Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Demonstrate respect for others, their possessions and the environment.
OUTCOME NOTES
Demonstrate respect for others, their possessions and the environment taking into account cultural protocols.
Wen soening respect you need to egnloieg hoe and wat thy are and from wat caltseer. You may not make fun of there caltseer. You need to respect the infaroument by not troeng papers aroend. Respect other people's possessions by applying own individual norms and abiding by laws and regulations.
OUTCOME RANGE
Respect other people's possessions by applying own individual norms and abiding by laws and regulations.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

Method of assessment:

Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.
SPECIFIC OUTCOME 2
Articulate different cultural interests and values with regard to the environment.
You need to take in wat is aroend u and then you can poet the calter in to that inwaroement and see if that is wer thy cam from if that is there herietiets.
OUTCOME RANGE
Wise/responsible use of natural resources, e.g. medicinal plant/animal collection, harvesting of animals and firewood.
Sympathetic and empathetic interaction with people of different cultural backgrounds and values on environmental issues.
Outlines different ethical perspectives.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.
As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.
The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.
Method of assessment:
Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.
A range of assessment methods should be used, including:
Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)
Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.
SPECIFIC OUTCOME 3
Explain which interactions will achieve a successful environment.
Wen man do not diestrooi there infaroement. Thy soed not liter at all thy soed kiep there woter higieniek thy sood nat staret fiers.
OUTCOME NOTES
Explain which interactions between humans and the natural environment will achieve a successful environment.
If uoemess relies wat the infaroement can gief for us and wat it dos for mankind then thy soed stop literieng ,peloeting woter ,start fiers bekos the hard work we poet in the infaroement it giefs bek.
OUTCOME RANGE
Understand the interaction between man and his environment by acting responsibly (with regard to littering, fires, water, fauna and flora).
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.
As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.
The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.
Method of assessment:
Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.
A range of assessment methods should be used, including:
Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)
Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.