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Evidence Guide: LGAEHRW508A - Undertake education programs to achieve reduction, reuse and recycling of waste

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

LGAEHRW508A - Undertake education programs to achieve reduction, reuse and recycling of waste

What evidence can you provide to prove your understanding of each of the following citeria?

Determine aims and objectives of program and target audience

  1. Target audience is identified from community sector involved in waste production.
  2. Waste strategy is reviewed to identify outcomes and educational requirements.
  3. Aims and objectives are specified for educational programs.
Target audience is identified from community sector involved in waste production.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Waste strategy is reviewed to identify outcomes and educational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Aims and objectives are specified for educational programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop program

  1. The kind of program is determined to meet the needs of the target group and the waste strategy.
  2. Resources to implement the program are determined and obtained to achieve objectives within budget.
  3. The content and delivery method for the program is determined within budget to maximise impact.
  4. Cost-effective support materials are prepared that are relevant to the target group and the subject.
  5. A trial of the program is conducted to ensure effectiveness in achieving required outcomes.
  6. Relevant program materials are produced or procured in sufficient quantities to meet identified needs.
The kind of program is determined to meet the needs of the target group and the waste strategy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resources to implement the program are determined and obtained to achieve objectives within budget.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The content and delivery method for the program is determined within budget to maximise impact.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cost-effective support materials are prepared that are relevant to the target group and the subject.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A trial of the program is conducted to ensure effectiveness in achieving required outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant program materials are produced or procured in sufficient quantities to meet identified needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement program

  1. Constraints to implementing the program are identified to enable program success to be maximised during implementation.
  2. The program is coordinated to reach the target audience within budget.
Constraints to implementing the program are identified to enable program success to be maximised during implementation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The program is coordinated to reach the target audience within budget.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review effectiveness of program

  1. Performance measures are determined that allow assessment of changes in waste practices or attitudes.
  2. Relevant changes in waste practices and attitudes are measured objectively.
  3. The need for intervention to make timely and relevant adjustments to ongoing programs is determined.
  4. Information on educational program performance is made available to interested parties to ensure new strategies and programs are based on up to date knowledge and experiences.
Performance measures are determined that allow assessment of changes in waste practices or attitudes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant changes in waste practices and attitudes are measured objectively.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The need for intervention to make timely and relevant adjustments to ongoing programs is determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information on educational program performance is made available to interested parties to ensure new strategies and programs are based on up to date knowledge and experiences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.

Critical aspects of evidence to be considered

Adequate resources are obtained

Realistic aims and objectives are defined

Program is implemented within budget

Effectiveness of program is reviewed

Context of assessment

On the job or in a simulated workplace environment.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of workplace tasks over sufficient time to demonstrate handling of a range of contingencies

written and/or oral questioning to assess knowledge and understanding

completing workplace documentation

third-party reports from experienced practitioners

completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor

Evidence required for demonstration of consistent performance

Evidence will need to be collected over time across a range of variables.

Resource implications

Access to a workplace or simulated case study that encompasses:

consultation with community groups

access to communication materials such as videotapes, displays and pamphlets

access to relevant source material and personnel

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit

Required Skills

marketing

presenting

budgeting

analysing

qualitative and quantitative research

Required Knowledge

psychology of human behaviour

recycling systems

education principles

reuse of materials

relevant educational equipment and technology

marketing principles

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 in the Performance Criteria is detailed below.

Materials and resources may include:

videotapes

displays

pamphlets

trainers

experts

signage

multilingual information

Programs may include:

incentives

penalties

education

resident or rate payer participation

community groups

business groups