3.1 Achievement Standard AS90810
Subject
Reference Education for Sustainability AS90810
Title Plan, implement and evaluate a personal action that will contribute towards a sustainable future
Level 2 Credits 6 Assessment Internal
Subfield Science
Domain Environmental Sustainability
Status Registered Status date 18 December 2007
Planned review date 28 February 2009 Date version published 18 December 2007
This achievement standard involves the planning, implementation and evaluation of a personal action (individual or group) that will contribute towards a sustainable future.
Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
Plan, implement and evaluate a personal action that will contribute towards a sustainable future.
Plan in detail, implement and comprehensively evaluate a personal action that will contribute towards a sustainable future.
Plan in detail, implement and critically evaluate a personal action that will contribute towards a sustainable future.
Explanatory notes
1 This achievement standard is derived from the Guidelines for Environmental Education in New Zealand Schools, Learning Media, Ministry of Education, 1999.
2 This achievement standard is based on Level 7 of the New Zealand Curriculum Framework including learning outcomes from the Science, Social Science, Health &
Physical Education, The Arts, and Technology curriculum objectives.
3 A sustainable future requires the development of ways of thinking and acting to meet the needs of the present generation without compromising the ability of future generations to meet their own needs. Sustainability includes, but is not limited to:
maintenance of biodiversity, ecological processes and life support systems 4 an economy relative to its ecological life support system
5 a fair distribution of resources and opportunities
6 looking beyond direct consequences of activities to explore attitudes, values and moral issues that create particular views on the use of natural resources 7 personal and social responsibility.
4 Implement means undertake the planned action as far as possible, and modify and adjust if necessary.
In detail means that evidence of the current situation is supplied that is sufficiently qualitative and/or quantitative to support the planned action.
Comprehensively means with depth and breadth.
Evaluate requires the student to:
apply an aspect of sustainability during the discussion to make a judgement on the effectiveness of the action taken. It is expected that statistical analysis will be used where appropriate
identify their own personal response to the action and discuss whether it has changed their attitudes or behaviours in relation to an aspect of sustainability.
Critically evaluate means the student is required to identify and discuss strengths, weaknesses, opportunities and threats associated with the action and establish criteria on which to make a judgement.
5 The personal action may be conducted as a group or individual activity. Evidence of individual work must, however, be provided. This action may be an extension of action begun in previous years by the student or by another group/organisation.
This is done with teacher guidance and involves the student in reflective practice.
6 An environment refers to a definable area such as a stream, estuary, bush, urban community, national park, business, home or farm. Students will be expected to visit the environment that they are taking action for and/or work with appropriate stakeholders. On site experiences are important in order for students to engage with an issue of sustainability.
7 Action towards a sustainable future incorporates the dimension of ‗Education for the Environment‘ as outlined in the Guidelines for Environmental Education in New Zealand Schools, Learning Media, Ministry of Education, 1999 p.14, and
acknowledges the reciprocal relationship of people with the environment. It reflects the notion of taking responsibility for our choices and decisions and in particular exploring positive actions that lessen our impact on environments. Action taken for a sustainable future could be preventative, mitigating or remedial.
8 Each student should evaluate the action taken in terms of at least one aspect of sustainability – environmental, social, economic and cultural; and/or Māori concepts. The expression of the Māori concepts will vary between hapū and between iwi. It is expected that the local Māori community be consulted on how these concepts will be expressed.
9 An action-oriented approach typically follows that suggested in the Guidelines for Environmental Education in New Zealand Schools, Learning Media, Ministry of Education, 1999 (p. 74); or modified versions such as those from the Enviroschools Toolkit or Regional Council resources that can be accessed from
http://www.tki.org.nz/r/environ_ed/.
Quality Assurance
1 Providers and Industry Training Organisations must be accredited by NZQA before they can register credits from assessment against achievement standards.
2 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards.
Accreditation and Moderation Action Plan (AMAP) reference 0226
3.2 Achievement Standard AS90828
Subject Reference Education for Sustainability AS90828
Title Evaluate a planned personal action that contributes toward a sustainable future
Level 3 Credits 6 Assessment Internal
Subfield Science
Domain Environmental Sustainability
Status Registered Status date 12 January
2009 Planned review date 28 February 2011 Date version published 12 January
2009
This achievement standard involves the evaluation of both the planning and the effectiveness of personal action (individual or group) that contributes towards a sustainable future.
Achievement Criteria
Achievement Achievement with Merit Achievement with Excellence
Evaluate a planned personal action that contributes toward a sustainable future.
Evaluate a comprehensive planned personal action that contributes toward a sustainable future.
Critically evaluate and justify a comprehensive planned personal action that contributes toward a sustainable future.
Explanatory Notes
This achievement standard is derived from the Guidelines for Environmental Education in New Zealand Schools, Learning Media, Ministry of Education, 1999.
This achievement standard is derived from Level 8 of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, including learning outcomes from the Science, Social Sciences, Health and Physical Education, The Arts, and Technology learning areas achievement
objectives.
A sustainable future requires the development of ways of thinking and acting to meet the needs of the present generation without compromising the ability of future generations to meet their own needs. Sustainability includes, but is not limited to:
maintenance of biodiversity, ecological processes and life support systems an economy relative to its ecological life support system
a fair distribution of resources and opportunities
looking beyond direct consequences of activities to explore attitudes, values and moral issues that create particular views on the use of natural resources
personal and social responsibility.
A planned personal action requires the student to:
carry out research and/or a practical investigation to develop and inform a plan of action that will contribute to a sustainable future
implement their plan.
Comprehensive requires the student to use evidence that is sufficiently qualitative and/or quantitative to explain the development of the plan. It must include a detailed time-frame and several steps of action based on evidence.
Evaluate requires the student to:
apply aspects of sustainability to make a judgement on the effectiveness of the action based on evidence taken in relation to a sustainable future.
Where data is collected there should be appropriate processing
use reflective practice throughout the planning to make a judgement on the plan in effecting the action
identify their own personal response to the action and discuss whether it has changed their attitudes or behaviours in relation to aspects of
sustainability.
Critically evaluate means the student is required to discuss the plan and the action taken and establish criteria on which to make an informed judgement.
Students will justify decisions by making judgments, considering
implications, projecting future impacts, evaluating options, comparing and contrasting, analysing or suggesting alternatives and next actions for personal and social responsibility.
The personal action may be conducted as part of a small group or as an individual activity. Evidence of individual work must be provided for all stages. This action may be a significant development of action (eg action has greater impact on sustainability) begun in previous years by the student or by another group/organisation. This is done in consultation with the teacher and involves the student in ongoing evaluation and reflective practice which should be written up in a logbook or milestone reports, with justification of changes to action.
Action towards a sustainable future incorporates the dimension of ‗Education for the Environment‘ as outlined in the Guidelines for Environmental Education in New Zealand Schools, Learning Media, Ministry of Education, 1999, p.14, and acknowledges the reciprocal relationship of people with the environment. It reflects the notion of taking responsibility for our choices and decisions and in particular taking positive actions that contribute to a sustainable future. Action taken for a sustainable future could be
preventative, mitigating or remedial.
Each student should evaluate the action taken in terms of aspects of sustainability – environmental, social, economic and cultural and the interdependence between them. Māori concepts relating to these aspects will vary between hapū and between iwi. It is expected that the local Māori community will be consulted on how these concepts will be articulated.
Quality Assurance
3 Providers and Industry Training Organisations must be accredited by NZQA before they can register credits from assessment against achievement
standards.
4 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards.
Accreditation and Moderation Action Plan
(AMAP) reference 0226