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

TAESUS502A 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 TAESUS502A - Identify and apply current sustainability education principles and practice to learning programs
Description This unit describes the performance outcomes, skills and knowledge required to identify and apply current sustainability education principles and practice to learning and teaching programs.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit typically applies to those involved in sustainability education.This unit is intended to provide a bridge into graduate VET programs in teaching practices for sustainability. Refer to accompanying documentation to TAE10 for currently available programs that recognise this unit of competence.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
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
       
Element: 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 VET
  • Document the nexus between effective learning and teaching and institutional policies and programs
       
Element: Research development of current sustainability education principles and practice
  • Investigate historical development of education about 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 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.

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

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.

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

self-management 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 (2005-2014)

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 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

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 2009

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

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 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.

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.

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 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 VET 
Document the nexus between effective learning and teaching and institutional policies and programs 
Investigate historical development of education about 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 customised program 

Forms

Assessment Cover Sheet

TAESUS502A - Identify and apply current sustainability education principles and practice 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

TAESUS502A - 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

Assessor name:

Signature:

Date:

Student signature:

Date: