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.

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

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the Range Statement, including:

a childcare workplace

children's services, resources and equipment

the local environment and community

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

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

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

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

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Historical context of sustainable development and sustainability, including definitions of sustainability and the impacts of historical world events

Impact of key global issues, such as climate change, ozone layer effects, greenhouse effect, earth resources, and biodiversity

Intergenerational equity and equitable sharing of resources

Barriers and drivers for behavioural change

Awareness of the importance of community as a source of knowledge, skills and values

Sustainable practices in:

waste management

water use

cleaning and maintenance and building, equipment and associated resources

Awareness of sustainable building design to maximise the use of natural light/heating and cooling

Human biology and the link between plants, animals and humans

Awareness of strategies to increase children's experiences and understanding of animals and the natural environment

Qualitative and quantitative evaluation processes for sustainability program

Essential skills:

The candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Undertake an analysis of the environmental sustainability of the child care workplace

Identify and support potential for workplace change to enhance environmental sustainability, including:

design (e.g. of building and resources)

practices and systems

behavioural change

Design, implement and review a program to enhance environmental sustainability in the child care workplace

Involve staff, children and the broader community in participating in and evaluating a program to enhance environmental sustainability

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Aspects of sustainability may include:

Environmental

Social and

Economic aspects

Aspects of the child care environment may include:

Building and associated structural aspects

Waste disposal practices

Water conservation practices

Maintenance and cleaning practices

Use of waste, natural and/or recycled materials in programs

Expressed values and role modelling behaviours

Ethical dilemmas in sustainability programs may include:

Budget constraints

Decision-making responsibility

Health concerns related to reuse of some materials

Parent/carer expectations may conflict with sustainable practices

Sustainable practices may include:

Recycling materials

Using environment friendly products in activities and cleaning

Limiting the use of power and water

Regeneration of natural environments where possible

Sustainable building design may include:

Use of recycles materials

Integration of environment saving features, e.g. solar power

Use of natural light and existing natural surrounds for shade and exploratory activities

Natural world in outdoor spaces may include:

Indigenous plants that attract native fauna and reflect changes seasons and climate

Vegetable, herb or flower gardens and natural ground surfaces such as grass, rocks, and tanbark are provided

Contact with animals on a regular basis with a focus on knowledge as well as fostering care and respect for all living creatures

Waste management strategies may include:

Paper, plastic and metal recycling

Composting

Worm farming

Water conservation strategies may include:

Installing water saving devices

Water tanks

Monitored and/or timed water use

Sustainable cleaning practices may include:

Limiting water wast

Using environment friendly products

Disposing of waste with first consideration being to potential for recycling