CHCECE025 - Embed sustainable practices in service operations

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CHCECE025 - Embed sustainable practices in service operations

This unit describes the skills and knowledge required to support children to connect with and contribute to their world and embed sustainable practice into service operations.

This unit applies to work across a range of education and care service services.


The student has supported sustainable practices within at least one education and care service, including:

· undertaking an analysis of the environmental sustainability of the workplace

· identifying and supporting potential for workplace change to enhance environmental sustainability

· supporting children to develop respect for the natural environment

· designing, implementing and reviewing a program to enhance environmental sustainability in the child care workplace

· using a variety of strategies to involve colleagues, children, families and the broader community in participating in and evaluating a program to enhance environmental sustainability.

The student has developed a sustainability management plan by: Identifying aspects of sustainability in the service

The student has developed a sustainability management plan by: Considering areas of potential change in all aspects of the service’s delivery and environments

The student has developed a sustainability management plan by: Ensuring that nature, waste, energy and toxins have been considered

The student has developed a sustainability management plan by: Identifying areas where change can be instigated to enhance environmental sustainability and increase children’s connection with nature, in consultation with children

The student has developed a sustainability management plan by: Developing strategies to address these areas of change in consultation with children

The student has developed a sustainability management plan by: Implementing strategies and evaluate outcomes

The student has supported children to develop an understanding and respect for the natural environment by: Providing children with a wide range of natural and recycled materials in their indoor and outdoor environments

The student has supported children to develop an understanding and respect for the natural environment by: Creating opportunities to discuss with children the natural environment and the interdependence between people, plants, animals and the land

The student has supported children to develop an understanding and respect for the natural environment by: Role-modelling respect, care and appreciation for the natural and constructed environments

The student has supported children to develop an understanding and respect for the natural environment by: Sharing information and provide children with access to resources about the environment and the impact of human activities on environments

The student has supported children to develop an understanding and respect for the natural environment by: Creating spaces that promote the development of life skills, such as growing and preparing food, waste reduction and recycling

The student has supported children to develop an understanding and respect for the natural environment by: Encouraging children to exchange thoughts and ideas about sustainable practice through intentional teaching, learning experiences and projects

The student has supported children to develop an understanding and respect for the natural environment by: Exploring ethical dilemmas of waste disposal for sustainability with all stakeholders

The student supports others (staff, family and children) in implementing sustainable practice by: Encouraging children to participate in sustainable practice discussions and learning experiences

The student supports others (staff, family and children) in implementing sustainable practice by: Engaging with adults and children to encourage their participation in the service’s sustainable practices

Embed sustainability into service policies and procedures: In relation to this the student has reviewed the service philosophy, policies and procedures in relation to sustainable practice

Identified areas of potential change in the service’s sustainable philosophy, policies and procedures

Discuss with stakeholders any identified areas of potential change in the service’s sustainable philosophy, policies and procedures

Has finalised changes to the service’s sustainable philosophy, policies and procedures after agreement with appropriate stakeholders


Knowledge Evidence:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

  • how to access:
  • the National Quality Framework
  • the National Quality Standards
  • the relevant approved learning framework
  • how to navigate through framework and standards documents to find areas relevant to this unit of competency
  • importance of community as a source of knowledge, skills and values, including:
  • barriers and drivers for behavioural change
  • strategies to increase children’s experiences and understanding of animals and the natural environment
  • impact of key global issues, such as climate change, ozone layer effects, greenhouse effect, earth resources and biodiversity
  • qualitative and quantitative evaluation processes for sustainability program
  • sustainable practices and sustainable strategies
  • cleaning and maintenance, and building, equipment and associated resources
  • organisation standards, policies and procedures.


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