CHCECE025 Embed sustainable practices in service operations
Student Assessment
Unit Introduction
This Student Assessment document outlines the number of characteristics of assessment, ranging from summative assessment to formative assessment. The goal in developing and implementing this assessment is to work towards the objective to support student in understanding the requirements of the unit of competency and ensure there is consistency in assessment to achieve comparable outcomes.
CHCECE025 - Embed sustainable practices in service operations is a part of CHC50113 Diploma of Early Childhood Education and Care.
Unit Information
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.
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.
CHCECE025: http://training.gov.au/Training/Details/CHCECE025
The elements of this unit are:
1. Develop a sustainability management plan
2. Support children to develop an understanding and respect for the natural environment
3. Support others in implementing sustainable practice
4. Embed sustainability into service policies and procedures
CHCECE025 Embed sustainable practices in service operations CRICOS Provider Code 02934D
CHC50113 Diploma of Early Childhood Education and Care Page 2 of 35 RTO Number 121952
Student Assessment - Version 4.0 February 2022
Assessment and Delivery Overview
Welcome to your assessment!
Thank you for undertaking assessment with Southern Cross Education Institute (SCEI)
Before starting work, please read this entire document
It contains helpful and important information about the assigned assessment tasks and how to present your work.
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed
• Your assessment tasks include your full legal name on each and every page
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a student’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a student can be accused of plagiarism:
• Presenting any work by another individual as one's own unintentionally
• Handing in assessments markedly similar to or copied from another student
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to
discuss this with you, and further action may be taken accordingly.
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the student has satisfactorily completed all the tasks for this module the student will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enroll in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Students will be able to have their previous experience or expertise recognised on request.
Special needs
Students with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment Instructions for students
Compile and submit all the evidences that contains all assessment tasks described in this assessment booklet.
1. MySCEI
student portal
(Moodle)
• Ensure that you have an access to your assessments from MySCEI student portal (Moodle)
• Ensure that you are well informed for the due date of submission.
Late submission fee will be applied as per PP77 Assessment Policy and Procedures
2. Complete all assessment
tasks • Use information in the Assessment Instruction from this Student Assessment Booklet or MySCEI student portal (Moodle) to guide you
• Use the space provided in this Student Assessment Booklet to present your evidence, or
• Use the MySCEI student portal (Moodle) to present your evidence
3. Organise your
Assessment
• Check that you have completed all sections of your assessments, including: o Student Declaration o Responses to all assessment tasks, including clear reference (e.g.
documents, videos, etc. that form part of your evidence submission)
• Organise your assessment evidences as follows: o Position this assessment booklet/tasks (completed) at the front/top of your submission
o Position all supporting documents and other evidence so they appear below this assessment booklet, in the same order that you refer to them in this booklet
o Make it easy for your assessor to find supporting documents you refer to—e.g.
§ In this booklet, type, “see Attachment 01_Task 2 Care Plan”, and then
§ Clearly label the document as, “Attachment 01 Task 2 Care Plan.”
§ If your assessment evidence/submission is disorganised, we will return it without marking and ask you to re-organise, then re-submit.
4. Submit your Assessment
! Submit this assessment booklet/assessment in soft copy (Pdf) format and through MySCEI student portal (Moodle)
5. Contact US ?? Phone 03 9602 4110
@ Email your trainer email address
To achieve competence, you must:
? Students may need to spend some hours outside the class hours without supervision to complete the assessments
? All assessment tasks must be satisfactory to achieve competency in the unit
? All the units of competency must be deemed competent to complete the qualification and obtain a certificate
? The assessment requirement for this unit are presented clearly in the Unit of Competency located at http://training.gov.au/Training/Details/CHCECE018 ? In the Student assessment, you must be able to:
o Answer all questions
o Complete all assessment tasks within the required timeframe
o Complete all assessments tasks to a satisfactory standard
Assessment Task Number Assessment Type Notes
1.
Questioning The Student must provide a written response to questions which address the knowledge requirement of the unit. The Student must answer all the questions correctly.
2. Project The student must undertake research and provide responses reflective of the requirements of the task
3. Scenario The student will read the scenarios and provide a written response to the questions that follow.
4. Observation in the workplace The student is required to undertake the required hours of work placement and be observed completing the required performance tasks.
