Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

TAESUS502 Mapping and Delivery Guide
Identify and apply current sustainability education principles and practice to learning programs

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAESUS502 - Identify and apply current sustainability education principles and practice to learning programs
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to research, identify, evaluate and apply current sustainability education principles, and practice, to learning and teaching programs.It applies to experienced practitioners responsible for the development and/or delivery of learning and assessment services.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
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
Elements of Competency Performance Criteria              
Element: Identify effective learning and teaching principles and practices
  • Explore effective learning and teaching pedagogies, in education and training
  • Identify and critique the criteria for effective learning
  • Analyse and document the relationship between effective learning and teaching, and learner-centred change
  • Explore the place of values and worldviews in vocational education and training
  • Document the nexus between effective learning and teaching, and institutional policies and programs
       
Element: Research development of current sustainability education principles and practice
  • Investigate the historical development of education regarding sustainability, and education for sustainability
  • Identify current and emerging sustainability education principles and practices
  • Evaluate current and emerging, national and international, sustainability education strategies for best practice
  • Investigate the relationship between effective learning and teaching, and sustainability education and training
  • Articulate stages of embedding sustainability education into all learning and teaching programs
       
Element: Apply current sustainability education principles and practice to learning program
  • Select and apply, or develop, learning and assessment materials utilising current best practice sustainability education principles, and practice appropriate for the training specification and training context
  • Investigate synergies and challenges of embedding sustainability education into learning and teaching programs
  • Document the customised program
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify effective learning and teaching principles and practices

1.1 Explore effective learning and teaching pedagogies, in education and training

1.2 Identify and critique the criteria for effective learning

1.3 Analyse and document the relationship between effective learning and teaching, and learner-centred change

1.4 Explore the place of values and worldviews in vocational education and training

1.5 Document the nexus between effective learning and teaching, and institutional policies and programs

2. Research development of current sustainability education principles and practice

2.1 Investigate the historical development of education regarding sustainability, and education for sustainability

2.2 Identify current and emerging sustainability education principles and practices

2.3 Evaluate current and emerging, national and international, sustainability education strategies for best practice

2.4 Investigate the relationship between effective learning and teaching, and sustainability education and training

2.5 Articulate stages of embedding sustainability education into all learning and teaching programs

3. Apply current sustainability education principles and practice to learning program

3.1 Select and apply, or develop, learning and assessment materials utilising current best practice sustainability education principles, and practice appropriate for the training specification and training context

3.2 Investigate synergies and challenges of embedding sustainability education into learning and teaching programs

3.3 Document the customised program

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.

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.

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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify effective learning and teaching principles and practices

1.1 Explore effective learning and teaching pedagogies, in education and training

1.2 Identify and critique the criteria for effective learning

1.3 Analyse and document the relationship between effective learning and teaching, and learner-centred change

1.4 Explore the place of values and worldviews in vocational education and training

1.5 Document the nexus between effective learning and teaching, and institutional policies and programs

2. Research development of current sustainability education principles and practice

2.1 Investigate the historical development of education regarding sustainability, and education for sustainability

2.2 Identify current and emerging sustainability education principles and practices

2.3 Evaluate current and emerging, national and international, sustainability education strategies for best practice

2.4 Investigate the relationship between effective learning and teaching, and sustainability education and training

2.5 Articulate stages of embedding sustainability education into all learning and teaching programs

3. Apply current sustainability education principles and practice to learning program

3.1 Select and apply, or develop, learning and assessment materials utilising current best practice sustainability education principles, and practice appropriate for the training specification and training context

3.2 Investigate synergies and challenges of embedding sustainability education into learning and teaching programs

3.3 Document the customised program

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
Explore effective learning and teaching pedagogies, in education and training 
Identify and critique the criteria for effective learning 
Analyse and document the relationship between effective learning and teaching, and learner-centred change 
Explore the place of values and worldviews in vocational education and training 
Document the nexus between effective learning and teaching, and institutional policies and programs 
Investigate the historical development of education regarding sustainability, and education for sustainability 
Identify current and emerging sustainability education principles and practices 
Evaluate current and emerging, national and international, sustainability education strategies for best practice 
Investigate the relationship between effective learning and teaching, and sustainability education and training 
Articulate stages of embedding sustainability education into all learning and teaching programs 
Select and apply, or develop, learning and assessment materials utilising current best practice sustainability education principles, and practice appropriate for the training specification and training context 
Investigate synergies and challenges of embedding sustainability education into learning and teaching programs 
Document the customised program 

Forms

Assessment Cover Sheet

TAESUS502 - Identify and apply current sustainability education principles and practice to learning programs
Assessment task 1: [title]

Student name:

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

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Result: Competent Not yet competent

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Assessment Record Sheet

TAESUS502 - Identify and apply current sustainability education principles and practice 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

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