Analyse and Apply Sustainability Skills to Learning Programs · Note: It is strongly recommended that you undertake the unit. TAESUS502A Indentify and apply current sustainability

Part of a suite of teaching and learning resources to support the

Sustainable Practice Skill Setfrom the TAE10 Training and Education Training Package

Analyse and Apply Sustainability Skills to Learning Programs

Facilitator Guide to support the delivery of unit TAESUS501A

Part of a suite of teaching and learning resources for the Sustainable Practice Skill Set

from the TAE10 Training and Education Training Package

Facilitator Guide TAESUS501A Analyse and apply

sustainability skills to learning programs 1st Edition 2011

These materials were developed by the National Centre for Sustainability, Swinburne University of Technology and funded by the Commonwealth Government through the Department of Education, Employment and Workplace Relations.

Acknowledgement

The National Centre for Sustainability, Swinburne University of Technology would like to acknowledge Innovation and Business Industry Skills Council (IBSA) for their contribution to developing this resource.

Writer: National Centre for Sustainability, Swinburne University of Technology.

Copyright and Trade Mark Statement

With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia (http://creativecommons.org/licenses/by/3.0/au/) licence.

The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the CC BY 3.0 AU licence (http://creativecommons.org/licenses/by/3.0/au/legalcode).

This document must be attributed as the work of the Commonwealth of Australia.

Disclaimer

Care has been taken in the preparation of the material in this document, but, to the extent permitted by law, the original developer and IBSA do not warrant that the information contained in this document is error–free or fit for any particular purpose. To the extent permitted by law, the original developer and IBSA do not accept any liability for any damage or loss (including loss of profits, loss of revenue, indirect and consequential loss) incurred by any person as a result of relying on the information contained in this document.

The content of this publication is provided for educational purposes only. No claim is made as to the accuracy or authenticity of the content. The information in this publication is proved on the basis that all persons accessing it undertake responsibility for assessing the relevance and accuracy of its content. No responsibility is taken for any information or services which may appear on any linked websites. If using any information provided in this manual, please ensure proper acknowledgement is noted. If this information appears online, no responsibility is taken for any information or services which may appear on any linked websites, or other linked information sources, that are not controlled by IBSA. Use of versions of this document made available online or in other electronic formats is subject to the applicable terms of use.

Neither the National Centre for Sustainability nor Swinburne University of Technology accepts any liability to any person for the information or advice (or the use of such information or advice) that is provided in this publication or incorporated into it by reference. National Centre for Sustainability (NCS) and Swinburne University value input from Industry groups and Educational organisations into the development of learning resources. The area of sustainability is a rapidly evolving field, which creates challenges in providing up-to-date resources. If you feel that certain information could be included or removed from future editions, please contact NCS at [email protected].

Published by: Innovation and Business Industry Skills Council Ltd Level 11 176 Wellington Pde East Melbourne VIC 3002 Phone: +61 3 9815 7000 Fax: +61 3 9815 7001 Email: [email protected] www.ibsa.org.au

First published: November 2011

1st edition version: 1

Release date: November 2011

This resource is part of a suite available on CD ROM.

CD stock code: SWI-TAESPSS

CD ISBN: 978-1-922043-02-3

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Table of contents

Welcome ..........................................................................................................................1

Industry supplements ................................................................................................1

Learning pathways .....................................................................................................2

Background .................................................................................................................3

Practice environment .................................................................................................4

Icons ............................................................................................................................4

Education for Sustainability .......................................................................................4

Flexible delivery guidelines ........................................................................................6

Facilitator Preparation .....................................................................................................8

Facilitator checklist ....................................................................................................8

Getting yourself ready to facilitate ............................................................................9

Sample Session Plans .................................................................................................. 10

Face-to-face delivery ............................................................................................... 10

Context of unit within TAE10 Training Package..................................................... 10

Blended delivery with unit TAESUS502A ............................................................... 10

Sample Session Plan for Two Day Face-to-face Workshop .................................. 11

Activities ........................................................................................................................ 18

Topic 1: Vocational education and training (VET) ................................................. 20

Topic 2: Sustainability issues and impacts on industry ........................................ 28

Topic 3: Identifying sustainability skills.................................................................. 37

Topic 4: Customising programs .............................................................................. 39

Assessment ................................................................................................................... 44

Assessment information ......................................................................................... 44

Assessment mapping .............................................................................................. 46

Assessment Activities ................................................................................................... 50

Assessment Activity 1 – Australian Green Skills Agreement 2009 ..................... 50

Marking Guide – Assessment Activity 1 ................................................................ 51

Assessment Activity 2 (in-class activity) – Review and customise an existing unit of competency to incorporate sustainability skills in your industry area ..... 52


Assessment Activity 3: Customise a learner resource and assessment activity incorporating sustainability skills in your industry area ........................................ 64


Appendix 1: TAESUS501A Unit Overview .................................................................... 68

Welcome

Facilitator Guide © 2011 Commonwealth of Australia Page 1 of 71

Welcome This Facilitator Guide is designed to support the delivery of the new diploma-level Sustainable Practice Skill Set from the TAE10 Training and Education Training Package: TAESUS501A Analyse and apply sustainability skills to learning programs.

The learning resources for this unit aim to model best practice in educating for sustainability, whilst also teaching about sustainability. Education for Sustainability is about equipping students to understand the interrelatedness of the issues; cope with conditions of uncertainty, complexity and rapid change; explore and evaluate contested and emerging issues, and create solutions for a sustainable future.

As facilitators, our learners will need to experience sustainability and feel the need for change in order to engage in the huge change process that is necessary. Within the limits of unit requirements, teaching and assessment methods and goals are maximised through being open-ended, participative, collaborative and interactive.

The structure of the unit is designed to promote the actual practice and development of sustainability skills within the VET sector and in the context of specific industries. It includes the identification of sustainability practices and skills, different approaches to building these into training practice and process, and the development of learning and assessment materials.

Participants will be prompted to engage with the content by carrying out a learning activity (often with others), applying their learning in their ‘workplace’, having discussions, noting their own thoughts and reflections or referring to an additional resource.

As a facilitator, it is important to contextualise the learning material to ensure its relevance to the learners. This contextualisation could include, but is not limited to providing; industry relevant case studies, speakers, examples, legislation, resources, training packages and contextualised learning activities and assessments. The industry supplements provided with this unit can be a very valuable supporting resource for both the facilitator and participants.

Industry supplements

The learning resources for this unit include specific industry contextualisation. Most of the activities and assessment require the participant to apply the learning to their chosen industry. To support this contextualisation, six industries have been researched to identify their emerging green skills and sustainability impacts:

● construction

● electrical

Welcome

TAESUS501A Analyse and apply sustainability skills to learning programs Page 2 of 71 1st edition version: 1

● finance

● hospitality and tourism

● manufacturing

● plumbing.

As the facilitator you should become familiar with the resources provided within the industry supplements to support you contextualising the learning. Relevant industry supplements can be provided as additional supporting learning material to participants.

Learning pathways

This resource is part of the diploma-level Sustainable Practice Skill Set from the TAE10 Training and Education Training Package.

The Skill Set is made up of two units of competency:

● TAESUS501A Analyse and apply sustainability skills to learning programs

● TAESUS502A Identify and apply current sustainability education principles and practice to learning programs (newly endorsed).

The Sustainable Practice Skill Set provides a new pathway for VET teachers and trainers to upskill in order to provide effective training and facilitation in skills for sustainability in industry.

The unit TAESUS501A Analyse and apply sustainability skills to learning programs, typically applies to educators, teachers, trainers, facilitators, assessors, instructional designers, training and assessment consultants working in the vocational education and training (VET) sector. It is also highly relevant to those who have a specific role in delivering skills for sustainability (green skills) or who train and assess in sectors where skills for sustainability development is a priority. Relevant to most as sustainability becomes increasingly integrated into training packages and qualifications.

Note: It is strongly recommended that you undertake the unit TAESUS502A Indentify and apply current sustainability education principals and practice to learning programs, in conjunction with, or immediately after this unit.

Included along with these teaching and learning resources are Participant and Facilitator Guides and Industry Supplements to support delivery of TAESUS501A Analyse and apply sustainability skills to learning programs – all of which have been developed utilising Education for Sustainability principles and practice.

‘A decade into the twenty-first century, the world faces substantial, complex and interlinked development and lifestyle challenges and problems. The challenges arise from values that have created unsustainable societies... We need a shared commitment to education that empowers people for change. Such education should be of a quality that provides the values, knowledge, skills and competencies for sustainable living and participation in society.’

~ Bonn Declaration, UNESCO World Conference on

Education for Sustainable

Development, Bonn, Germany, April 2009

Welcome


Background

So why this unit? What is it intended to achieve?

In December 2009, the Council of Australian Governments (COAG) endorsed the national Green Skills Agreement. The Agreement seeks to build the capacity of the vocational education and training (VET) sector to deliver the skills for sustainability required in the workplace that will enable individuals, businesses and communities to adjust to, and prosper in, a sustainable, low carbon economy.

Key objectives of the Green Skills Agreement include embedding sustainability knowledge, skills and principles into Training Packages and upskilling VET practitioners to deliver skills for sustainability. The Sustainable Practice Skill Set provides a new pathway for VET teachers and trainers to develop skills and knowledge required to provide effective training and facilitation in skills for sustainability and will underpin professional development programs nationally.

VET practitioners play an important role in supporting Australia’s move to a sustainable environmental, social and economic future. The VET sector is integral in addressing sustainability issues, such as climate change, through building the capacity and capability of businesses, individuals and the community to meet the challenges of the 21st Century. Worldwide, the renewable energy sector alone has created 2.3 million new jobs in recent years and the United Nations predicts that job growth will continue as the global market for environmental products and services doubles by 2020.

