The Further Education and Training Awards Council
(FETAC) was set up as a statutory body on 11 June 2001
by the Minister for Education and Science.
Under the Qualifications (Education & Training) Act, 1999,
FETAC now has responsibility for making awards
previously made by NCVA.
Module Descriptor
Sustainable Development
Level 5 L21809
www.fetac.ie
Level 5 Module Descriptor
Summary of Contents
Introduction
Describes how the module functions as part of the national vocational
certificate framework.
Module Title
Indicates the module content. This title appears on the learner’s certificate.
It can be used to download the module from the website www.fetac.ie.
Module Code
An individual code is assigned to each module; a letter at the beginning
denotes a vocational or general studies area under which the module is
grouped and the first digit denotes its level within the national vocational
certificate framework.
Level
Indicates where the module is placed in the national vocational certificate
framework, from Level 3 to Level 6.
Credit Value
Denotes the amount of credit that a learner accumulates on achievement of
the module.
Purpose
Preferred Entry Level
Special Requirements
General Aims
Units
Describes in summary what the learner will achieve on successfully
completing the module and in what learning and vocational contexts the
module has been developed. Where relevant, it lists what certification will
be awarded by other certification agencies.
Recommends the level of previous achievement or experience of the
learner.
Usually ‘none’ but in some cases detail is provided here of specific learner
or course provider requirements. There may also be reference to the
minimum safety or skill requirements that learners must achieve prior to
assessment.
Describe in 3-5 statements the broad skills and knowledge learners will
have achieved on successful completion of the module.
Structure the learning outcomes; there may be no units.
Specific Learning Outcomes Describe in specific terms the knowledge and skills that learners will have
achieved on successful completion of the module.
Portfolio of Assessment
Provides details on how the learning outcomes are to be assessed.
Grading
Provides details of the grading system used.
Individual Candidate
Marking Sheets
Module Results Summary
Sheet
Appendices
Glossary of Assessment
Techniques
Assessment Principles
List the assessment criteria for each assessment technique and the marking
system.
Records the marks for each candidate in each assessment technique and in
total. It is an important record for centre’s of their candidate’s
achievements.
Can include approval forms for national governing bodies.
Explains the types of assessment techniques used to assess standards.
Describes the assessment principles that underpin FETAC
approach to assessment.
Introduction
A module is a statement of the standards to be achieved to gain a FETAC award. Candidates are
assessed to establish whether they have achieved the required standards. Credit is awarded for
each module successfully completed.
The standards in a module are expressed principally in terms of specific learning outcomes, i.e.
what the learner will be able to do on successful completion of the module. The other elements
of the module - the purpose, general aims, assessment details and assessment criteria - combine
with the learning outcomes to state the standards in a holistic way.
While FETAC is responsible for setting the standards for certification in partnership with course
providers and industry, it is the course providers who are responsible for the design of the
learning programmes. The duration, content and delivery of learning programmes should be
appropriate to the learners’ needs and interests, and should enable the learners to reach the
standard as described in the modules. Modules may be delivered alone or integrated with other
modules.
The development of learners’ core skills is a key objective of vocational education and training.
The opportunity to develop these skills may arise through a single module or a range of
modules. The core skills include:
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•
•
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•
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•
•
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taking initiative
taking responsibility for one’s own learning and progress
problem solving
applying theoretical knowledge in practical contexts
being numerate and literate
having information and communication technology skills
sourcing and organising information effectively
listening effectively
communicating orally and in writing
working effectively in group situations
understanding health and safety issues
reflecting on and evaluating quality of own learning and achievement.
Course providers are encouraged to design programmes which enable learners to develop
core skills.
Module Title
Sustainable Development
Module
Code
L21809
2
Level
5
3
Credit Value
1 Credit
1
This module is a statement of the standards to be achieved to gain a
FETAC credit in Sustainable Development at Level 5. The module is
designed to make students more aware of issues relating to the
sustainable development of communities. This module focuses on the
area of agriculture and the environment both locally and globally.
4
Purpose
6
Preferred
Entry Level
7
Special
Requirements None
8
General
Aims
Learners who successfully complete this module will
Level 4 Certificate, Leaving Certificate or equivalent qualifications
and/or relevant life and work experiences.
8.1
Understand how the production of Organic Food fits into the wider
national and global context of Food Production.
8.2
Analyze the long-term effect of mismanagement of resources on the
environment.
8.3
Understand how globalization and trade liberalization have affected
millions of agricultural producers worldwide.
8.4
Be able to demonstrate how we can make our local communities more
sustainable.
8.5
Be capable of working effectively as part of a group to instrument
change both at local, national and international level.
9
Units:
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
10
The specific learning outcomes are grouped into 5 units.
Food Production and Agricultural Practices
Globalization of agriculture
Plant Heritage and sustainability
Agriculture Local sustainability
Community Supported Agriculture.
Specific Learning Outcomes.
Unit 1
Food Production and Agricultural Practices
The learner should be able to:
10.1.1
10.1.2
Evaluate the damage conventional farming practices have on the
environment
Identify problems such as soil erosion and display the knowledge to
combat these problems by using sustainable organic methods, such as
planting more trees.
