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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Identify effective learning and teaching principles and practices
  2. Research development of current sustainability education principles and practice
  3. Apply current sustainability education principles and practice to learning program

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

to identify, analyse and document, effective learning and teaching principles and practices from a wide range of sources

to identify and evaluate best practice sustainability education principles, practices strategies from a wide range of sources (nationally and internationally), and document link with effective learning and teaching

to document the relationship between effective learning and teaching, and sustainability education

applying best practice sustainability education principles to at least one learning program documenting:

how the learning and assessment materials utilise current best practice

the synergies and challenges involved

the customised program.


Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

the characteristics of Education for Sustainability (EfS) including:

systems thinking

critical and reflective thinking

inter-disciplinarily and trans-disciplinarily approaches

experiential learning and real-life issues

reconnecting to a sense of place

developing dialogue

space for emergence

learning for action

reflection on learning (reflexivity)

the campus as curriculum

the definitions of sustainability education, including:

environmental education

education about sustainability

EfS

Education for Sustainable Development (ESD)

the definitions of sustainability, and the different contexts in which a variety of definitions can be used

international codes of practice for Education for Sustainability including:

the United Nations Decade of Education for Sustainable Development (2005-2014)

the Talloires Declaration

the principles, and practices, for effective learning and teaching, including:

adult learning theory

constructivism

systems thinking

critical thinking and practice

participatory learning

experiential learning

student/learner-centred learning

multiple learning and teaching styles

empowerment of the learner

the teacher as mentor and facilitator

action research

transformative and translational learning

appreciative inquiry

collaborative learning and co-inquiry

problem-based learning

values education

legislation, codes of practice and associated requirements including:

environmental legislation

Equal Employment Opportunity legislation

privacy legislation

organisational requirements

the national policy on sustainability, including specific policy in relation to the development of sustainability skills in the vocational education and training sector, including:

the National Green Skills Agreement 2009

the National Action Plan for Education for Sustainability 2009 (Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability)

the Victorian Tertiary Education for Sustainability Strategy 2011

training package contents, including industry-specific approaches to identifying sustainability skills within them

ways of viewing EfS including:

the education we need to make the transition to a sustainable society

building people’s capacity to innovate and implement solutions

what skills, knowledge, values and ethics we need for the transition ahead

what we need to know in order to live responsibly, and within the means of nature

the learning processes and institutional processes we need to support transformative living

transformative learning that integrates learning for being, knowing and doing

transforming teaching practice to support change for sustainability and challenging, and changing curriculum, pedagogy and assessment

empowering people of all ages to assume responsibility for creating a sustainable future.