- TAESUS501A - Analyse and apply sustainability skills to learning programs
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
TAESUS501A Mapping and Delivery Guide
Analyse and apply sustainability skills to learning programs
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | TAESUS501A - Analyse and apply sustainability skills to learning programs |
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| Description | This unit describes the performance outcomes, skills and knowledge required to identify explicit and embedded sustainability skills within training packages and accredited courses, and apply requirements to learning programs associated with the development of competence. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit typically applies to trainers, facilitators, assessors, instructional designers, and training and assessment consultants. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Research sustainability skill requirements of an industry area |
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| Element: Determine sustainability skills relevant to training |
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| Element: Customise program to incorporate sustainability skills |
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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.
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 | Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the ability to: identify sustainability skill issues in at least two different training products provide documentation setting out training products and learning strategies that incorporate sustainability skills provide outlines of how those sustainability skills 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 | For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au). |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.
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Required skills |
communication skills to: make judgements about the sustainability skill requirements of training communicate with other professionals about sustainability skill requirements liaise with personnel, including managers and supervisors, from the training and assessment organisation analyse a wide range of documents self-management and organisational skills to analyse and apply sustainability skills to learning programs research skills to analyse training specifications and determine embedded, explicit and implicit sustainability skills |
Required knowledge |
definitions of sustainability and different contexts in which a variety of definitions can be used training package contents, including industry-specific approaches to identifying sustainability skills within them national policy on sustainability, including specific policy in relation to the development of sustainability skills in the vocational education and training sector legislation, codes of practice and associated requirements, such as: environmental legislation equal employment opportunity legislation privacy legislation organisational requirements OHS relating to the work role, including: reporting requirements for hazards sources of OHS information OHS obligations of employers and employees, including supervisors |
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. | |
Specific industry means: | a specific industry area or sector area in which the candidate usually trains or assesses. |
Sustainability skills include: | technical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community, as defined in the National Green Skills Agreement December 2009. |
Training specification may include: | training package units of competency learning outcomes from accredited courses with a vocational outcome non-accredited industry specific learning programs. |
Potential or implicit sustainability skills may include: | areas of the training specification where the achievement of the performance criteria has an implied sustainable or green skills context (e.g. increasing fuel efficiency in a performance criteria related to effective use of powered equipment). |
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 |
|---|---|---|---|
| Identify sustainability issues and practices in relation to a specific industry area | |||
| Investigate current and emerging practices in relation to sustainability in the specific industry area | |||
| Evaluate various approaches to building these into training practice and processes | |||
| Identify specialist sustainability practitioners and seek advice as required | |||
| Analyse and document relevant sustainability skills in the training specification | |||
| Identify potential or implicit sustainability skills in the training specification | |||
| Document these skills as part of the learning and assessment strategy | |||
| Select and customise or develop learning and assessment materials linked to the required sustainability skills and appropriate for the training specification and training context | |||
| Document customised program |
Forms
Assessment Cover Sheet
TAESUS501A - Analyse and apply sustainability skills to learning programs
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
TAESUS501A - Analyse and apply sustainability skills to learning programs
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: