Google Links

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. Explore effective learning and teaching pedagogies in education and training
  3. Research development of current sustainability education principles and practice
  4. Apply current sustainability education principles and practice to learning program

Required Skills

Required skills

analytical skills to

analyse training specifications and determine appropriate application of sustainability education principles and practice

make judgements about the sustainability education application to training

communication skills to

communicate with other professionals about sustainability education requirements

liaise with personnel including managers and supervisors from the training and assessment organisation

analyse a wide range of documents

research skills to explore identify critique and evaluate teaching and learning and sustainability education

selfmanagement and organisational skills to analyse and apply best practice sustainability education principles and practice to learning programs

Required knowledge

characteristics of EfS including

systems thinking

critical and reflective thinking

interdisciplinarity and transdisciplinarity approaches

experiential learning and real life issues

reconnecting to sense of place

developing dialogue

space for emergence

learning for action

reflection on learning reflexivity

campus as curriculum

definitions of sustainability education including

environmental education

education about sustainability

education for sustainability EfS

education for sustainable development ESD

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

international codes of practice for Education for Sustainability including

UN Decade of Education for Sustainable Development

Talloires Declaration

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

teacher as mentor and facilitator

action research

transformative and translational learning

appreciative inquiry

collaborative learning and coinquiry

problem based learning

values education

legislation codes of practice and associated requirements including

environmental legislation

equal employment opportunity legislation

privacy legislation

organisational requirements

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

National Green Skills Agreement

National Action Plan for Education for Sustainability Living Sustainably the Australian Governments National Action Plan for Education for Sustainability

Victorian Tertiary Education for Sustainability Strategy

training package contents including industryspecific 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 peoples capacity to innovate and implement solutions

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

what we need to know 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

Evidence Required

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to

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

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

document the relationship between effective learning and teaching and sustainability education

provide outlines of how best practice sustainability education principles and practice are to be incorporated into training and assessment approaches

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible Where no workplace is available a simulated workplace must be provided

Method of assessment

Guidance information for assessment


Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Effective learning and teaching pedagogies in education and training refers to:

strategies, frameworks and tools that promote teaching and learning for transformational learning.

Education about sustainability refers to:

the scientific and technical knowledge about the biosphere and technologies that will support a sustainable future for the planet.

Education for sustainability (EFS) focuses on:

how to provide all learners with the knowledge and skills to assume responsibility for creating a sustainable future. EFS supports a shift in people’s values and behaviours.

Sustainability education principles and practice refers to:

skills, knowledge and values that promote behaviour in support of a sustainable environment, society and economy.

Training specification may include:

training package units of competency

learning outcomes from accredited courses with a vocational outcome

non-accredited industry specific learning programs.

Embedding sustainability education refers to:

integrating (as opposed to adding on) principles and practices of education for sustainability into learning and teaching pedagogy.