CHCECE025 Embed sustainable practices in service operations – Assessments CHCECE025 Embed sustainable practices in service operations Assessment Tasks (Learner Copy) Student Name Unit Date Started...

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CHCECE025 Embed sustainable practices in service operations – Assessments CHCECE025 Embed sustainable practices in service operations Assessment Tasks (Learner Copy) Student Name Unit Date Started Unit Date Submitted Trainer/Assessor Name and Signature This page is left intentionally blank CHCECE025 Embed sustainable practices in service operations Student Name Unit Submission Date Unit Submission Date (2nd) Unit Submission Date (3rd) Assessor Feedback To be returned with feedback to student after marking Australian Careers College Pty Ltd 37, Gregory Street, Parap, NT- 0820 Ph: : 08 8981 9619 1/48 Woods Street, Darwin NT- 0800 586-590 Paramatta Road, Petersham NSW- 2049 CHCECE025 Embed sustainable practices in service operations Written by Aspire Training and Consulting Copyright © 2018 Authorised use: Australian Careers College This book is protected by copyright and may not be reproduced or copied in part or in whole nor used for financial gain without the express approval in writing of the owner (Australian Careers College) of the copyright TERMS AND CONDITIONS Submitting your evidence portfolio You are recommended to seek the advice of your assessor when putting together your evidence portfolio in order to confirm that you have provided sufficient evidence of competency. You should note that your evidence portfolio must be retained by the Registered Training Organisation for audit purposes and will not be returned to you. If you wish to keep any evidence, you should make a copy prior to submission for assessment. You are advised to make sure you clearly label each answer and task and complete all sections of each assessment. If possible, you should also submit copies of any workplace documents that may be relevant to this unit of competency. In this case you will need to gain approval to provide the copies from your employer. Ownership and plagiarism You are advised by accepting these terms and conditions you have declared the evidence that you submit is your own work or the result of your own research. By signing the declaration below you acknowledge your assessment is your own and contains no material written by another person except where due reference is made. Note that if you quote any source in your evidence, you must provide a reference to the source in order to ensure that you do not breach Copyright legislation. You need to be aware that a false declaration may lead to the withdrawal of a qualification. Re-submission of your evidence portfolio If your evidence meets the requirements of the unit of competency you will be assessed as Competent (C) in this unit. If your evidence does not meet the requirements of the unit of competency you will be assessed as Not Yet Competent (NYC). If you are assessed NYC, it is important to discuss your re-submission with your assessor as you will be given two opportunities only to revise and re-submit your evidence portfolio. Declaration by Learner I confirm that the evidence that I have presented is my own work and/or the result of my own research. It contains no material written by another person except where I have stated the source. I am aware that a false declaration may lead to withdrawal of a qualification. Learner name (please print) Learner signature Date Header © Aspire Training & Consulting 2 Elements and Performance Criteria ELEMENT PERFORMANCE CRITERIA Elements define the essential outcomes. Performance criteria specify the level of performance needed to demonstrate achievement of the element. 1. Develop a sustainability management plan 1.1 Identify aspects of sustainability in the service 1.2 Consider areas of potential change in all aspects of the service’s delivery and environments 1.3Ensure that nature, waste, energy and toxins have been considered 1.4 Identify areas where change can be instigated to enhance environmental sustainability and increase children’s connection with nature, in consultation with children 1.5 Develop strategies to address these areas of change in consultation with children 1.6 Implement strategies and evaluate outcomes 2. Support children to develop an understanding and respect for the natural environment 2.1Provide children with a wide range of natural and recycled materials in their indoor and outdoor environments 2.2Create opportunities to discuss with children the natural environment and the interdependence between people, plants, animals and the land 2.3Role-model respect, care and appreciation for the natural and constructed environments 2.4Share information and provide children with access to resources about the environment and the impact of human activities on environments 2.5Create spaces that promote the development of life skills, such as growing and preparing food, waste reduction and recycling 2.6 Encourage children to exchange thoughts and ideas about sustainable practice through intentional teaching, learning experiences and projects 2.7 Explore ethical dilemmas of waste disposal for sustainability with all stakeholders 3. Support others in implementing sustainable practice 3.1 Encourage children to participate in sustainable practice discussions and learning experiences 3.2 Engage with adults and children to encourage their participation in the service’s sustainable practices 4. Embed sustainability into service policies and procedures 4.1 Review the service philosophy, policies and procedures in relation to sustainable practice 4.2 Identify areas of potential change in the service philosophy, policies and procedures 4.3 Discuss with stakeholders any identified areas of potential change 4.4Finalise changes after agreement with appropriate stakeholders Recognition of Prior Learning (if applicable) RPL Evidence Guide Students who require RPL or accelerated progression must produce verifiable documentary evidence of their competence in the following competency standards: CHCECE025 Embed sustainable practices in service operations Student’s name Assessor’s name Date enrolled Please see your assessor for an RPL kit, to be completed and presented to your assessor with required evidence. An appointment will then be set for a competency conversation. Your assessor will explain all evidence requirements for this unit of competency. Suggested evidence · Letter from current/previous employer · Answers to written questions · Answer to oral questions · Practical demonstration Action Assessment plan agreed Student handbook supplied Support materials provided Invoice supplied Language / Literacy / Numeracy needs discussed Special/particular needs discussed Appeals process explained Overview on assessment procedure explained Pre-evaluation of job conducted Copy of evidence provided RPL Evidence Guide Additional requirements Student’s signature Date Assessor’s signature Date Learning checkpoint 1 Developing a sustainability management plan Part A Question 1 Investigate the sustainability of a service. Consider each of these aspects: nature waste energy toxins. For each aspect, write down the following information: 1. Current sustainable practices Names of the policies and procedures that are linked to these practices Potential areas for change Barriers making this potential change difficult You may wish to present your findings in a table similar to the one below. Service aspect Current sustainable practices Policy/procedure names Potential areas for change Barriers to change Nature Waste Energy Toxins Part B Choose one potential change you identified in Part A that could be implemented to enhance environmental sustainability in a service. Question 1 Describe the area of change you have chosen. Include the following: 1. The change you have chosen to implement The area of service delivery involved An explanation of how involving children in implementing this change will increase children’s respect for and connection with nature How this area of change links to one of the key global issues Question 2 Explain how you would consult with children about the area of change you chose to implement. 1. What age children could be involved? What strategies will you use to consult with the children? What materials are required? What will you do to consult with the children? Question 3 Outline how you would implement the change. 1. What materials will you need? Consider any safety or hygiene issues. What steps will you take to implement the change? How will you involve the children? What barriers might you face and how could you overcome them? Question 4 Consider how you will evaluate your change implementation. 1. How can you involve stakeholders other than children in evaluating this change? What might you measure if you applied qualitative evaluation to the implementation of this change? What might you measure if you applied quantitative evaluation to the implementation of this change? Part C Question 1 Access the Guide to the National Quality Framework at: http://aspirelr.link/nqf-guide. Read NQS Quality Area 3.1 (Elements 3.1.1 and 3.1.2) that relate to the areas of: cleaning and maintenance building equipment and resources. Read the policies and procedures of a service. Provide an example from each of the policies and procedures that shows how they support the elements from the NQS that you have read. Learning Checkpoint One Learner name Student Number Unit CHCECE025 Embed sustainable practices in service operations Assessor name Learner Assessment Declaration (tick the relevant box) The purpose and outcomes of the assessment have been explained to me Yes No I have received information about the unit of competency Yes No I understand the type of evidence to be collected Yes No The appeals system has been explained to me Yes No I have informed my assessor of any special needs that may need to be considered during the assessment Yes No Learner signature Date Result of assessment - Assessment 1: Written Test Attempt No 1: S NYS Attempt No 2: S NYS Attempt No 3: S NYS The learner’s overall performance was Satisfactory Not Yet Satisfactory Feedback to learner on overall performance Assessor signature Date I intend to lodge an appeal on the above decision Yes No Learner signature Date Learning checkpoint 2 Supporting children to understand and respect the environment Part A Question 1 Draw, or create and photograph a space in an outdoor environment that encourages the development of life skills. It can be focused on either: growing and preparing food waste reduction and recycling caring for animals. Question 2 Explain the space you have created. 1. How would you use a wide range of natural and recycled materials? 1. How would you model respect, care and appreciation for the environment? 1. How could you increase the children’s respect for and understanding of the natural environment? Question 3 What ethical dilemmas relating to waste disposal would be faced within the space? Question 4 Who are the stakeholders that would be involved in the space and the experience? How would you get them involved? Question 5 Describe one project you could conduct that would build on the space you have designed, and encourage the children to exchange their thoughts and ideas about sustainable practices.