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Talk to an Expert| Category | Assignment | Subject | Education |
|---|---|---|---|
| University | Northern Council for Further Education (NCFE) | Module Title | Unit 13 Sustainable Practice in an Early Years Setting (L/651/7201) |
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6NCFE CACHE Level 3 Extended Diploma for Working in the Early Years Sector (Early Years Educator) 610/6133/5 |
| Unit Reference Code | L/651/7201 |
| Unit Title | Sustainable practice in an early years setting |
| Unit Number (WF) | 13 |
| Unit Level | 3 |
| Unit credit value: | 4 |
| GLH | 40 GLH (includes 10 work/placement hours) |
| Unit status: | Mandatory |
This unit considers the 17 Sustainable Development Goals (SDGs) and how these can be achieved in early years practice. The unit explores sustainable opportunities through exploration of resources as well as supporting the development of evaluation and a policy statement to embed sustainable ways of working in an early years setting.
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC) | Pass
The learner will be able to: |
Merit
The learner will be able to: |
Distinction
The learner will be able to: |
| 1.Understand sustainable practice in an early years setting | 1.1 The 17 Sustainable Development Goals
(SDGs) |
Identify the 17 SDGs. | Explain the requirements of the 17 SDGs in the context of early years practice. | Analyse the importance of the 17 SDGs in the context of early years practice. |
| 2. Know about the purpose of the Sustainable
Development Goals (SDGs) |
2.1 Background, aims and purpose of the SDGs | Outline the background, aims and purpose of the SDGs. | Explain the background, aims and purpose of the SDGs. | Assess the background, aims and purpose of the SDGs. |
| 2.2 The role of the early years educator as a role model for children and families | Outline the role of the early years educator as a role model. | Explain the role of the early years educator as a role model including why this is important when working with children and their families. | Assess the role of the early years educator as a role model including why this is important when working with children and their families. | |
| 3. Understand governmental policy for sustainable practice | 3.1 Ambitions of the UK government for sustainable practice | Identify the sustainability ambitions of the UK government with a focus on schools and nurseries. | Explain the sustainability ambitions of the UK government with a focus on schools and nurseries. | Analyse the sustainability ambitions of the UK government with a focus on schools and nurseries. |
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC) | Pass
The learner will be able to: |
Merit
The learner will be able to: |
Distinction
The learner will be able to: |
| 4.Be able to model sustainable practice in the early years setting | 4.1 Model sustainability practice in the early years setting | N/A | N/A | N/A |
| 5. Be able to reflect on sustainable practice in the early years setting | 5.1 Evaluate sustainable practice in the early years setting | N/A | N/A | N/A |
| 5.2 Make recommendations for change to enhance sustainable practice in the early years setting | N/A | N/A | N/A | |
| 5.3 Enable change through an action plan | N/A | N/A | N/A | |
| 5.4 Identify challenges to sustainable practice in the early years setting and ways these can be overcome | N/A | N/A | N/A | |
| 6. Be able to develop a policy statement for sustainable practice in the early years setting | 6.1 Work with colleagues to create a sustainability policy or statement in the early years setting | N/A | N/A | N/A |
| 3. Understand governmental policy for sustainable practice |
| 3.1 Ambitions Initiatives for schools and nurseries to become more sustainable. |
| 4. Be able to model sustainable practice in the early years setting |
| 4.1 Sustainability practice For example, recycling, energy saving, using eco-friendly materials and teaching children about sustainability in the early years setting. |
| 5. Be able to reflect on sustainable practice in the early years setting |
| 5.1 Sustainable practice Learners can explore the 17 SDGs to identify ways sustainable practice may be achieved in the early years settings, from hands-on experiences for the children to policy and procedural change. |
| 5.3 Action plan Learners can develop an action plan, identify potential change for sustainable practice in the early years setting. |
| 6. Be able to develop a policy statement for sustainable practice |
| 6.1 Sustainability policy or statement Learners must consider what they can achieve in sustainable practice in the early years setting and develop this into a policy aim/statement which supports colleagues to achieve sustainable ways of working. |
LO1 (AC1.1) Learners may present evidence as a poster, digital presentation or reflective account following a group discussion.
LO5 (AC5.1 and AC5.2) Learners will benefit from using the UNICEF Sustainable Development Goals on the UNICEF website and the Sustainability resource from the NCFE website that embeds the SDGs and science, technology, engineering and maths (STEM) into pedagogical practice in early years.
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