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Elements and Performance Criteria
Performance Evidence
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 issuesreconnecting to a sense of placedeveloping dialoguespace for emergencelearning for actionreflection on learning (reflexivity)the campus as curriculumthe definitions of sustainability education, including: environmental education education about sustainability EfSEducation 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 Declarationthe principles, and practices, for effective learning and teaching, including: adult learning theory constructivismsystems thinkingcritical thinking and practiceparticipatory learning experiential learning student/learner-centred learning multiple learning and teaching styles empowerment of the learnerthe teacher as mentor and facilitatoraction researchtransformative and translational learningappreciative inquiry collaborative learning and co-inquiryproblem-based learningvalues educationlegislation, 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 2009the 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 2011training 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 societybuilding people’s capacity to innovate and implement solutions what skills, knowledge, values and ethics we need for the transition aheadwhat we need to know in order to live responsibly, and within the means of naturethe learning processes and institutional processes we need to support transformative living transformative learning that integrates learning for being, knowing and doingtransforming 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.