Assessor Resource

UEENEEK114A
Promote sustainable energy practices in the community

Assessment tool

Version 1.0
Issue Date: March 2024


2)

This unit shall apply to persons entering work in electrotechnology and may be used in school-based vocational programs.

1)Scope:

1.1) Descriptor

This unit covers the promotion of recognised, safe, sustainable energy practices to others in the community.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Prerequisite Unit(s)

4)

Competencies

4.1)

There are no prerequisite competencies for this unit.

Literacy and numeracy skills

4.2)

Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 ‘Literacy and Numeracy’

Reading

3

Writing

3

Numeracy

3


Employability Skills

5)

The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

9) This provides essential advice for assessment of the unit and must be read in conjunction with the performance criteria and the range statement of the unit and the Training Package Assessment Guidelines.

The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of this unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

9.1)

Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. In some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy.

Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.

The critical safety issues inherent in working with electricity, electrical equipment, gas or any other hazardous substance/material present a challenge for those determining competence. Sources of evidence need to be ‘rich’ in nature to minimise error in judgment.

Activities associated with normal everyday work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its ‘richness’. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

9.2)

Before the critical aspects of evidence are considered all prerequisites must be met.

Evidence for competence in this unit must be considered holistically. Each element and associated performance criteria must be demonstrated on at least two occasions in accordance with the ‘Assessment Guidelines – UEE11’. Evidence must also comprise:

A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this must incorporate evidence that shows a candidate is able to:

Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the performance criteria and range statement

Apply sustainable energy principles and practices as specified in the performance criteria and range statement

Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.

Demonstrate an appropriate level of skills enabling employment

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

Promote sustainable energy practices in the community as described in 8) and including:

A

Applying sustainable energy practice in the community

B

Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in a holistic assessment with the above listed items

Note:

Successful completion of relevant vendor training may be used to contribute to evidence on which competency is deemed. In these cases the alignment of outcomes of vendor training with performance criteria and critical aspects of evidence must be clearly identified

Context of and specific resources for assessment

9.3)

This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

OHS policy and work procedures and instructions.

Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit.

These should be part of the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.

The resources used for assessment should reflect current industry practices in relation to promoting sustainable energy practices in the community.

Method of assessment

9.4)

This unit shall be assessed by methods given in Volume 1, Part 3 ‘Assessment Guidelines’.

Note:

Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires assessment in a structured environment which is intended primarily for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units

9.5)

There are no concurrent assessment recommendations for this unit.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

8) This describes the essential skills and knowledge and their level, required for this unit.

Evidence must show that knowledge has been acquired of safe working practices and promoting sustainable energy practices in the community.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

KS01-EK114A

Greenhouse reduction strategies

Evidence shall show an understanding of greenhouse gas reduction strategies to an extent indicated by the following aspects:

T1 Greenhouse gas emissions profile encompassing:

goals and principles of the National Greenhouse Strategy

what a greenhouse gas inventory is, why it is required, and the sectors to which it applies

uses to which the National Greenhouse Gas Inventory can be applied.

T2 Understanding and communicating climate change and its impacts encompassing:

the possible impact of climate change in Australia.

techniques for improving the understanding of climate change

techniques for communicating to and educating the general public on greenhouse gas induced climate change.

T3 Partnerships for greenhouse action encompassing:

actions achievable by each level of government to implement the NGS.

methods by which the community activity can be engaged in the reduction of greenhouse gas emissions.

initiatives that can be undertaken by the private sector to reduce greenhouse gas emissions.

advantages of international partnerships.

emissions trading system.

T4 Efficient and sustainable energy use and supply encompassing:

techniques for reducing the greenhouse intensity of energy supply.

types of renewable energy sources suitable for use in Australia.

methods and technique for improving end-use efficiency.

T5 Efficient transport and sustainable urban planning encompassing:

how integrating land use and transport planning can assist the greenhouse problem.

how each of the following can be used to mitigate greenhouse gas; travel demand and traffic management strategies; encouraging greater use of public transport, walking and cycling; freight and logistics systems; improving vehicle fuel efficiency and fuel technologies;

T6 Greenhouse sinks and sustainable land management encompassing:

how enhancing greenhouse sinks and encouraging sustainable forestry and vegetation management can complement the AGS.

how greenhouse gas emissions are obtained from agricultural production and describe techniques to mitigate the emissions.

T7 Models of greenhouse best practice in industrial processes and waste management encompassing:

types and methods of reducing greenhouse gas emissions from industry.

methods of reducing methane emissions from waste treatment and disposal.

T8 Adaptation to climate change encompassing:

salient points in each of the key sectors that require analysis and the strategies required in the need for adaptation to climate change

10) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.

This unit must be demonstrated in relation to promoting sustainable energy practice in the community in any of the following disciplines:

Appliances

Business equipment

Computers

Data Communications

Electrical

Electrical Machines

Electronics

Fire protection

Instrumentation

Refrigeration and Air Conditioning

Renewable/sustainable energy

Security technology

Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Activities are planned and prepared to ensure OHS policies and procedures are followed with the work appropriately sequenced in accordance with requirements 
Appropriate personnel are consulted to ensure the work is coordinated effectively with others involved 
Materials are obtained and checked in accordance with established procedures and to comply with requirements 
Location in which activities are to be undertaken is determined from requirements 
Materials necessary to complete the work are obtained in accordance with established procedures and checked against job requirements 
OHS policies and procedures for undertaking administrative functions are followed 
Activities are undertaken in accordance with requirements without damage or distortion to the surrounding environment or services 
Unplanned events or conditions are responded to in accordance with established procedures 
Approval is obtained in accordance with established procedures from appropriate personnel before any contingencies are implemented 
Ongoing checks of the quality of the work are undertaken in accordance with established procedures 
Documentation/reports are completed to ensure detailed promotional activities requirements are met 
Completion is notified in accordance with established procedure 

Forms

Assessment Cover Sheet

UEENEEK114A - Promote sustainable energy practices in the community
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

UEENEEK114A - Promote sustainable energy practices in the community

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: