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Evidence Guide: TAESUS502 - Identify and apply current sustainability education principles and practice to learning programs

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

 

TAESUS502 - Identify and apply current sustainability education principles and practice to learning programs

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

Identify effective learning and teaching principles and practices

  1. Explore effective learning and teaching pedagogies, in education and training
  2. Identify and critique the criteria for effective learning
  3. Analyse and document the relationship between effective learning and teaching, and learner-centred change
  4. Explore the place of values and worldviews in vocational education and training
  5. Document the nexus between effective learning and teaching, and institutional policies and programs
Explore effective learning and teaching pedagogies, in education and training

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and critique the criteria for effective learning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Research development of current sustainability education principles and practice

  1. Investigate the historical development of education regarding sustainability, and education for sustainability
  2. Identify current and emerging sustainability education principles and practices
  3. Evaluate current and emerging, national and international, sustainability education strategies for best practice
  4. Investigate the relationship between effective learning and teaching, and sustainability education and training
  5. Articulate stages of embedding sustainability education into all learning and teaching programs
Investigate the historical development of education regarding sustainability, and education for sustainability

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify current and emerging sustainability education principles and practices

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply current sustainability education principles and practice to learning program

  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
  2. Investigate synergies and challenges of embedding sustainability education into learning and teaching programs
  3. Document the customised 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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document the customised program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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.