In order to achieve this, VET practitioners need to engage with industry to identify the new and emerging sustainability skills required and to reorient existing jobs toward sustainable practices. Furthermore, VET practitioners need to keep up-to-date with the latest and emerging environmental practices, technologies, systems, techniques and theory in relation to their industry sector and to embed this new thinking/knowing into their learning programs.

This guide introduces education about sustainability and education for sustainability. As VET educators, it is helpful to understand both. While we have an increasing number of units and courses about sustainability within many trades and professions, education for sustainability focuses on how to provide all people with the knowledge and skills to assume responsibility for creating a sustainable future. We know that teaching the technical knowledge and skills about sustainability design, materials and technologies (for example) does not bring about change in itself without facilitating the whole systems knowledge, critical thinking, communication and collaborative skills to educate for a sustainable future.

Welcome


Practice environment

To complete this unit learners need a learning and assessment environment where they can access information and apply their skills. This environment is called the practice environment.

If a learner is already employed in an organisation that delivers training or assessment, their workplace will most likely be their practice environment.

If your participants do not have direct access to a practice environment you may need to help them by providing simulations or case studies that meet the assessment requirements for this unit. For example, learners could practise applying their competencies on fellow learners in the classroom or you may set up a virtual learning community online.

Icons

Preparation

things you must do to prepare

for the sessions

Key point

this icon shows key points of the sessions

Presentation

presentations are identified with this icon

Online activity

these activities require use of the

internet/computers

Participant Guide

readings and self-paced

activities are identified by

this icon

Discussions

group discussions are identified with

this icon

Video

video/audio material may be included in the

session

Group activities

In-class group activities can be

identified with this icon

Education for Sustainability

Teachers as change agents There are over 80 million teachers worldwide and the influence they have over their students should not be underestimated. Teachers are able to engage with students on environmental and social issues in a number of ways.

Welcome


Education as the tool for achieving sustainability Education for Sustainability (EfS) is not just about providing information about the environment. It is a way of motivating and engaging people in creating sustainable futures, by building competence through action and providing a change strategy to assist people and organisations to move towards sustainability.

People learn to change unsustainable behaviour and practices by actually changing what they do – as a result education for sustainability encourages full, active participation, promotes holistic thinking, encourages critical thinking and problem-solving and provides the means to work cooperatively with others to achieve real change for better environmental and social outcomes.

Levels of Engagement Explanation

Level 1 Education about sustainability A standard way of teaching in the existing system.

Learning about change (first order learning) Learning is content-based adaptive learning that does not explore basic attitudes and values. It is transmissive learning which may include learning about change.

Level 2 Education for sustainability Values, attitudes and skills emphasis. Enquiry-based learning and examination of purpose, policy and practice.

Learning for change (second order learning) Involves critical reflection, some problem-solving and adaptive learning by examining the assumptions that influence change; ‘learning about learning’ or ‘thinking about thinking’. It involves learning for change without necessarily engaging in change.

Level 3 Sustainability education Capacity building and action focus. Sustainable institutions and communities.

Learning as change (third order learning) This is creative and involves an awareness of alternative worldviews and ways of doing things. Participation and co-evolutionary learning, capacity building and action are emphasised. It involves ‘critical and reflective thinking about thinking about thinking’. Projects and real change can take place as part of the learning process. This is when cultural and educational systems need to engage in deep change in order to facilitate the required change – that is, need to transform in order to be transformative.

Adapted from the Australian Sustainable Schools Initiative, Learning and Change 1

1 Table adapted from: Government of South Australia, 2010, ‘Australian sustainable schools initiative (AuSSI)’, viewed November 2011, <

http://www.decs.sa.gov.au/efs/pages/default/27395/?reFlag=1>.

http://www.decs.sa.gov.au/efs/pages/default/27395/?reFlag=1�

Welcome


Work undertaken by Michael Fullan, dean of the Ontario Institute for Studies in Education of the University of Toronto, has studied the change effect teachers can have on students. He strongly believes that every teacher should be knowledgeable about, committed to, and skilled in:

‘1. Working with all students in an equitable, effective, and caring manner by respecting diversity in relation to ethnicity, race, gender, and special needs of each learner.

2. Being active learners who continuously seek, assess, apply, and communicate knowledge as reflective practitioners throughout their careers.

3. Developing and applying knowledge of curriculum, instruction, principles of learning, and evaluation needed to implement and monitor effective and evolving programs for all learners.

4. Initiating, valuing, and practicing collaboration and partnerships with students, colleagues, parents, community, government, and social and business agencies.

5. Appreciating and practicing the principles, ethics, and legal responsibilities of teaching as a profession.

6. Developing a personal philosophy of teaching which is informed by and contributes to the organisational, community, societal, and global contexts of education’. 2

Flexible delivery guidelines

Interactive e-learning materials have been developed to support the flexible/blended delivery of this unit. Designed to engage distance-based students in learning, the e-learning materials incorporate engaging activities, videos, quizzes, case studies in audio and visual formats. The materials are SCORM compliant and can be uploaded to a learning management system (LMS).

It is strongly recommended that the e-learning materials are delivered as part of a blended program - and not simply as an online asynchronous module. To maximise the effectiveness of the learning experience, the authors suggest a blended program, with active facilitator guidance and peer interaction in order to apply and model sustainability education. This could include opportunities for synchronous learning through; ‘live’ virtual classrooms co-facilitated by the learners themselves, guest webinars and regular discussion

2 Fullan, M., 1993, ‘Why Teachers Must Become Change Agents’, Educational Leadership, volume 50, number 6, available online, viewed November 2011 <http://www.michaelfullan.ca/Articles_98-99/03_93.pdf>.

http://www.michaelfullan.ca/Articles_98-99/03_93.pdf�

Welcome


forums using ‘skype’ (for example).Further online resources are available through the Education for Sustainability Resource Hub <http://www.swinburne.edu.au/ncs/efshub> . This Hub provides VET practitioners with the tools, guidance and contacts they need to effectively deliver skills for sustainability training and apply Efs principles and practice. The Hub provides a one-stop-shop for teaching resources, pedagogical guidance, delivery tools, learning activities, industry and sector relevant case studies and state and territory EfS practitioner networks and contacts. The resource hub also provides useful links to: Industry Skills Councils; relevant state and federal government websites; teaching and learning organisations and EfS networks.

Please note that a separate guide to specifically support e-learning delivery is available with the e-learning materials.

http://www.swinburne.edu.au/ncs/efshub�

Facilitator Preparation


Facilitator Preparation The facilitator must ensure that a number of basic requirements for delivery and assessment are met prior to commencement.

Facilitator checklist

Item Details Done?

Data projector Has the facilitator organised a data projector for session presentations?

Computer or laptop Is a computer with PowerPoint (version 2003 or above) available for the facilitator?

Internet access Will the participants be able to access the internet?

Whiteboard/ flipcharts

Has the facilitator organised a whiteboard or flipchart, butchers paper and pens for session activities?

Relevant reports and policies

Living Sustainably – The Australian Government’s National Action Plan for Education for Sustainability National Green Skills Agreement


Review the industry supplements and incorporate the relevant content into your session, including contextualising activities and assessments.

Guest industry speaker

Has a guest been booked and briefed?

Sample units of competency

Have a selection of relevant industry training packages and units of competence been sourced?

Highlighters/textas/ crayons

For each table.

Activities Has the facilitator become familiar with each of the activities and is prepared to run them?

Participant Guide Has the facilitator read the Participant Guide completely?

Facilitator Preparation


Getting yourself ready to facilitate

Read all training materials Before you commence delivery and assessment in this unit, it is recommended that you read all of the materials related to this unit and develop a thorough understanding of the delivery and assessment requirements. This includes the:

● unit of competency

● Facilitator Guide and PowerPoint Slides

● industry supplements

● Participant Guide

● Assessment Activities and Marking Guides.

Even if you are using these materials to conduct a professional development session for staff with no related assessment linked to the unit of competency, it will still be worthwhile reading all the materials and being completely familiar with them.

Review the unit of competency You will need to read and understand the unit of competency. It is detailed in this Facilitator Guide. It is recommended that you read it in the context of the TAE10 Training and Education Training Package. The unit and training package is also available at <http://www.training.gov.au>.

To prepare for the sessions: ● review and update session presentations as needed

● clarify the composition of the audience for this session, particularly in terms of whether they are trainers from one given industry area or one RTO who may use the same training specification, or trainers from different industries

● contextualise the learning materials as required.

A note on the use of PowerPoint slides: A set of slides is included in the learning materials for the facilitator of this unit. You are welcome to adapt or contextualise the slides for your learner group. You may want to include quotes and images on the slides. In order to effectively model sustainability education it is important to not be too reliant on the use of slides The learning will be more effective if the participants are actively engaged in research, participation, discussion and demonstration – rather than passive listening and watching of presentations.

http://www.training.gov.au/�

Sample Session Plans



Face-to-face delivery

The following session plan is a sample only. It has been designed to deliver the unit TAESUS501A over two full days in a face-to-face facilitator-led workshop. The session plan generally follows the Participant Guide resources, and most of the activities are referred to in the Participant Guide. A detailed description on how to facilitate the specific activities is in the following chapter. Facilitators are encouraged to incorporate relevant industry and local content and examples. Facilitators are welcome to introduce new activities and learning materials that are relevant to the learners and consistent with the unit description. As a facilitator you will need to contextualise this program to suit different audiences and different timeframes.

