any sought of craft use of paper and cardboards found in home can be
recycled. This way trees can be saved by getting cut as papers are made
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out of trees only.
Glass and aluminium His objects can also be collected in a different bin and later can be recycled
by making new products out of it.
13. To complete this task refer to the following reading:
 Nature Education in Preschool, Handler & Epstein, (2010).
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.
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 The lack of connection to nature in children is affecting their health
by the increasing rate of obesity in children. This results due to the
reason of the children’s more attention towards indoor activities
instead of playing outdoor games and interacting with nature (Handler
and Epstein 2010).
Social-Emotional
Deevelopment
As children are more indulging into activities such as television and
indoor games which are resulting into a kind of phobia among the
children where misconceptions and fears are arising regarding nature.
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In contrast children if interact with environment they form a good
concept, respect and love for nature and will also promote to overall
development of them (Handler and Epstein 2010).
14. According to the reading, how does children’s intellectual development benefit from increased
time and space to play in the natural environment?
According to the reading, the children’s intellectual development benefits because when children
are exposed to play
outdoors between the nature they explore the sensory of the environment they play, in spite they
also get to learn
many science related terms and only that they also seek to earn new words through which they can
describe the
scenario they have been engaging around. This in turn leads to the development of language and
help them to
inquire about several study materials.
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15. To complete this task refer to the following reading:
Helping children learn to love the Earth before we ask them to save it: Developmentally
appropriate environmental education for young children, Dimensions Educational Research
Foundation, (2005).
a. This article highlights the need to approach an environmental program from a child’s perspective
rather than from an adult’s perspective. Explain the reasoning behind this statement in relation
to cognitive development.
The article highlights that the need to approach an environmental program form a child’s
perspective is important
rather than from an adult’s perspective because the author focuses that the children are not even
attaining that
age where the children can absorb and understand the concepts like acid rain, ozone layer and
other factors which
is not possible for the children to understand before attaining the age of nine. The author also
added that this can
lead to phobia among the children regarding environment issue. On the other hand, adults are
familiar with the
concept and had time to make a relationship with nature but as compared to the children are less
use to play
outdoor games and ultimately do not share any such bond with environment. Sharing bond means
to create a love
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for the nature in an individual’s mind which will automatically result into saving the environment.
However, if there is no love for the nature among the children there will be no specific reason to save the
nature.
Assessor Notes:
16. To complete this task refer to your text and the following reading:
Blue Bay Sustainability Plan for Administrative Procedures, Kearns Education, (2014).
Using the reading as a guide, develop a sustainability plan for
i. Energy use,
ii. Waste Management,
iii. 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.
ENERGY USE
Strateg
y
Experience
1 Put into habit of the children to ensure that at the end of the day they switch off after use of all
their electronics such as computers, lights.
2 For small distance ensure using of cycles or foot walk instead of cars which will help to save the
resources.
3 People can use washing line instead of a dryer to dry clothes.
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WASTE MANAGEMENT
Strateg
y
Experience
1 By purchasing only the paper towels and toilet papers that can be recycled.
2 Reduce the use of paper and in place use the electronic journals and newspapers and re-use one
sided paper.
3 Family members or community can request for three different bins to collect garbage distinctly.
For example, green garbage’s in one bin, plastic in one and recyclable material in one.
WATER USAGE
Strateg
y
Experience
1 Families can install rain water tank to save water for gardening and washing purpose.
2 Spreading awareness among the family members and the community members on saving water by
limiting the use of unnecessary water (Somerville 2015).
3 Where possible repair the leaks to stop wastage of water.
17. To complete this task refer to your task and the following reading:
Example Environmental Sustainability Policy, CCCC, (2013).
a. 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.
The educator could maintain a no dig vegetable/herb garden.
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