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Evidence Guide: SROOPS002B - Plan for minimal environmental impact

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

 

SROOPS002B - Plan for minimal environmental impact

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

Identify the interrelationships occurring within a natural environment

  1. Identify key ecological concepts and their relationships within natural ecosystems
  2. Determine natural processes and interrelationships occurring within natural environments
  3. Identify the manner in which interrelationships between natural processes can be affected
Identify key ecological concepts and their relationships within natural ecosystems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine natural processes and interrelationships occurring within natural environments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the manner in which interrelationships between natural processes can be affected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify sources of environmental impact

  1. Determine human impact through recreational activities on natural processes and interrelationships
  2. Determine aspects unique to a specific environment
  3. Identify sensitive areas after consultation with appropriate authorities
  4. Source information on the types of environmental impact likely to occur during specific outdoor activities in specific locations
  5. Determine uses for land and water resources
Determine human impact through recreational activities on natural processes and interrelationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine aspects unique to a specific environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify sensitive areas after consultation with appropriate authorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source information on the types of environmental impact likely to occur during specific outdoor activities in specific locations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine uses for land and water resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify sources of social impact

  1. Identify other uses of a particular site/location and discuss possible implications for outdoor recreation and the resources
  2. Assess whether particular settings offer appropriate recreation opportunities by examining the nature of the activities and matching this with the characteristics of the settings
  3. Source information on the types of social impacts likely to occur during specific outdoor activities in specific locations
Identify other uses of a particular site/location and discuss possible implications for outdoor recreation and the resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess whether particular settings offer appropriate recreation opportunities by examining the nature of the activities and matching this with the characteristics of the settings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source information on the types of social impacts likely to occur during specific outdoor activities in specific locations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan for minimal impact

  1. Identify current managementstrategies implemented by resource managers for environmental asset management
  2. Source appropriate information from authorities , landowners and/or custodians in order to identify the parameters of use
  3. Demonstrate compliance with resource management principles and policies when planning the activity location/site
  4. Demonstrateconsideration of suitability and appropriate use of a specific recreation setting for the proposed outdoor recreation activity
Identify current managementstrategies implemented by resource managers for environmental asset management

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source appropriate information from authorities , landowners and/or custodians in order to identify the parameters of use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate compliance with resource management principles and policies when planning the activity location/site

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrateconsideration of suitability and appropriate use of a specific recreation setting for the proposed outdoor recreation activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement methods to minimise impact

  1. Plan and conduct activities in a manner which minimises environmental impact
  2. Comply with policies and management plans relevant to the activity area
  3. Develop activity aimsin orderto achieve minimal impact
  4. Communicate unique aspects of a setting and specific impacts likely to occur during an activity to other participants in the activity
  5. Adoptand modela positive and caring attitude towards the natural environment throughout activities
  6. Demonstrate cooperation and consideration towards other users in settings where multiple use occurs
Plan and conduct activities in a manner which minimises environmental impact

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with policies and management plans relevant to the activity area

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop activity aimsin orderto achieve minimal impact

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate unique aspects of a setting and specific impacts likely to occur during an activity to other participants in the activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adoptand modela positive and caring attitude towards the natural environment throughout activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate cooperation and consideration towards other users in settings where multiple use occurs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review minimal impact practices

  1. Identify basic techniques to determine the nature and degree of impact
  2. Evaluate the effectiveness of personal minimal impact practices using basic techniques
  3. Modify impact reduction strategies, where necessary, after evaluation
Identify basic techniques to determine the nature and degree of impact

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of personal minimal impact practices using basic techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify impact reduction strategies, where necessary, after evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered

Assessment must confirm sufficient knowledge of the following as the basis for planning activities that cause minimal impact

underpinning principles of ecology

underpinning principles ofresource management

Assessment of performance should be overthree (3) different locations/sites in order to ensure consistency of performance over the RangeStatements and contexts applicable toplanning for minimal environmental impactrelevant to at least one outdoor activity covering the prescribed number of categories from the RangeStatements

Assessment must confirm the ability to apply this knowledge and appropriate techniques to

apply knowledge of ecological concepts, processes, interrelationships, social aspects and management strategies to plan activities that are appropriate to the proposed location/site with respect to environmental impact

plan for minimal impact during at least one type of outdoor recreation activity

comply with minimal impact practices during the conduct of an activity

monitor and review the conduct of activities in light of impacts caused

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

Nil

This unit must be assessed in conjunction with the following unit(s)

Nil

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

Unit(s) associated with participation in, or conduct of, any outdoor recreation activity

Required knowledge and skills

Required knowledge

Minimum impact codes

Legal and statutory requirements (of resource managementagencies)

Specific problems of fragile environments or threatened species

Area restrictions

Limited knowledge of biological systems and their interrelationships

General knowledge of factors affecting land management planning, eg, limits of acceptable change, recreation succession

Familiarity with terms used in planning for appropriate use of sites/locations

recreation setting

recreation activity

recreation opportunity

Cultural protocols for making contact and communicating with indigenous people and organisations

Impacts caused by outdoor recreation activities

Practices which may be implemented to minimise impact

Practices and procedures used byresource management authorities to reduce impact

Required skills

Minimal impact practices

Research and evaluation of impact through observation and questioning

Communication and interpersonal skills

Problem solving and solution focused strategies

Resource implications

Physical resources - assessment of this competency requires access to

an outdoor location suitable for the conduct of an outdoor recreation activity

activity specific equipment

personal clothing appropriate to location and conditions

food and water resources

resourcemanagement agencies' requirements

Human resources - Assessment of this unit of competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must

be competent in this unit but preferably be competent in the unit SROOPS008A Apply the principles of natural resource management

be competent, as a minimum, in the units SRXFAD001A , SRXRIK001A and SRXEMR001A to ensure adequate risk management during the assessment

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations

Consistency in performance

Due to issues such as the range of possible impacts and the minimisation strategies involved, this unit of competency must be assessed over three (3) different locations/sites in order to ensure consistency of performance over the RangeStatements and contexts applicable to planning for minimal environmental impact relevant to at least one area of outdoor activity

Context for assessment

This unit of competency must be assessed in the context of an outdoor recreation activity and must be demonstrated whilst planning and participating in an actual/real outdoor activity

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning onrequired knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

KEY COMPETENCIES

Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology

3

1

3

1

2

2

2

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting, analysing and organising information - Accessing and interpreting relevant information from appropriate authorities pertaining to a particular area or setting

Communicating ideas and information - Communicating with relevant land management authorities, clientsandother userswith regards to planning for minimal environmental impact

Planning and organising activities - Planning appropriate activities and conducting them in a way that minimises the environmental impact on a particular area or setting

Working with teams and others - Working collaboratively with land management authorities, colleagues, clients and other users in order to apply consistent and agreed uponminimal impact practices

Using mathematical ideas and techniques - Usingbasic calculations to determine impact on sites

Solving problems - Applying knowledge of potential environmental and social impacts of a particular setting in order to find solutions to planning considerations

Using technology - Sourcing relevant information from appropriate authorities pertaining to a particular area or setting

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

Required Skills and Knowledge

Not applicable.

Range Statement

Range Statements

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

CATEGORIES

Authorities

[all categories]

relevant state and local government authorities, eg, National Parks and Wildlife Services

land owners

custodians

Basic techniques

[all categories]

observation

questioning

Characteristics of the setting

[all categories]

biological, including

vegetation

landscape

topography

scenery

social, including

number of people present and activities they pursue

managerial, including

ownership

development

access regulations

Impact

[all categories]

on ecology

soil, including

destruction of surface organism matter

compaction

aeration

temperature

moisture

erosion

plants, including

direct injury or death

introduction of exotic species

changes in species composition

suppression of germination of new plants

reduction in growth rates of new plants

water, including

reduced water quality

changes in seasonal availability

geology including

erosion

artificial inclusions, eg, climbing bolts

displacement/destruction

wildlife, including

killing

disturbance

loss of habitat

altered populations

intrusion, eg, feeding, introduced species

Key ecological concepts

[all categories]

energy flow

community

diversity

change

adaptations

biosphere

interrelationships

cycles

Management strategies

[all categories]

dispersal of use

concentration of use

site location

site hardening or shielding

type of use

zoning

size limitations

noise restrictions

speed restrictions

Processes and interrelationships

[all categories]

food chains

sun

plants

herbivores

predators

introduced species

loss of habitat

removal of species

selective enhancement of feeding opportunities

Resources

[all categories]

water

space

huts

fires and wood for fuel

Types of environmental impact

[all categories]

pollution

physical damage

alteration to the environment, including

disturbance of fauna

introduction of new flora and fauna

chemical alteration of environments

reduction in decomposing timber

gates not left as required by landholders

damage to, or inappropriate behaviour in, cultural sites

Visual, including

graffiti

campfire scars

Noise

intrusion into private lives and culture

Development of facilities and signs

Types of social impacts

[all categories]

conflicts with other recreational users

change of setting

damage to cultural heritage

conflicts with other forest uses/users

crowding

Unique aspects

[all categories]

caves

archaeological, heritage and cultural sites

local traditions

protected areas

delicate/fragile formations and strata

flora and fauna with restricted distribution

Uses for land and water resources

[all categories]

mining

recreation

grazing

agriculture

hunting

cultural purposes

tourism

conservation

other State/Territory specific uses