Context of unit within TAE10 Training Package

Discuss with the group where the unit for this program came from; it recognises that sustainability is a required skill for educators, and that as sustainability is seen as a cross industry skill – just like safety or literacy – it applies to all areas of teaching. There are many aspects of sustainability that are common across fields, but there will be specific issues relevant to some industries or sectors.

Blended delivery with unit TAESUS502A

Unit TAESUS501A Analyse and apply sustainability skills to learning programs has an excellent learning synergy with unit TAESUS502A Identify and apply current sustainability education principles and practice to learning programs. The two units can be delivered independently or blended into a three day course.

The logical flow of the learning is to deliver the TAESUS502A Identify and apply current sustainability education principles and practice to learning programs content PRIOR to this unit TAESUS501A Analyse and apply sustainability skills to learning programs.

.



Sample Session Plan for Two Day Face-to-face Workshop

Facilitator/Assessor Delivery Year Delivery Semester

Facilitator/Assessor Contact Delivery Context Face-to-face/workplace

Session Name TAESUS501A Analyse and apply sustainability skills to learning programs – Day 1 and 2 Date

Day One

Time Objectives Content Notes Resources Slides

9:00 Welcome and introduction

Introduction of facilitator(s)

Unit/session objectives and learning outcomes

Unit taught to model Education for Sustainability (EfS)

EfS pedagogical approach (and Education about Sustainability)

Assessment overview

Participant intro: Your name/your industry area

Ice-breaker: Sustain-A-Bingo

This unit may be delivered alongside/after TAESUS502A (in which case EfS will be understood).

Introduce the idea of engagement with learners’ own industries, research on sustainability as applied to learners’ own industries to bring about the structural changes required.

Activities are intended to prompt learners to reflect on their own teaching practice.

Projectors and screen, name tags

Sustain-A-Bingo handouts

Fair trade chocolate prize

slides 1 – 5




9:30 Sustainability – issues and impacts

Participant definitions/understanding of sustainability

Discussion: What do we know?

Effects wheel on oil (disposing of domestic batteries)

Table activity: Participants workshop group definitions of sustainability and present using World Café format.

What do you know?

What are some of the big issues?

What does it mean to ‘be’ sustainable?

Depending on the level of awareness in the group on sustainability issues, decide what sustainability issues to cover in the presentation.

Whiteboard/ markers

Flipchart paper

Blu-tack

Speakers, screen, internet access

Topic 1/Appendices – Participant Guide

slides 6 and 7

11:00 Morning tea

11:30 Sustainability – issues and impacts

(continued)

Activity: Life cycle analysis on products and materials

Animation: Story of Stuff

Discuss the impacts of consumer and business behaviour.

Group discussion: sustainability impacts on industry/relevant skills required? Implications for VET sector?

LCA handout

Internet access or DVD of Story of Stuff

Industry supplement for this unit

slides 8 – 11




13:00 Lunch

13:45 Sustainability skills – key initiatives and policy

Drivers of change

International/Australian context and background

Key initiatives and policies

Review and report back activity

Discussion: Emerging green skills in your industry?

Explanation of policy background of sustainability skills, including Green Skills Agreement.

In groups, participants review key policy documents and present back

Discussion about emerging green skills in relevant industry.

Copies of key documents: UNDESD, GSA, Living Sustainably, ISC reports …

Internet access, speakers

Flipchart paper, markers, Blu-tack

Participant Guide Topic 1

Industry Supplements

slides 12 – 17

15:00 Coffee break




15:30 Sustainability skills and industry

Guest Speaker/Case Study: Exploring the sustainability issues and impacts for industry/current and emerging practices in relation to sustainability. Q and A.

Activity: Envisioning the future

Legislation, codes of practice

Activity: Identify industry relevant legislation

Activity: Identify specialist sustainability practitioners to support training

Activity: Industry sustainability research

(optional)

Existing and forthcoming legislation affecting your industry? E.g. carbon tax.

Who (individuals or organisations) are the key sustainability practitioners/experts or leaders in your industry area? In an era of green washing, how do you know who is really ‘green’?

Internet access, whiteboard, markers




slides 18 – 24

16:30 Identifying sustainability skills

Identify ‘green’/sustainability skills in a training specification

Discuss assessment tasks

Review and discuss. Provide examples.


slide 25

17:15 Close Feedback, next steps and close



Day Two


9:00 Welcome back and recap

Welcome back!

Reflections on applying learning from Day 1 in our roles as VET educators

Recap of Day 1

Name tags

Whiteboard/ markers

9:30 Teaching effectively to create the change we need …

Educating for Sustainability

Education for Sustainability (EfS) principles and practice

EfS learning activity:

In pairs, develop and document a short learning activity (five minutes) using one or more EfS tools. Learners share and deliver each other’s learning activities.

Envisioning

Critical thinking and Reflection with activity

Participation

Partnership for change

Systems thinking: Effects wheel

Group discussion and reflection.

Emphasis the difference between EfS and traditional teaching methods

Activity: In pairs, develop and document a short learning activity using one or more EfS tools discussed. If participants come from the same industry, suggest the learning activity focuses on content from their industry. Present back by getting participants in pairs to deliver each other’s learning activities.

Flipchart paper, markers

slides 26 – 29

10:30 Morning tea




11:00 Step-by-step – Embedding Sustainability Skills and Education for Sustainability

Embedding sustainability skills

Analyse sustainability skills in a training specification

See PG, topic 3 (Step by step process for embedding sustainability)


Flipchart paper, markers

slides 30 – 32

13:00 Lunch

14:00 Customising a learning program

Applying sustainability skills and EfS to a unit of competency

Activity: customise Barista Skill Set units.

Groups present back in plenary

Activity: In groups, allocate units from the Barista training package (or from training package of choice) and ask participants to apply their learning to embedding Education about Sustainability and Education for Sustainability.

Handouts

Multiple copies of the barista units of competency or units of competency from participants’ industry

Industry impacts template

Highlighters

Flipchart paper

slides 33 and 34

15:30 Coffee break




16:00 Customising a learning program (continued)

Groups present back in plenary

Discuss and plan for assessment task

slide 35

17:15 Close Evaluation, feedback

Close

Evaluation forms

Activities


Activities

Key point: Sustainability skills: The context

At the end of this session, the participants should know how to:

● articulate a range of definitions of sustainability and explain their context

● cite relevant policy that relates to the development of sustainability skills in the VET sector

● list cross-industry units of competency on sustainability

● identify some sustainability issues in their industry area, and have identified sources of information to help them investigate more about their industry’s response.

Group activity: Sustain-a-bingo

The Sustain-a-bingo activity is an engaging ice breaker. The template below can be adapted to reflect the industry sector and experience of your learners. The activity takes about ten minutes. The educators can join in with the activity.

1. Introduce the activity explaining that the aim is have a different signature or name in each box.

2. The first person to have the whole sheet completed calls out ‘sustain-a-bingo’.

3. That person wins a prize (such as fair trade chocolate).

4. Briefly explain to the learners that they can keep their sustain-a-bingo sheets and adapt them for their own students if they choose.

Activities


Sustain-a-bingo: Find someone who…

Has seen the film ‘An Inconvenient Truth’.

Buys organic fruit and vegetables.

Can tell you what ‘triple bottom line’ means.

Name: Name: Name:

Knows what ‘fair trade’ is.

Didn’t drive a car to attend today’s workshop.

Has a water tank or greywater system at home.

Name: Name: Name:

Has read the Living Sustainably: National Action Plan.

Has visited a national park in the last three months.

Has designed an activity to embed sustainability in their teaching.

Name: Name: Name:

Has completed an ecological footprint.

Has volunteered their time in the community recently.

Knows what a REC is and how they work.

Name: Name: Name:

Activities


Topic 1: Vocational education and training (VET)

Key point: Sustainability skills; the context

In order to analyse and apply sustainability skills into your learning programs you must be able to:

● explain the policy background of sustainability skills

● define sustainability as it applies to different work contexts

● identify sustainability practices in relation to your specific industry area.

Group activity/discussion: The Green Skills Agreement and Living Sustainably – the Australian Government’s National Action Plan for Education for Sustainability

In this activity, the participants will review the Green Skills Agreement, the Australian Government’s National Action Plan for Education for Sustainability, Environmental sustainability: An industry response, and the UNDESD principles.

Requirements ● multiple copies of the Green Skills Agreement and National Action Plan

(one per table, that can be collected and re-used by the educator)

● multiple copies of Living Sustainably – the Australian Government’s National Action Plan for Education for Sustainability (one per table, that can be collected and re-used by the educator)

● Participant Guide Topic 1 for extracts of remaining documents.

Steps 1. Distribute copies of both documents.

2. At their tables ask the groups to compare the key Australian policy documents and plans (i.e. The Green Skills Agreement, Industry Skills Councils’ Response, National Action Plan) with the international policies and plans on Education for Sustainability (e.g. UNDESD). Respond to the following questions:

a. Are there gaps in the Australian documents compared to international documents?

b. In what ways does Australia show leadership with sustainability in VET?

c. In what ways could Australian policy/plans improve?

d. Note the points in the documents that are of specific relevance to your industry and/or your professional development.

3. Reconvene and discuss.

Activities


Group activity/discussion: Defining sustainability at the World Cafe

In this activity participants discuss at their tables or in industry groups, the existing and emerging green skills in their industry.

Ask participants to consider how they define ‘green skills’? (Tip: Look at some of the Australian Government definitions and relevant industry supplements.) And then list the green skills in their Participant Guides or butchers paper.

Discuss as a class.

Group activity/discussion: Defining sustainability at the World Cafe

In this activity participants are in small groups, 4–5 is the ideal size. At each table they brainstorm their definition of sustainability and note on a flipchart. After 7– 10 minutes all the groups stop and rotate (with the exception of one scribe from each group who remains). The scribe will explain the notes to the new group who review the definition and expand upon them. This rotation happens around three times. In this way a number of collective definitions of sustainability are formed, then discussed with the class as a whole.

Detailed descriptions of the World Café process and resources are available from the website: <http://www.theworldcafe.com/index.html>. All material on this site is copyright protected under the Creative Commons Attribution 3 License (for information see: <http://creativecommons.org/licenses/by/ 3.0/>) and/or individual copyright.

Requirements: ● tables with flipcharts, butchers paper and markers, or whiteboards with

markers (one per team),

Steps: A World Café hosting guide:

The task of the World Cafe host is to put the World Cafe design principles into action, with thoughtfulness, artistry, and care. A good host can make the difference between participants simply having an interesting conversation and their experiencing true breakthrough thinking. He or she will:

In welcoming participants and setting the context:

1. Work with others to create a comfortable World Cafe environment (see the notes below).

2. Help welcome participants as they enter.

3. Explain the World Cafe process and describe the World Cafe etiquette

4. Help the group focus on issues that genuinely matter to them by posing the question participants will explore during each round of conversation: ‘how do you define ”sustainability”’?

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5. Let people know how long each round will be and invite them to view the ‘interruption’ in their conversation – and the invitation to continue with new partners – as vital to the weaving of collective intelligence.

6. Encourage everyone to participate – to write, doodle and draw key ideas on their tablecloths – or to note key ideas on large index cards or placemats in the centre of the group.

7. During each round of conversation move among the tables and help participants as needed.

8. Continue to embody the spirit of hosting: ‘holding the space’ for good conversation.

9. When moving from one round to another let people know in a gentle way when it’s time to move and begin a new round of conversation. Remind them that although they may be interrupting their talk for the moment, the conversation will continue at a new table.

10. Upon completing the initial round of conversation, ask one person to remain at the table as the ‘table host’ while the others serve as travellers or ‘ambassadors of meaning.’ The travellers carry key ideas, themes and questions into their new conversations. (It is often best not to assign or ask for table hosts at the beginning of the round. In this way each person feels equally responsible and no one is ‘in charge’ of recording ideas.)

11. Ask the table host to welcome the new guests and briefly share the main ideas, themes, and questions of the initial conversation. Encourage guests to link and connect ideas coming from their previous table conversations – listening carefully and building on each other's contributions.

12. Invite participants to share discoveries and insights to help the group discern patterns, develop collective knowledge, and identify new possibilities for action.

13. Engage participants in ‘listening for what is emerging’ and note how each perspective contributes to a larger understanding than any single view reveals.

14. Throughout, practise the art of hosting, which involves invitation, welcoming, offering, and honouring participants and their contributions.

15. Be creative in adapting the design principles of the World Cafe to meet the unique needs of your situation!

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Alternative Individual activity/discussion: Defining sustainability

In this activity, the participants explore some of the language, definitions and issues that are part of the sustainability landscape.

Steps: 1. Ask participants to note any words or images that define what

sustainability means to them. They can write or draw their responses in their Participant Guide or on separate paper.

2. Participants can volunteer some of their meanings. Allow the group to notice that there will be some common threads and some different interpretations.

3. Then discuss as a group the range of definitions that sustainability has.

Group activity: Effects wheel on disposable batteries

In this activity the participants exercise critical thinking about assumptions underpinning the way we live and to consider how everything is connected through the use of an effects wheel. The example used is a generic issue; the effects of throwing away all our disposable batteries. Facilitators are encouraged to substitute this issue with a topic that is of direct relevance to your participant group and their industries.

Requirements: ● copies of an effects wheel template or sample in the Appendix of

Participant Guide

● Participant Guide, Topic 1

● laminated fact sheets on disposable batteries (optional, as it’s also included in Participant Guide).

Steps: 1. Introduce the activity explaining that in groups (one group per table)

learners are going to use an effects wheel to help analyse the impact of throwing away all our single use batteries.

2. Write the key question in the centre of the effects wheel: ‘If we throw away all our batteries for our gadgets, then what will be the effects?’

3. Lead the class through an example of an effect and how to write it into the effects wheel, then let them proceed independently at their tables.

4. Allow 10–15 minutes for the activity.

5. Reconvene the groups and discuss the completed effects wheels:

○ What did you notice completing the Wheel?

○ What issues surprised you?

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○ Where is the cost to the environment factored in?

○ How many batteries for gadgets, if any, do you use?

○ Can batteries be a sustainable product?

○ What are the alternatives to single use batteries?

6. Allow five minutes for participants to complete an individual reflection about their industry. They should:

○ list two or three items that are frequently used by your industry sector

○ note down the ways they could incorporate an effects wheel activity into VET training.

7. Invite learners to share their potential applications and observations.

Debrief: ● Ask participants to discuss how they can apply this learning activity to

their industry sector. The instructions for this activity can be incorporated into the learner’s resource kit.

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Participant handout: Effects wheel

Facts about domestic batteries. Australians use approximately 10,000 tonnes of domestic batteries every year, approximately 70% are single use batteries and most end up in landfill. If not disposed of correctly, batteries can contaminate soil, groundwater and other waste streams. Single use batteries can include eco-toxic metals such as cadmium, mercury and lead, which can be harmful to the environment when disposed of to landfill. In particular, they can cause soil and water pollution and endanger wildlife. For example, cadmium can cause damage to soil micro-organisms and affect the breakdown of organic matter. It can also bio-accumulate in fish, which reduces their numbers and makes them unfit for human consumption. 3

The latest Organisation for Economic Cooperation and Development (OECD) comparison of environmental behaviour in ten member countries puts Australia at or near the bottom in most areas of behaviour. The survey – Greening household behaviour – found that Australians are the least likely to dispose of batteries properly.

4

Instructions

1. In groups, brainstorm the different aspects of the production, use and recycling of batteries.

2. Choose your six initial issues after discussion in the group. You want them to represent as wide a range of issues as possible, e.g. batteries contain heavy metals that pollute our water systems.

3. Then ask the follow up question for each of the six issues, e.g. if, batteries pollute our water systems with heavy metals then what are two key implications of that?

4. Some possible responses: Heavy metals prevent amphibians from reproducing, and heavy metals found in drinking water.

5. Then continue to ask the next layer of question.

6. After the completion of the effects wheel, you can colour code your ‘wheel’ for economic, social, political and environmental issues. Alternatively colour the wheel based on human, ecosystem and animal impacts.

3 ‘Recycle your unwanted batteries with Batteryback’, ResourceSmart, Sustainability Victoria, viewed November 2011 <http://www.resourcesmart.vic.gov.au/for_households_3797.html>. 4 ‘Australian’s lagging on battery recycling’, Australian Battery Recycling Initiative, viewed November 2011, <http://www.batteryrecycling.org.au/tag/economic-cooperation-and-development-oecd-comparison-of-environmental-behavior/>.

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Group activity/discussion: Impact of my industry

In this activity, the participants will reflect on and discuss the social, economic and environmental impact of their industry on business and the community.

Steps 1. Divide participants into small groups.

2. Using PowerPoint slide with questions, ask participants to think of some economic, social and environmental impacts of their industry on business and the community – positive and negative impacts.

3. Ask participants to record these impacts on butchers paper, including the industry area, positive impacts, negative impacts.

4. Discuss impacts with others in the group.

5. Feedback to the rest of the group.

Follow-up Ask participants the following questions and ask for examples from the participants for discussion.

● Question 1. What are the KEY areas for sustainability issues in your industry? For instance in agriculture it may be water usage, in transport it may be fuel usage both type and amount.

● Question 2. What sustainable practices are in place in your industry?

● Question 3. What has been the impact of these sustainable practices?

● Question 4. What are some areas in your industry where sustainable practices would have a positive impact on business and the environment?

● Question 5. What skills are needed to improve sustainability in your industry area?

Group or individual activity/discussion: Principles of sustainability applied

In this activity ask participants in small industry groups or individually to reflect on what education for as opposed to about sustainability should look like in their learning environment?

Participants then note of examples from their learning environments and courses for each of the five EfS principles listed; envisioning a future, critical thinking and reflection, participation, partnerships for change, systems thinking.

Discuss and share ideas with the class.

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Topic 2: Sustainability issues and impacts on industry

Key point: Sustainability issues and impacts on industry


● identify legislation, codes of practice and sustainability requirements relevant to their industry area

● evaluate various approaches to the teaching and learning of sustainability skills

● identify specialist sustainability practitioners to support their training.

Video: Story of Stuff

In this activity participants watch an engaging video explaining the history and issues surrounding Western consumption. The video is a useful way to stimulate discussion on general sustainability issues and specifically on consumption and manufacturing practices within their industries.

Requirements: ● DVD copy of The Story of Stuff; available through the website

<http://www.storyofstuff.org/movies-all/story-of-stuff/>

OR

● access to the internet, with speakers, to stream The Story of Stuff via YouTube <http://www.youtube.com/storyofstuffproject#p/u/0/9GorqroigqM>.

Note: Not all learning environments allow access to YouTube. Be sure to check the sound and functioning of the video before the session.

Steps: 1. Introduce The Story of Stuff as one of many quality multi-media

resources that can be useful when teaching. It can help to generate insightful discussion and debate on issues including; consumption, waste, externalities, government and policy, cross cultural inequities, life cycle analysis. The appendix of the Participant Guide has a list of other multi-media teaching resources.

2. Check how many people in the room have previously seen it. If the majority are familiar with The Story of Stuff then consider a discussion instead or viewing ‘The Story of Bottled Water’ as an alternative.