Reasonable adjustment
For information on reasonable adjustment please refer to PP73 Reasonable Adjustment Policy located at: https://scei.edu.au/wp-content/uploads/2019/08/PP73-REASONABLE-ADJUSTMENT-POLICY.pdf
Record of assessment outcome
After all of the assessment evidence has been gathered from the assessment tasks for this unit/cluster of units of competency the Record of Assessment stating your result will be completed.
Information for the Student
If you do not understand any part of the unit or the assessments you are required to undertake, please talk with your trainer/assessor. It is important that you understand all of the aspects of the learning and assessment process that you will be undertaking. This will make it easier for you to learn and be successful in your studies.
Students Resources
The following facilities and resources are to be available specifically for the assessment:
? National Quality Framework
? National Quality Standards
? Education and Care Services National Law
? Early Years learning framework; Belonging, being & becoming
? Education and Care Services National Regulations
? Walker, Lorraine (2016). The early childhood educator for diploma (2nd edition). North Ryde, N.S.W. McGraw-Hill Education (Australia)
Access via the internet:
? National Quality Framework for Early Childhood Education and Care
? National Quality Standards for Early Childhood Education and Care
? Belonging, Being and Becoming: The Early Years Learning Framework
APA Referencing Guide
? The University of Adelaide. (2012). APA Referencing Guide.
http://www.adelaide.edu.au/writingcentre/referencing_guides/APA_styleGuide.pdf ? The University of Sydney. (2012). Your Guide to APA 6th Style Referencing.
http://sydney.edu.au/library/subjects/downloads/citation/APA%20Complete_2012.pdf

ASSESSMENT TASK 1 – QUESTIONING
Student Details
? I have read and understand unit information and assessment instruction
Student ID Date
Student Name
Assessment Information
Conditions of
Assessment ? The student will have access to the relevant learning resources, listed under the learning resource of this document, for this assessment.
? Questions will be completed in the student’s own time.
? Responses to the questions must be typed.
Student Instructions
for completion
?
? This task requires you to complete a written response knowledge assessment. You are required to answer all questions correctly in Assessment Task 1 – Questioning.
? The questions within this assessment relate directly to the integrated knowledge contained within the unit of competencies and are fundamental to the student’s knowledge and performance evidence. Use of correct grammar and spelling is required to demonstrate foundation skills, so please ensure to proofread your answers prior to submission.
? You may have up to three (3) attempts to receive a Satisfactory outcome for this assessment.
? Failure to receive the Satisfactory outcome after the three (3) attempts, the result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll and repeat the unit to be eligible to be assessed again.
? APA referencing must be used where original sources have been used. Do not copy and paste text from any of the online sources. SCEI has a strict plagiarism policy and students who are found guilty of plagiarism, will be penalised.
? The written assessment standards (8.2) outlined in the PP77 Assessment policy and procedure apply to this assessment task.
Explanation of the
common command words used in the Assessment Task ?
?
? List / identify / state / give = present in brief form
Outline = provide the main facts about something, more than naming, but not a detailed description
Describe = Provide full details of characteristics and/or features, more needed than an outline or than a list
? Explain / Discuss = Provide a reasonable argument to discuss cause and effect and/or make links between things clear in your own words
? Analyse = Identify parts, the relationship between them, and their relationships with the whole. Draw out and relate implications
? Demonstrate = Present, show or illustrate through example or action
Assessment Procedure ? You will be provided with a briefing on the assessment and the opportunity to seek clarification on the conduct of the assessment.
? You may seek clarification at any point in time during the assessment task. If you feel you need more time to complete the assessment, you must negotiate the time needed with the assessor prior to the assessment due date.
? Following the assessment, your responses will be assessed and marked as appropriate. Where responses have been assessed in one (1) or more questions as unsatisfactory, students will be required to resubmit these questions. For more information, detailed information can be found in PP77 Assessment Policy and Procedure
Due Date • 14 days after the unit completion date as outlined in the PP77 Assessment Policy and Procedure.
