Unit of competency details

Version 

Comments 

TAESUS502A

Released with TAE10 Training and Education Training Package version 2.0

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

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 l earner centred change

1.4 Explore the place of values and worldviews in VET

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 historical development of education about 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 customised program

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.

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 

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.