3. After the video (approximately 25 minutes), discuss with participants in what ways they may be able to use this resource with their students in their industries.

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Group activity: Life cycle analysis

In this activity learners become familiar with the holistic process of life cycle analysis (LCA). They are encouraged to adapt this activity for their own industry sector.

Requirements: ● Participant Guide Topic 2.

Steps: 1. Introduce the activity as a natural extension of the Story of Stuff.

Explain that a comprehensive life cycle analysis (LCA) would take many hours/weeks to complete. Nonetheless, even a simple LCA is useful to apply systems thinking skills to the products and materials that individuals and industries use.

2. This activity can be undertaken as a whole class activity or in smaller groups at their tables.

Participant instructions: 1. Think about the process of preparing breakfast at home – what usually

happens, from sourcing the ingredients to the end of their life?

2. Think about the range of ingredients for breakfast. Do you consider the following things?

a. Where the tea or coffee came from and who was involved in its production. Has it travelled a long distance, was it fair trade, who picked the tea, coffee?

b. Where the cereal, eggs, orange juice and toast came from – grown locally, free range, farming practices used?

c. Where the milk came from – milk truck, supermarket, local farm, corner shop?

d. Where the sugar came from – distance travelled, amount of processing involved, energy and water used to grow and process it?

3. Consider the process of making breakfast:

a. Do you cook more than enough food for everyone and often have leftovers?

b. Do you measure the amount of water according to the number of cups that are to be made?

c. Do you fill up the kettle and have to boil it again because the water has cooled?

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4. Consider what happens at the end of eating breakfast:

a. Do you throw compost or throw into the garbage any of the leftovers?

b. What do you do with any leftover water?

c. What do you do with coffee filters or tea bags/leaves?

d. What do you do with the package the breakfast items came in?

There are sustainability issues in most everyday choices we make.

Industry reflection: Life cycle analysis of products and materials

Application to industry: In industry groups or individually, ask learners to reflect on the materials and products used in their industries.

● What are the sustainability issues of using these materials?

● What are the more sustainable alternative materials and practices?

● Discuss and share examples with the class.

Note: This activity could be adapted for the learners VET students as a research project.

Industry reflection: Job futures

Discuss with learners in industry groups or as a class the following questions:

● Are some jobs in your industry being eliminated?

● How are jobs being re-aligned?

● What new jobs/skills are emerging?

Case study discussion

Allow learners the time to read the case study in the Participant Guide, Topic 2. You may substitute this case study with another that is specific to the industry your learners represent. Draw on specific examples from the industry supplements. An option is to ask learners to research a relevant case study from their industry and share with the class.

The case study provided demonstrates a number of ways that sustainability is being incorporated into a VET pre-apprenticeship carpentry program.

Discuss with the learners in what ways sustainability is being incorporated into this pre-apprenticeship carpentry program, considering social and economic sustainability as well as environmental.

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Individual activity: Envisioning the future

In this activity learners are taken through an exercise to envision the future. This exercise is directly helpful in understanding the range of skills, knowledge, values and attitudes that may be needed by employees in the future. It is also a useful process for learners to use in their teaching practice.

Steps: Introduce the activity. Explain that visualising the future helps us to establish a link between long-term goals and immediate actions. It will help you to explore how to achieve change and the direction we need to take, in order to anticipate the skills, knowledge, values and attitudes employees will need. Visualising the future and then planning backwards to today is a very useful teaching tool to help focus participants on the longer term and potential futures.

Ask the participants to close their eyes (or look down) and just listen and think, while you speak. You may choose to adapt the script below to better reflect the industry sectors your participants represent.

Think back to the changes your industry has experienced in the past decade. Picture the changes to technology, to where people work. Consider the working conditions of employees ten years ago, consider the ways they have changed. Is there different legislation now? Have there been changes to awards? In what ways are customers’ needs and expectations changing?

Provide participants with a minute or two to write down any key words or thoughts.

Now imagine your industry in five years time in a sustainable future.

1. What new practices might emerge as the industry becomes more sustainable?

2. What sustainability skills, knowledge, values and attitudes will workers need to support new practices?

3. How might they develop these new skills?

4. What are the steps or changes that will take the industry there?

Participants can answer these questions directly in their Participant Guide or learners can create maps, posters, flowcharts, diagrams to help specify, document and communicate their vision. Later, these visions could be compared with concrete VET practice in relation to particular industries and provide creative inspiration when documenting/adapting training programs with embedded EfS. These visions could be added to the learners’ resource kit.

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Allow participants enough time to finish responding and then engage in a class discussion.

Finish up with explaining that this is a great exercise for prompting your participants to think about how industry might change as we move to a low carbon economy. This exercise can also help to conquer some of the despair and anxiety people are feeling about climate change and associated issues by empowering them to picture and work towards a better future.

Group activity: Research Sustainability issues and impacts in an industry area

This activity requires participant to work together in groups, preferably made up from the same industry sector. The participants conduct research using a range of resources, listed below, to learn more about sustainability issues and impacts in their industry.

Requirements: ● industry guest speaker

● Participant Guide Topic 2

● unit industry supplements

● internet access and a number of terminals.

Steps: Work in groups to answer the following. Record your answers in the Participant Guide Topic 2.

1. What practices are no longer performed in your industry because they are unsustainable (i.e. toxic, risky to human health, destroy eco-systems)?

2. What sustainable practices already exist in your specific industry area? Describe the ways in which sustainability is affecting work practices in your industry (consider social and economic as well as environmental sustainability)?

3. What new practices might emerge as the industry becomes more sustainable, or would emerge if we achieved best practice?

4. How is sustainability impacting on the teaching and learning programs that you deliver? Consider both:

a. the content of what you teach

b. any changes to the way you are teaching.

Allow half an hour minimum for participants to conduct their research.

Groups then reconvene and present their findings back to the class.

Discuss are then any common themes across the different sectors or industries?

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Group activity: Identify industry relevant legislation

In this activity participants research the range of legislation and standards that have implied or explicit sustainability impacts for their industry sector.

Requirements ● industry supplements

● Participant Guide Topic 2

● access to the internet and terminals

● prior to the workshop research relevant key legislation to guide the participants in their research.

Steps: This activity can be undertaken in groups based on industry sectors, or, if the participants are predominantly from one industry, the activity can be run as a whole of class activity with groups at tables each researching a different area.

Introduce this activity by explaining that social, economic and environmental issues are all part of the sustainability agenda. When we look at actual workplaces it is therefore not only environmental legislation that needs to be considered when determining how sustainability integrates into the workplace. In addition to federal and state legislation, participants should consider industry codes of practice and relevant national and international standards.

Provide participants with a sample of generic legislation.

Ask participants to consider what carbon tax/legislation may mean to their industry. In some cases larger businesses in their industry may already be reporting emissions.

Reconvene and discuss as a class how legislation and regulations impact on the skills and knowledge needed by VET students.

Area Legislation

Social Equal opportunity legislation – promotes equality between individuals in the workplace and prevents discrimination.

Social Privacy legislation – designed to make sure that individuals private information is just that, and that companies can only keep information relevant to their relationship.

Economic and social

OHS and other safety legislation – workplaces need to provide a safe workplace for workers (and training organisations for students).

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Environmental legislation

There is a range of environmental legislation that companies must comply with. Different industry areas are affected differently.

Group activity: Identify specialist sustainability practitioners

In this activity participants prepare to undertake research into their industry by identifying who their specialist sustainability practitioners are. These people and organisations will be a useful resource as the participants return to their training organisations and embed sustainability into their training packages.

Requirements: ● industry supplements

● access to the internet and terminals

● Participant Guide Topic 2.

Steps: Introduce the activity by explaining that the VET sector works closely with industry to develop and validate training. Sustainability is still a relatively new concept for many and has seen the emergence of both genuine and not-so-genuine sustainability experts and ‘green’ businesses. It is important that we are able to identify those organisations with the experience and knowledge to inform our training.

Many industry organisations and government agencies have industry case studies that are helpful to research best practice. Reviewing the corporate sustainability reports of organisations is helpful to understand how deeply an organisation’s integrating sustainability into their workplace.

There are many other places to find sustainability expertise. Work in teams to compile a list in your Participant Guides. Use the web and industry supplements to help find contact details.

● Industry Skills Council

● peak industry groups

● international industry groups

● industry/VET contacts at TAFEs and universities

● state and federal government departments

● local government – sustainability officers

● independent agencies, e.g. Choice, Environmental Protection Agency, environmental watchdogs

● colleagues and personal networks.

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Group activity: Industry organisation sustainability research

In this activity participants work in groups to research a specific organisation or company in their industry to better understand the organisation’s sustainability policy and procedures and how this impacting on the skills and values of their employees.

Requirements: ● internet access and terminals

● industry supplements

● corporate social responsibility (CSR) reports from key industry organisations

● Participant Guide Topic 2.

Steps: There are two approaches to this activity. The participants can either select organisations of their own choosing to research, or the facilitator can provide a number of company CSR reports to choose from. Allow more time for the activity if the participants are researching an organisation/company on the internet.

Give learners the following instructions:

● In industry sector groups select a large company from your industry.

● Access the internet and research the company’s website or choose a company report provided by your facilitator.

● Does the company have a policy on sustainability, or a corporate social responsibility Report (CSR)?

○ How easy was this to find

○ What are the key messages

○ How does this compare with their other policies

○ Are there any clear examples of the sustainability work they have done

○ Identify any tools or approaches they are using to help with implementation of sustainability policies and procedures

● In what other ways is sustainability incorporated into the company’s operations and products or services?

● Make a judgement on how good this company is at considering sustainability.

● What are the implications for this company on the skills their employees need?