1. Access the National Quality Standard and identify and describe the relevant standards that address the environment and sustainable practice which are linked to policies and procedures
2. Provide an example of how you could plan for intentional learning and the interdependence between people, plants, animals and the land
3. Explain the difference between qualitative and quantitative evaluation processes in relation to sustainability.
4. List how an educator is able to identify sustainable practices and opportunities for change?
5. Briefly explain the impact of each of these key global issues on the environment
a. Climate change
b. Ozone layer
c. Greenhouse effect
d. Earth resources
e. Biodiversity
6. Provide and explain three (3) examples of how educators can be a role model and show appreciation for the natural and constructed environments
7. Identify three (3) goals of waste management strategies.
8. Describe what an early childhood education and care service can do in relation to cleaning and maintenance to support sustainable practice.
9. List two (2) ethical dilemmas for waste disposal and their effect on early childhood education and care services.
10. List four (4) factors to consider when creating a garden space for children.
11. Identify four (4) considerations when disposing of waste
12. Using an experiential learning approach to the children's environment, list two (2) natural materials and two (2) recycled materials that you could add to the indoor or outdoor environments. Describe how the addition of these will support the child's understanding and respect for the natural environment.
13. List four (4) sustainable ideas which can be carried out in an early childhood education and care service. For each idea, identify the concepts, knowledge, skills and vocabulary that will be explored.
14. Identify how an educator can introduce an infant, toddler, pre-schooler and a school aged child to the natural world and outdoor space.
15. List the stakeholders who should be involved in the finalisation process of changes to sustainability practices in service policies and procedures.
16. Explain the importance and provide an example of how the community is a positive source of knowledge for children in relation to the barriers and drivers for behavioural change within the service

ASSESSMENT TASK 2 – PROJECT
Student Details
? I have read and understand unit information and assessment instruction
Student ID Date
Student Name
Assessment Information
Conditions of
Assessment • The student will have access to the relevant learning resources, listed under the learning resource of this document, for this assessment.
• Assessment task may be completed at student’s own time.
• Responses to the questions must be typed.
Student Instructions
for completion
• This task requires you to read and answer the project provided. You must answer all questions correctly to complete this assessment with the satisfactory result and you may utilise the relevant learning resources related to this assessment.
• The questions within this assessment relate directly to the integrated knowledge contained within the unit of competencies and are fundamental to the student’s knowledge and performance evidence. Use of correct grammar and spelling is required to demonstrate foundation skills, so please ensure to proofread your answers prior to submission.
• You may have up to three (3) attempts to be deemed Satisfactory outcome with this assessment.
• Failure to receive the Satisfactory outcome after the three (3) attempts, the result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll and repeat the unit to be eligible to be assessed again.
• APA referencing must be used where original sources have been used. Do not copy and paste text from any of the online sources. SCEI has a strict plagiarism policy and students who are found guilty of plagiarism, will be penalised.
• The written assessment standards (8.2) outlined in the PP77 Assessment policy and procedure apply to this assessment task.
Explanation of the
common command words used in the Assessment Task • • •
• List/identify/state/give = present in brief form
Outline= give the main facts about something, more than naming, but not a detailed description
Describe = Give full details of characteristics and/or features, more needed
• than an outline or than a list
• Explain/Discuss = Give reasonable argument to discuss cause and effect
• and/or make links between things clear in your own words
• Analyse = Identify parts, the relationship between them, and their relationships with the whole. Draw out and relate implications
• Demonstrate = Present, show or illustrate through example or action
Assessment Procedure • You will be provided with a briefing on the assessment and the opportunity to seek clarification on the conduct of the assessment.
• You may seek clarification at any point in time during the assessment task. If you feel you need more time to complete the assessment, you must negotiate the time needed with the assessor prior to the assessment due date.
• Following the assessment, your responses are to be assessed and marked as appropriate. Where responses have been assessed in one (1) or more questions as unsatisfactory, students will be required to resubmit these questions. For more information, detailed information can be found in PP77 Assessment Policy and Procedure
Due Date • 14 days after the unit completion date as outlined in the PP77 Assessment Policy and Procedure.
Student instructions:
You are required to plan a total of two (2) learning experiences (one indoor and one outdoor) to be implemented on your placement for the following age groups:
• 2-3 years
• 3-5 years
The learning plans need to:
• Support in developing an understanding and respect for the natural environment.
• Involve natural and recycled materials
• Create spaces that promote the development of life skills e.g. growing, food preparation
• Interdependence between people, plants, animals and land
• Nature, waste, energy and toxins
• Involve colleagues, children, families and the broader community
• Use the evaluation prompts in the learning experience plan for reviewing the plan when implemented.
Use the learning experience plan template below to construct the experiences. You will need to complete two (2) plans.
Title of the Learning Experience
Age group: 3 - 5 years old Date: TBD
Preschool room :
Specific goal/s:
• How will this experience support the group’s development/learning?
• What do you want to achieve by implementing the experience? Link to EYLF/VEYLDF/Standards:
• Links to the relevant learning outcome/s
• Uses the appropriate framework document/s
• Links to relevant standards
Rationale:
• Explains the purpose of the experience relevant to developmental theory
• Describes the expectations for the planned experience
• Identifies how it will be suitable for the selected age group
Resources/ Equipment:
• A list of what large equipment will be used to implement the learning experience (tables, chairs, space required etc.)
• A list of other required resources (gloves, seedlings, paper, pencils etc)
Time: 9:30 am
Setting:
Where the experience will be set up
Pedagogy:
• Identifies the teaching practice the experience incorporates Transition Strategies:
• How the children will get to / engage in the experience
• Once experience is finished, how the children will be moved to the next task / routine etc.
After the experience:
• What the children will do
• What the educator will do
Implementation: (Once implemented on Placement)
Introduction:
• Identifies how the children will be told about the experience
• Lists leading questions to engage children in discussion
Main Learning Experience
• Explains the experience in detail - step by step as to what the educator will do
• Lists possible questions children may ask with suggested responses
• Explains the demonstration to the children
Conclusion:
• Lists what will occur at the end of the learning experience
• Identifies what happens with the equipment used for the experience
Evaluation:
? Analyses if the experience was successful in meeting the specific goals
? Assesses the engagement of the children and their input
? Identifies anything that may need changing
Student name and signature:
Date: Trainer and assessor name and signature:
Date:
Title of the Learning Experience
Age group: 2 - 3 years old Date: TBD
Preschool room :
Specific goal/s:
• How will this experience support the group’s development/learning?
• What do you want to achieve by implementing the experience? Link to EYLF/VEYLDF/Standards:
• Links to the relevant learning outcome/s
• Uses the appropriate framework document/s
• Links to relevant standards
Rationale:
• Explains the purpose of the experience relevant to developmental theory
• Describes the expectations for the planned experience
• Identifies how it will be suitable for the selected age group
Resources/ Equipment:
• A list of what large equipment will be used to implement the learning experience (tables, chairs, space required etc.)
• A list of other required resources (gloves, seedlings, paper, pencils etc)
Time:
Setting:
Where the experience will be set up
Pedagogy:
• Identifies the teaching practice the experience incorporates Transition Strategies:
• How the children will get to / engage in the experience
• Once experience is finished, how the children will be moved to the next task / routine etc.
After the experience:
• What the children will do
• What the educator will do
Implementation: (Once implemented on Placement)
Introduction:
• Identifies how the children will be told about the experience
• Lists leading questions to engage children in discussion
Main Learning Experience
• Explains the experience in detail - step by step as to what the educator will do
• Lists possible questions children may ask with suggested responses
• Explains the demonstration to the children
Conclusion:
• Lists what will occur at the end of the learning experience
• Identifies what happens with the equipment used for the experience
Evaluation:
? Analyses if the experience was successful in meeting the specific goals
? Assesses the engagement of the children and their input
? Identifies anything that may need changing
Student name and signature:
Date: Trainer and assessor name and signature:
Date:


ASSESSMENT TASK 3 – SCENARIOS
Student Details
? I have read and understand unit information and assessment instruction
Student ID Date
Student Name
Assessment Information
Conditions of
Assessment • The student will have access to the relevant learning resources, listed under the learning resource of this document, for this assessment.
• Assessment task may be completed at student’s own time.
• Responses to the questions must be typed.
Student Instructions
for completion
• This task requires you to complete all the requirements. You must answer all questions correctly to complete this assessment with the satisfactory result and you may utilise the relevant learning resources related to this assessment.
• The questions within this assessment relate directly to the integrated knowledge contained within the unit of competencies and are fundamental to the student’s knowledge and performance evidence. Use of correct grammar and spelling is required to demonstrate foundation skills, so please ensure to proofread your answers prior to submission.
• You may have up to three (3) attempts to be deemed Satisfactory outcome with this assessment.
• Failure to receive the Satisfactory outcome after the three (3) attempts, the result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll and repeat the unit to be eligible to be assessed again.
• APA referencing must be used where original sources have been used. Do not copy and paste text from any of the online sources. SCEI has a strict plagiarism policy and students who are found guilty of plagiarism, will be penalised.
• The written assessment standards (8.2) outlined in the PP77 Assessment policy and procedure apply to this assessment task.
Explanation of the
common command words used in the Assessment Task • • •
• List/identify/state/give = present in brief form
Outline= give the main facts about something, more than naming, but not a detailed description
Describe = Give full details of characteristics and/or features, more needed
• than an outline or than a list
• Explain/Discuss = Give reasonable argument to discuss cause and effect
• and/or make links between things clear in your own words
• Analyse = Identify parts, the relationship between them, and their relationships with the whole. Draw out and relate implications
• Demonstrate = Present, show or illustrate through example or action
Assessment • You will be provided with a briefing on the assessment and the opportunity to
Procedure seek clarification on the conduct of the assessment.
• You may seek clarification at any point in time during the assessment task. If you feel you need more time to complete the assessment, you must negotiate the time needed with the assessor prior to the assessment due date.
• Following the assessment, your responses are to be assessed and marked as appropriate. Where responses have been assessed in one (1) or more questions as unsatisfactory, students will be required to resubmit these questions. For more information, detailed information can be found in PP77 Assessment Policy and Procedure
Due Date • 14 days after the unit completion date as outlined in the PP77 Assessment Policy and Procedure.
Scenario
An early childhood education and care service has a community guest speaker to discuss extinct and soon to be extinct animals with children aged 3-5 years. The main purpose of this experience is for children to be aware of different animals that have become extinct or are close to extinction because of human impact destroying their living environment.
Different areas of this issue are discussed including why people are destroying animals' natural environment, barriers for behavioural change, the connection between people, animals and the land and what people can do to protect animal species at risk of extinction.
At the end of the presentation, children are given the task of creating a primate mask using a variety of materials to represent a chosen endangered species.
a. Identify and briefly explain the key global issue the presentation addresses.
b. List four (4) alternative experiences the children could participate in relating to the identified global issue in a).
c. Identify two (2) barriers for behavioural change in relation to preserving and protecting animals habitats.
Scenario Two
The Director, Megan, of an early childhood education and care service has conducted an annual review of the services philosophy, policies and procedures relating to sustainable practice.Upon evaluation of the current sustainable practices, a few issues were identified. Paper and cardboard made up 50% of waste in the service, with large blank sheets of paper being disposed as well as large cardboard boxes, there was a large amount of food waste in the bins and items of waste were being disposed incorrectly (plastic in recycling bin etc). In addition to this, floor areas throughout the service evidently hadn't been cleaned properly and upon analysis of the cleaning products used, many toxic ingredients were identified. Megan has involved families and staff in the process of making improvements to the service. She has created a suggestions box for families to contribute their ideas and is holding a staff meeting. Megan has also suggested to educators to discuss with children different environmental issues and ways the service can improve things.
a. In regard to the issues identified (listed below) provide at least one (1) solution for each issue
• Paper
• Large amount of food waste
• Incorrect disposal of waste
• Floors not cleaned properly
• Toxic cleaning products
b. List four (4) sustainable practices that should be addressed in the service’s policies and procedures.
c. Briefly explain an ethical dilemma that may occur as a result of considerations made relating to the identified waste or toxin issues.
d. Briefly explain the process Megan needs to take in finalising the identified changes to be made in order to improve sustainability in the service.

ASSESSMENT TASK 4 – OBSERVATION IN WORK PLACEMENT
Student Details
? I have read and understand unit information and assessment instruction
Student ID Date
Student Name
Assessment Information
Condition of
Assessment
?
? Read the project outlined below and follow the instructions
This practical assessment will take place in a regulated education and care service.
? You must have been graded successful:
o in all of your theoretical and simulated practical assessments for each units of competencies prior to commencing Work Placement
o meet the pre-placement documentation requirements outlined in you Work Placement documents.