● Does the company’s sustainability actions impact on their suppliers’ skills and processes?

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● Report your findings back to the group.

Group activity: How to develop a concept map

What is concept mapping?

Concept mapping is a technique for representing knowledge in graphs. Knowledge graphs are networks of concepts. Networks consist of nodes (points/vertices) and links (arcs/edges). Nodes represent concepts and links represent the relations between concepts.

Concepts and sometimes links are labelled. Links can be non-directional, uni-directional or bi-directional. Concepts and links may be categorised, they can be simply associative, specified or divided in categories such as causal or temporal relations.

Concept mapping can be done for several purposes:

● to generate ideas (brain storming, etc.)

● to design a complex structure (long texts, hypermedia, large websites, etc.)

● to communicate complex ideas

● to aid learning by explicitly integrating new and old knowledge

● to assess understanding or diagnose misunderstanding.

The concept mapping technique was developed by Prof. Joseph D. Novak at Cornell University in the 1960s. This work was based on the theories of David Ausubel, who stressed the importance of prior knowledge in being able to learn about new concepts. Novak concluded that ‘meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures’.5

Mind mapping is a popular related technique, invented (and copyrighted) by Tony Buzan in the UK. The mind map consists of a central word or concept, around the central word you draw the five to ten main ideas that relate to that word. You then take each of those child words and again draw the five to ten main ideas that relate to each of those words.’

The difference between concept maps and mind maps is that a mind map has only one main concept, while a concept map may have several. This comes down to the point that a mind map can be represented as a tree, while a concept map may need a network representation.

5 Lanzing, J. ‘The concept mapping page’, viewed November 2011, <http://users.edte.utwente.nl/lanzing/cm_home.htm>.

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Topic 3: Identifying sustainability skills

Key point: Identifying sustainability skills


● develop or customise learning and assessment materials to ensure coverage of appropriate sustainability skills

● develop high quality delivery strategies to train participants in sustainability skills

● document the customised program.

Group activity: Unpacking a training specification

In this activity, the participants will examine and discuss an example of how a training specification can be unpacked to determine explicit and implicit sustainability skill requirements. This activity can be practised in class with more than one set of training resources. The first time may be a whole of class exercise, and the second round may be in groups at their tables.

Requirements: ● an example of an ‘unpacked’ training specification identifying explicit

and implicit sustainability skills (can be found in the Participant Guide, Topic 3)

● an industry specific example of a training specification (can be prepared by the facilitator as an example instead).

Procedure: 1. As a whole class work through the unit example and discuss the points

where sustainability skills are specifically stated or implied in the training specification.

2. Refer to the list of trigger words or sustainability terms and ask the class to identify words that apply to the courses that they teach.

3. Discuss as a class they ways that they are seeing sustainability being embedded into their training packages.

4. Discuss the step-by-step process to embedding sustainability.

Individual activity: Sustainability in action – contextualising your training specification

In this activity, the participants will examine their own training specification, e.g. unit of competency/learning outcomes from an accredited course. The focus here is to bring the skill practised in the last activity, directly into their own industry and into their own training and assessment practice.

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Requirements: ● participants have been asked to bring an example of a training

specification they use, or will use in the future

● a range of spare units of competency which can be matched to participants, in case they do not bring one to the training.

Steps: 1. Examine your training specification (e.g. unit of competency) and

highlight any sustainability skills, knowledge, values and attitudes mentioned in it.

2. Note:

a. how participants use, or will use, these skills in the industry context

b. how participants can develop the required skills, knowledge, values and attitudes around sustainability when undertaking this training.

3. Discuss your findings with another participant, in an unrelated industry area if possible, who may be able to make further suggestions.

4. Feedback findings to the whole group. (If the group is large, this section may just involve a few examples from different industry areas.)

Follow up: Ask participants the following questions.

● Question 1. Are there any changes you would like to make to the training specification in order to further increase the skills, knowledge, values and attitudes of your participants around sustainability?

● Question 2. If so, what are they? How can you make the changes? For example, through contextualisation of a unit of competency, by rewriting a non-accredited course, by making suggestions on the relevant Industry Skills Councils’ Review and Feedback Registers.

● Question 3. What impacts would the development of the sustainability skills, knowledge, values and attitudes have on the industry and the community?

Individual or team activity: Identify sustainability skills in your units/courses

In this activity, the participants will examine their own training specification, e.g. unit of competency, learning outcomes from an accredited course. The focus here is to highlight any content that relates directly or indirectly to sustainability and then apply EfS principles to a revised lesson plan and assessment task.

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This activity is very comprehensive when combined with the following activity and requires learners to have copies of relevant units of competency and teaching resources.

Team activity: Create an EfS style learning activity

In this activity participants build on the work completed in the previous activity identifying implied and explicit sustainability skills to design a learning activity that incorporates one of the EfS principles and micro-teach it to the group.

1. In groups of three or four, select an EfS opportunity from Column 3 of the above activity.

2. Design a learning activity that builds on one or more EfS principles and teaching approaches from the EfS National Action Plan in your Participant Guide.

Prepare to ‘micro-teach’ your activity to the rest of the group for no more than five minutes!

Topic 4: Customising programs

Key point: Customising programs

At the end of this session, participants should be able to:

● select appropriate learning and assessment materials to focus on sustainability skills

● customise or develop your own appropriate materials

● develop high quality delivery strategies for sustainability skills

● document the customised program.

Group activity: Visualising the world of graduates in 2025

In this activity participants practise visualising the future as a tool by individually creating an idea of their industry graduates in 2025.

Resources: ● Participant Guide, Topic 4.

Steps: Complete the table answering the following questions:

1. Imagine your industry in 2025 in a scenario where we are on the way to a zero carbon, sustainable society. What sustainability knowledge, skills, values and attitudes will your graduates need to exit your courses with (Column 1)?

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2. Now consider what will need to be taught to convey the knowledge, skills, values, attitudes (teaching about sustainability – Column 2) and how to teach them; what opportunities are available to include education for sustainability teaching and learning processes that empower learners (Column 3)?

3. Allow participants time to pair up with a fellow participant who is not in their industry sector to discuss and review each other’s tables and share ideas.

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Industry/sector 2025: _______________________________________

List sustainability knowledge, skills, values, attitudes in the industry.

What will you need to teach

How will you teach this?

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Group activity/discussion: Contextualisation of learning materials

In this activity, the participants will choose a unit of competency or other training specification, preferably outside their own industry areas. This is an important opportunity to practise identifying sustainability skills and contextualising the learning materials prior to assessment.

Note that the Assessment Activity 2 Review and adapt an existing learning and assessment strategy so that it includes relevant sustainability skill outcomes, is very similar to this activity. The assessment can be completed as an in-class assessment using the Barista Skill Set unit provided, SITHFAB012B Prepare and serve espresso coffee, or an accredited unit of the facilitator’s choosing.

Steps: 1. In small groups, choose a unit of competency, preferably outside your

own industry area. It is not necessary to use a unit from another industry area but it does get people to focus on the sustainability skill opportunity, rather than getting bogged down in the technical issues of the unit or the industry.

2. Highlight sustainability skills, knowledge, values and attitudes, if any, in the training specification.

3. Discuss with the rest of the group and come to an agreed position.

4. Discuss as a group and record how participants undertaking the training specification can develop the skills, knowledge, values and attitudes around sustainability.

5. Discuss as a group and record the ways in which EfS could be applied to the teaching of this unit. Note the possible changes to the delivery methods and the tools that could be used.

6. Feedback to the whole group, describing:

○ the training specification (e.g. unit of competency)

○ sustainability skills, knowledge, values and attitudes embedded in the specification

○ ideas for developing the sustainability skills, knowledge, values and attitudes

○ ideas for teaching the unit applying EfS methods and tools.

Reflection activity: Contextualising a learning unit

In this possible activity learners take a few minutes to reflect on the process of reviewing a learning unit for sustainability skills and implementing changes.

● What are your thoughts and reflections on completing this review to contextualise a learning unit with sustainability skills?

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● Describe the challenges you perceive to implementing your recommended contextualisation.

● Describe strategies that could support the successful introduction of sustainability skills into the learning.

● List any resources, people or organisations that could provide support to the successful delivery of this unit of learning.

Assessment


Assessment

Assessment information

Competency-based assessment is the process of judging whether you have achieved a standard of competency. An assessor is trained to examine the evidence you provide which reflects your skills and knowledge in a particular unit of competency. When you demonstrate the required skills and knowledge the assessor will credit you with the unit of competency. The assessor can advise you on how to develop the skills and knowledge for a unit of competency if you are not yet competent.

Methods of assessment There are a variety of methods that can be used to assess competency. Assessors choose the most effective way of determining that you have the required skills and knowledge to meet a unit of competency. Assessment methods include:

● quizzes

● reports

● group discussions

● journals

● presentations

● role-plays

● demonstrations

● projects

● peer assessment

● facilitator observation

● tests.

Principles of assessment To ensure that candidates are supported to demonstrate competency and to enable assessors to make sound judgments, assessments must be valid, reliable, flexible and fair.

● Valid means that the assessment reflects the unit of competency and covers the elements and performance criteria, and that the assessment outcome is supported by the gathered evidence.

● Reliable means that the assessment is consistent and accurate, so any candidate with the same level of competency would achieve a similar outcome regardless of when or by whom they are assessed.

● Flexible means that the learner is given opportunity to negotiate aspects of the assessment (for example, timing) with the assessor.

● Fair means that the assessment does not disadvantage a candidate or group of candidates (such as people with disabilities or cultural differences). An assessment should not prevent a candidate from showing that they are competent (for example, assessment should not require a higher level of literacy than what is required to perform the workplace standard outlined in the competency).

Assessment


Rules of evidence To make sure that assessment decisions are based on quality evidence, assessments should be valid, sufficient, current and authentic.

● Valid means there is a clear relationship between the evidence provided, the unit of competency requirements and the assessment judgment.

● Sufficient means there is enough evidence provided to meet the performance criteria and evidence requirements and dimensions of the competency, and that competency over time and in different contexts is demonstrated.

● Current means that the evidence reflects the candidate’s current skills and knowledge.

● Authentic means that the evidence can be verified and is the candidate’s own work.

Critical aspects for assessment The following evidence is required to demonstrate competency in this unit.

● Evidence of the ability to:

○ identify sustainability skill issues in at least two different training products

○ provide documentation setting out training products and learning strategies that incorporate sustainability skills

○ provide outlines of how those sustainability skills are to be incorporated into training and assessment approaches.

Evidence must be gathered in the workplace (teaching and learning environment) wherever possible. Where no workplace is available, a simulated workplace must be provided.

Guidance about what qualifies as a simulated workplace can be found in the assessment guidelines of the TAE10 Training and Education Training Package.

This unit might be assessed individually or together with other units in the TAE10 Training and Education Training Package (for example; TAESUS502A Identify and apply current sustainability education principles and practice to learning programs).

Your facilitator will provide further direction and guidance on the assessment tasks you will undertake to demonstrate competency in this unit.

Assessment


Assessment mapping

Unit of competency Analyse and apply sustainability skills to learning programs

Unit code TAESUS501A

Description This unit describes the performance outcomes, skills and knowledge required to identify explicit and embedded sustainability skills within training packages and accredited courses, and apply requirements to learning programs associated with the development of competence.

ELEMENTS /PERFORMANCE CRITERIA Assessment methods/task

Research sustainability skill requirements of an industry area Activity 1 Activity 2 Activity 3

Identify sustainability issues and practices in relation to a specific industry area X X X

Investigate current and emerging practices in relation to sustainability in the specific industry area

X X X

Evaluate various approaches to building these into training practice and processes X X X

Identify specialist sustainability practitioners and seek advice as required X X X

Determine sustainability skills relevant to training Activity 1 Activity 2 Activity 3

Analyse and document relevant sustainability skills in the training specification X X

Identify potential or implicit sustainability skills in the training specification X X

Document these skills as part of the learning and assessment strategy X X

Assessment


Customise program to incorporate sustainability skills Activity 1 Activity 2 Activity 3

Select and customise or develop learning and assessment materials linked to the required sustainability skills and appropriate for the training specification and training context

X X

Document customised program X X

REQUIRED SKILLS Activity 1 Activity 2 Activity 3

Communication skills to:

● make judgements about the sustainability skill requirements of training

● communicate with other professionals about sustainability skill requirements

● liaise with personnel, including managers and supervisors, from the training and assessment organisation

● analyse a wide range of documents

X X X

Self-management and organisational skills to analyse and apply sustainability skills to learning programs

X X

Research skills to analyse training specifications and determine embedded, explicit and implicit sustainability skills

X X

REQUIRED KNOWLEDGE Activity 1 Activity 2 Activity 3

Definitions of sustainability and different contexts in which a variety of definitions can be used

X X X

Training package contents, including industry-specific approaches to identifying sustainability skills within them

X X X

Assessment


National policy on sustainability, including specific policy in relation to the development of sustainability skills in the vocational education and training sector

X X X

Legislation, codes of practice and associated requirements, such as:

● environmental legislation

● equal employment opportunity legislation

● privacy legislation

● organisational requirements.

X X X

OHS relating to the work role, including:

● reporting requirements for hazards

● sources of OHS information

● OHS obligations of employers and employees, including supervisors.

X X X

CRITICAL ASPECTS OF EVIDENCE Activity 1 Activity 2 Activity 3

Identify sustainability skill issues in at least two different training products X X

Provide documentation setting out training products and learning strategies that incorporate sustainability skills

X X

Provide outlines of how those sustainability skills are to be incorporated into training and assessment approaches. X X

Assessment


Reference to assessment matrix

Description

Employability Skills

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Com

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Self

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Initi

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Assessment Activity 1

Work-based research, reflection and written submission.

x x x x x


In-class group sustainability context, skills identification and customisation activity and presentation.

x x x x x x x


Work-based project with written report and examples of products that demonstrate customisation of a learning program to address sustainability requirements.

x x x x x x x x

Assessment Activities



Assessment Activity 1 – Australian Green Skills Agreement 2009

Consider the following definition of ‘Green Skills’:

‘Skills for sustainability, also known as green skills, are the technical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community.’

~ © Commonwealth of Australia, Green Skills Agreement, 2009

1. What are the implications of the Green Skills Agreement for your industry?

2. The Green Skills Agreement focuses on values and attitudes as well as knowledge and skills. What are the implications of ‘values and attitudes’ as well as ‘knowledge and skills’ for yourself as an educator and your training organisation?

3. Evaluate various approaches to identifying and building in ‘green skills’, knowledge, values and attitudes into training practices and processes. What resources, organisations, sustainability specialists might you draw upon?

4. Consider what might be some of the barriers for your industry and your training organisation in implementing the Green Skills Agreement. Describe some ways you and your training organisation could address any barriers to implementing the Green Skills Agreement.



Marking Guide – Assessment Activity 1

Candidate’s name Phone no.

Assessor’s name Phone no.

Assessment site

Assessment date/s Time/s

Outcomes

Did the candidate: Satisfactory

Yes No

Demonstrate an understanding of the implications of the Green Skills Agreement (GSA) to their industry?

Discuss the implications of ‘values and attitudes’, ‘knowledge and skills’ (from the GSA) for themselves as educators and their training organisation?

Evaluate various approaches to identifying and building in ‘green skills’ knowledge, values and attitudes into training practices and processes?

Consider what resources, organisations and sustainability specialists they might draw upon?

Consider and describe some ways in which the candidate (as an educator) and their training organisation could address any barriers to implementing the GSA?

Comments/feedback to group participant

Outcome: Competent Not Yet Competent

Assessor name:

Assessor signature:



Assessment Activity 2 (in-class activity) – Review and customise an existing unit of competency to incorporate sustainability skills in your industry area

In small groups, review and discuss your assigned unit of competency (e.g. Barista Skill Set unit of competency) addressing the key points below. Use flip chart paper provided and present back to the class as a group.

(Duration: approx 90 minutes including 10 minutes presentation per group.)

1. Consider the overall sustainability impacts of your industry area

Discuss and list both the positive and negative environmental, social and economic impacts of your industry with specific reference to the part of the industry that the unit of competency is concerned with.

2. Identify sustainability skills in your units/courses

Keeping in mind the positive and negative impacts of your industry, work though unit(s) of competency/course outlines and identify components that relate directly or indirectly to sustainability. Discuss current and emerging practices associated with the industry. Identify explicit and potential (emerging) skills associated with the impacts and practices discussed.

3. Devise a brief learning and assessment strategy for part of your unit of competency

Think about the industry impacts, practices and sustainability skill/s you have identified, how you might you use EfS principles to develop teaching, learning and assessment to deepen and/or transform the way your students understand them.

Devise a brief learning and assessment strategy for part of your unit of competency that reflects the inclusion of sustainability skills.

Apply Education for Sustainability (EfS) to your learning and assessment strategies for the sustainability skills you have identified and for the unit as a whole.

4. Customise unit of competency for incorporation of sustainability skills

Design and document an overview of a lesson plan and assessment task/s that demonstrate the incorporation of sustainability skills into a unit of competency. Present back to class.




Names of group members Phone no.


Assessment location

Due date In-class

Outcomes

Did the group: Satisfactory

Yes No

List both positive and negative environmental, social and economic impacts of the group’s assigned industry (attach evidence)?

Identify components of the unit of competency that relate to sustainability identifying explicit and potential sustainability skills (attach evidence)?

Devise a brief learning and assessment strategy for part of the unit of competency (attach evidence)?

Demonstrate the incorporation of sustainability skills to the learning and assessment strategy (attach evidence)?



Assessor name:

Assessor signature:



SITHFAB012B Prepare and serve espresso coffee (Full unit descriptor is available from <http://www.training.gov.au> website)

Element Performance Criteria Sustainability Contextualisation

1. Organise and prepare work areas.

1.1 Organise coffee workstation according to workplace safety and hygiene practices, to enable efficient work flow and easy access to equipment and commodities.

1.2 Develop preparation and work routines according to enterprise requirements.

1.3 Complete mise en place and preparation for coffee service according to enterprise procedures.

1.4 Store coffee and commodities in appropriate airtight containers and conditions to maintain quality and freshness, according to workplace hygiene procedures and food safety regulations.

2. Provide customer service and advise customers on espresso coffee.

2.1 Provide advice to customers about coffee types and characteristics where appropriate.

2.2 Determine customer coffee preferences and requirements, and offer coffee style choices and accompaniments accordingly.

3. Select and grind coffee.

3.1 Select coffee and grind to correct particle size, according to enterprise requirements and customer preferences.

3.2 Take into consideration any environmental and equipment factors affecting dosage, and adjust grind and dose accordingly.

http://www.training.gov.au/�



4. Extract coffee.

4.1 Select appropriate cups or glassware and ensure they are warm before preparation.

4.2 Measure or dispense required dosage and place into clean filter basket, tamping coffee evenly using correct pressure.

4.3 Ensure group head is clean prior to inserting group handle.

4.4 Monitor water and pump pressure, and moderate between cycles, according to enterprise procedures.

4.5 Analyse extraction rate and adjust where appropriate.

4.6 Assess quality of extraction visually and where appropriate by verifying flavour.

4.7 Check spent grounds (puck or cake) to identify any required adjustments to dosage and technique.

4.8 Release or purge water for two seconds from the group head before placement of group handle to extract coffee.

5. Texture milk.

5.1 Select correct cold milk and appropriate clean, cold jug according to espresso requirements and quantity on order.

5.2 Expel excess water from steam wand before and after texturising milk and wipe clean after use.

5.3 Texture milk according to milk type and specific order requirements.

5.4 Combine foam and milk through rolling, ensuring even consistency.

5.5 Pour milk promptly, evenly and consistently, according to coffee style and customer preferences.



6. Serve and present espresso coffee.

6.1 Present coffee attractively using clean ceramic or glass cups and avoiding drips and spills.

6.2 Serve coffee at the required temperature, according to customer requirements and style, with appropriate crema, milk froth and accompaniments.

7. Clean and maintain espresso machine.

7.1 Follow required OHS and enterprise requirements throughout all cleaning and maintenance procedures.

7.2 Clean all machine and parts thoroughly and safely according to manufacturer specifications and enterprise policies and procedures, using appropriate cleaning methods and recommended cleaning products and materials.

7.3 Carry out allied end of service activities.

7.4 Monitor and assess the operation and efficiency of the espresso machine and grinder during usage and take appropriate action where required in relation to defects and faults according to enterprise policies and procedures, OHS and warranty requirements.

7.5 Identify situations requiring the attendance of a trained service technician, licensed electrician or a designated senior person within the enterprise.

7.6 Use energy and water resources efficiently when preparing coffee and cleaning equipment to reduce negative environmental impacts.



Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.

Sustainability Contextualisation

Critical aspects for assessment and evidence required to demonstrate competency

Evidence of the following is essential:

● ability to recognise quality in espresso coffee, meet customer requirements and expectations, and identify factors affecting quality and required outcomes

● ability to address problems during preparation and service of espresso coffee

● ability to extract and present quality coffee within realistic timelines

● compliance with all workplace hygiene and food safety regulations

● safe work practices in making espresso coffee.



Context of and specific resources for assessment

Assessment must ensure:

● access to a workstation with industry-current commercial espresso machine and appropriate equipment, including:

● thermometer

● coffee grinders or mills

● serviceware, including cups, saucers, glasses, mugs and flatware

● weighing and measuring equipment

● storage bins in appropriate sizes and materials

● blind or blank filters

● tampers

● espresso cleaning detergent

● bins for discarded pucks or grind tubes

● access to a range of coffee types and commodities

● preparation of quantities of coffee items within industry-realistic timeframes for multiple customers simultaneously

● preparation and service of varieties of coffee types to meet various customer requirements.



Methods of assessment A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate:

● direct observation of practical demonstration of extracting and serving coffee over an entire service period

● tasting of coffee prepared by the candidate

● use of video or peer observation

● written or oral questions to assess required knowledge relating to preparing and serving espresso coffee

● review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

● SITXOHS002A Follow workplace hygiene procedures

● SITHACS006B Clean premises and equipment

● SITHFAB010C Prepare and serve non-alcoholic beverages.



Sample unit template

Unit descriptor This unit describes the performance outcomes, skills and knowledge required to

Employability skills This unit contains employability skills.

Application of the unit

This unit typically applies to

Unit sector Sustainability practice

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. 1.1

2. 2.1



3. 3.1

REQUIRED SKILLS AND KNOWLEDGE This section describes the skills and knowledge required for this unit.

Required skills ●

Required knowledge ●

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, 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.

●



●

●

●

EVIDENCE GUIDE 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: ●




Guidance information for assessment



Assessment Activity 3: Customise a learner resource and assessment activity incorporating sustainability skills in your industry area

A. Customise a learner resource to incorporate sustainability skills in your industry area

B. Customise an assessment activity to incorporate sustainability skills in your industry area

Introduction: In this assessment you will customise an existing learner resource and assessment so that it includes industry relevant sustainability skills.

Tip: Refer to Topic 4, Identify Sustainability Skills, in the Participant Guide for case studies and guides on how to incorporate a sustainability context into activities and assessments. Refer to the Appendix of the Participant Guide for further detail on sustainability issues and EfS teaching principles.

Instructions: 1. Select an accredited unit of competency and its training materials to

customise. If you are not currently involved in training or assessment choose one that you would be likely to train or assess with in the future.

2. Research and identify key sustainability issues impacting your industry as well as current and emerging practices in relation to sustainability in your industry.

3. Consider how these issues and practices currently impact on your training package, unit(s) of competency, training materials.

4. Research useful resources from the internet and printed resources available. Research vocationally specific best practice and resources relevant to your teaching area via professional bodies and the Industry Skills Council.

5. Evaluate various approaches to build sustainability issues and practices impacting your industry into training practice and approaches (identify and seek advice from sustainability experts in your industry).

6. Review the learner resource and the unit of competency. Identify relevant explicit and potential sustainability skills.

7. Customise learner resource (or part of) with required sustainability skills and ensure appropriateness to training specification and context (refer to Participant Guide).

8. Review the current assessment activities in the training material and adapt or develop a relevant assessment that meets the Evidence Guide requirements of the training package and includes relevant sustainability skills.



9. Cite relevant parts of the evidence guide/assessment rules with respect to customising an assessment activity.

10. Attach and comment on the previous assessment activity (before customisation) and attach and describe the revised assessment activity with the sustainability context (include your assessment plan).




Candidate’s name Phone no.


Assessment site

Assessment date/s Time/s

Outcomes

Did the candidate: Satisfactory

Yes No

Identify the chosen industry/sector and training package/unit of competency to be customised?

Identify and list sustainability issues currently impacting the candidate’s chosen industry and investigate and identify current and emerging practices in relation to sustainability in chosen industry?

Describe in what ways sustainability issues and practices impact on VET training packages (including courses, activities and assessments)?

Evaluate and discuss various approaches to building into training practice and processes current and emerging industry relevant sustainability issues and practices?

Analyse, identify and document relevant explicit and potential sustainability skills?

Customise a learner resource linked to the required sustainability skills and appropriate for the training specification and context and attach evidence before and after customisation?

Cite the relevant parts of evidence guide and assessment rules?

Attach and comment on an assessment activity prior to customisation?

Attach and describe a revised assessment activity with the sustainability context and attach an assessment plan?





Assessor name:

Assessor signature:

Appendix 1: TAESUS501A Unit Overview



TAESUS501A Analyse and apply sustainability skills to learning programs

Unit descriptor This unit describes the performance outcomes, skills and knowledge required to identify explicit and embedded sustainability skills within training packages and accredited courses, and apply requirements to learning programs associated with the development of competence.

Employability skills This unit contains employability skills.

Application of the unit

This unit typically applies to trainers, facilitators, assessors, instructional designers, and training and assessment consultants.

Unit sector Sustainability practice

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. Research sustainability skill requirements of an industry area

1.1 Identify sustainability issues and practices in relation to a specific industry area

1.2 Investigate current and emerging practices in relation to sustainability in the specific industry area

1.3 Evaluate various approaches to building these into training practice and processes

1.4 Identify specialist sustainability practitioners and seek advice as required

2. Determine sustainability skills relevant to training

2.1 Analyse and document relevant sustainability skills in the training specification

2.2 Identify potential or implicit sustainability skills in the training specification

2.3 Document these skills as part of the learning and assessment strategy



3. Customise program to incorporate sustainability skills

3.1 Select and customise or develop learning and assessment materials linked to the required sustainability skills and appropriate for the training specification and training context

3.2 Document customised program

REQUIRED SKILLS AND KNOWLEDGE This section describes the skills and knowledge required for this unit.

Required skills ● communication skills to:

○ make judgements about the sustainability skill requirements of training

○ communicate with other professionals about sustainability skill requirements

○ liaise with personnel, including managers and supervisors, from the training and assessment organisation

○ analyse a wide range of documents ● self-management and organisational skills to analyse and apply

sustainability skills to learning programs ● research skills to analyse training specifications and determine

embedded, explicit and implicit sustainability skills

Required knowledge ● definitions of sustainability and different contexts in which a variety

of definitions can be used ● training package contents, including industry-specific approaches to

identifying sustainability skills within them ● national policy on sustainability, including specific policy in relation

to the development of sustainability skills in the vocational education and training sector

● legislation, codes of practice and associated requirements, such as: ○ environmental legislation ○ equal employment opportunity legislation ○ privacy legislation ○ organisational requirements

● OHS relating to the work role, including: ○ reporting requirements for hazards ○ sources of OHS information ○ OHS obligations of employers and employees, including

supervisors



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, 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.

Specific industry means:

● a specific industry area or sector area in which the candidate usually trains or assesses.

Sustainability skills include:

● technical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community, as defined in the National Green Skills Agreement December 2009.

Training specification may include:

● training package units of competency ● learning outcomes from accredited courses

with a vocational outcome ● non-accredited industry specific learning

programs.

Potential or implicit sustainability skills may include:

● areas of the training specification where the achievement of the performance criteria has an implied sustainable or green skills context (e.g. increasing fuel efficiency in a performance criteria related to effective use of powered equipment).

EVIDENCE GUIDE 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

Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.



Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to: ● identify sustainability skill issues in at least

two different training products ● provide documentation setting out training

products and learning strategies that incorporate sustainability skills

● provide outlines of how those sustainability skills are to be incorporated into training and assessment approaches.


Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.

Guidance information for assessment

For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Analyse and Apply Sustainability Skills to Learning Programs · Note: It is strongly recommended that you undertake the unit. TAESUS502A Indentify and apply current sustainability

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