? If students are deemed placement ready (theoretically and practically ready), the Course Coordinator / SCEI Work Placement Officer will provide them with a:
o Student Work Placement Record Book prior to commencement of the placement
o Work Placement Agreement o Details of the Host provider
Student Instructions for Completion ? During your nominated Work Placement, you must take your:
o Student Work Placement Record Book
? Students are required to consult others in the workplace and ensure that they remain confidential in their reflective responses
? The Project must be completed and submitted to the trainer/assessor for marking by the nominated due date The journal MUST be clear and easy to read.
? The written assessment standards (8.2) outlined in the PP77 Assessment Policy and Procedure apply to this assessment task.
? It is critical that during the nominated PPE you demonstrate the ability to effectively perform the tasks outlined in the elements and performance criteria of this unit.
Due Date ? All evidence relevant to this Work Placement:
o Student Work Placement Record Book o Documentation
? MUST be uploaded to Moodle within five working days after students return from the Professional Practice.
Prior to attending work placement you will be issued with a work placement booklet. This will outline:
? the roles and responsibilities of you (the student), the SCEI workplace supervisor and host organisation
? the skills you will be observed and assessed performing
? assessment tasks to complete prior to work placement and during work placement.
Assessment Criteria
There must be demonstrated evidence that the learner has implemented both learning experience plans developed in Assessment 2 which address both the 2-3 year and 3- 5 year age groups.

Assessment Task 4 - Workplace Observation
Student Name
Student ID
Student has demonstrated the ability to: 2-3
Years
3-5
Years
Assessor / Work
Placement Supervisor Comments
Age
Age
S NS S NS
Supported sustainable practices within at least one education and care service, including
Assess and document the environmental sustainability of the service.
? Complete an audit checklist and identify areas where change can be instigated to improve and promote environmental sustainability.
? compost and recycling bins
? children collecting litter
? water uses
? vegetable and flower gardens
? paper being used on both sides.
? Engage with children participating in appropriate practices that promote sustainability
? using recycle bins appropriately
? collecting water
? planting seeds
? Document an assessment of the service that outlines:
? are the resources used environmentally
friendly
? do other educators share information about the environment and the impact of human activities on the environment. ? ? ? ?
Identify and work in collaboration with others to improve environmental sustainability in the service.
? Talk with room staff:
? discussing suitable learning experiences for children.
? suitable resources to use.
? Converse with parents upon pick up and drop off. Asking questions:
? What could be done to improve the service?
? What are some learning experiences you suggest?
? Ask supervisor things that can be done to improve the environmental sustainability.
? reduce usage of water and electricity.
? Remind children to turn off taps.
? turn off light switches when leaving room to go outside ? ? ? ?
? open blinds for natural light
Help children to gain respect for the natural environment.
? Involve children in the construction of different learning experiences that support and promote an understanding of the natural and constructed environment.
? use recycled materials in experiences
? care for the natural environment by planting seeds and gardening.
? model how to appreciate and care for the natural environment. ? ? ? ?
Create and implement a program in the service to promote environmental sustainability in the service.
? set up learning areas that are environmentally friendly and use natural resources
? implement learning experiences that involve children to explore different natural resources
? Sand play with pots, pans, wooden
?
?
?
? spoons, colanders
Pinecones, sea shells, tan bark in nature corner
Dress ups using recycled children or adults clothes, hats, shoes, bags Worm farms (inside) and then use for vegetable gardens (outside)
Growing vegetables and using to make food inside ? ? ? ?
Evaluate and reflect on the children’s learning during the implementation of the program. PC 1.6,
PE 1.4
? ask open ended questions to children during experience.
? gather information that will help assess the effectiveness of the learning experience ? taking photos.
? collecting children’s work. ? Assess what worked
? Did the children engage in the learning experience?
? Did they understand the task? ? ? ? ?
Employ different approaches to involve other educators, children, family and community members to participate in and evaluate a program that promotes environmental sustainability. PC 1.4,
3.1, 3.2, 4.3, PE 1.5
? Engage in conversation with parents
? discussing different experiences that children will enjoy
? asking for advice on ways to promote environmental sustainability
? Engage in conversation with other educators
? sharing learning experience ideas
? suggesting different resources
? Involve children in learning experiences
? ask about children’s interests
? what materials they would like to use ? ? ? ?
what experiences they would like to participate in.
Assessor / Work Placement Supervisor Name Assesso
Place
Super
Sign r / Work
ment visor ature Outcome
S Satisfactory NS
Not
Satisfactory
Please refer to the work placement book for assessment to be completed while on placement.