10.1.3
Recognize practices that contribute to climate change and illustrate how
to reduce emissions which contribute to greenhouse gases
10.1.4
Identify organic alternatives to artificial pesticides and fertilizers
10.1.5
Explain how local practices have an important role to play in
sustainable development
Unit 2 Globalization of agriculture
10.2.1
The learner should be able to:
10.2.2
Analyze the effect of globalization of agriculture on developing
countries
10.2.3
Examine agricultural production within Europe
10.2.4
Evaluate the role of trans-national co-corporations and the W.T.O in
agriculture globally
10.2.5
Outline the threat of the introduction of patents on plants to agricultural
production
10.2.6
Understand the implications of the widespread use of genetically
engineered organisms in the food chain
10.2.7
Outline gender roles in agricultural
10.2.8
Recognise the necessity of abolishing world debt in order to "level the
playing field" for developing countries.
Unit 3
Plant Heritage and Sustainability
The Learner should be able to
10.3.1
Illustrate the importance of biodiversity globally
10.3.2
Perform the practical skills of seed saving for two different plant
families.
10.3.3
Demonstrate aspects of bio-technology to control pests and diseases
10.3.4
Evaluate the performance of established Fair Trade Co-operatives and
assess their impact in the local community and environment.
Define the importance of indigenous cultures and cultivate an
awareness and respect for cultural diversity
10.3.5
10.3.6
Outline the loss of traditions with the transition of populations from
rural to urban areas
10.3.7
Use examples from existing sustainable agricultural units where
applicable.
UNIT 4
Agriculture Local sustainability
The Learner should be able to
10.4.1
Demonstrate the importance of recycling both at home and in the
community
10.4.2
10.4.4
Compile a practical information sheet to distribute in the community
providing energy awareness.
Plan a project to initiate community composting to reduce the build up
of waste
Record heritage varieties of crops and evaluate their performance
10.4.5
Recognise the different crops nature to different regions
10.4.6
Display a knowledge of traditional rural skills such as hedge laying,
building or cultivation and harvesting traditional crops.
10.4.3
UNIT 5
Community Supported Agriculture (C.S.A.)
The Learner should be able to
10.5.1
Promote the ways that a sustainable community preserves cultural
heritage,
traditions and explores the practices of a direct CSA Scheme
10.5.2
Outline how sustainable agriculture provides a safer and cleaner
environment for everyone
10.5.3
Design a plan for sustainable agricultural holding and incorporate
knowledge of
• features such as sustainable forestry and permaculture.
Organise community self-sufficiency by holding country markets to
sell organic produce grown by the students
Plan a submission for sustainable development to the Local Agenda 21
officer
Engage in active community involvement to promote awareness and to
empower the community to improve their local environment
Evaluate the European Common Agriculture Policy
10.5.4
10.5.5
10.5.6
10.5.7
11
Portfolio of Assessment
Summary:
Project
40%
Examinations
40%
Skills Demonstration 20%
11.1.1
Project Guidelines: The internal assessor will devise a project brief
that requires candidates to demonstrate their understanding and
application of concepts in Units 1 - 3. The project will focus on a
broad range of specific learning outcomes. It may be undertaken as a
group or collaborative piece of work. The individual contribution of
each candidate must be clearly identified.
11.1.2
Exam guidelines: The internal assessor will assess candidates to
recall and apply theory and understanding, requiring responses to a
range of questions including short answer and structured answer
questions.
• The examination will be based on a range of specific learning units
and will be 2 hours in duration.
Skills Demonstration: In one or more skills demonstrations,
candidates will devise a community plan for composting / recycling /
local agenda 21.
11.1.3.1.1
Candidates will also be required to produce a leaflet for local
community about sustainability.
Candidates are required to organize and hold a country market on a
regular basis.
12
Grading
Pass 50-64%
Merit 65-79%
Distinction 80-100%
Individual Candidate
Marking Sheet 1
Sustainable Development
L21809
Examination (Theory Based) 40%
Candidate Name:_________________________
PPSN:________________
Centre:______________________________________ Centre No.: __________________
Assessment Criteria
Maximum
Mark
Candidate
Mark
Section A (Short Answer Questions)
Answer 10 (2 marks each) indicate question answered:
Question Number: ______
______
______
______
______
______
______
______
______
______
SUBTOTAL
Section B: Structured Questions
5 structured questions, answer any 3 (7 marks each)
(Indicate questions answered)
Question No.:* _____
_____
_____
2
2
2
2
2
2
2
2
2
2
20
7
7
6
SUBTOTAL
20
TOTAL MARKS
This mark should e transferred to the Module Results
Summary Sheet
40
Internal Assessor’s Signature: ______________________________ Date:________________
External Authenticator’s Signature: _______________________ Date:________________
Individual Candidate
Marking Sheet 2
Sustainable Development
L21809
Project and Skills Demonstration 60%
Candidate Name:____________________________ PPSN.:________________
Centre:_____________________________________ Centre No.:__________________
Maximum
Mark
Assessment Criteria
Candidate
Mark
Project
Research is comprehensive, objective and relevant
10
•
Research is extensive and source acknowledged
through references and bibliography
10
•
Discusses and explains key issues with clarity
10
•
If project is collaborative evidence of individual
contribution and effective work is presented.
10
•
Sub Total
40
Practical Skills
•
effective adherence to procedures including health and
safety
•
accurate measurements and/or observations and
maintenance of primary record
5
5
5
•
accurate description of aims, materials and
methodology
5
•
concise record of results and/or observations, including
primary record
20
Sub Total
TOTAL MARKS
60
Internal Assessor’s Signature:______________________________ Date: ______________
External Authenticator’s Signature:________________________ Date: ______________
NCVA Module Results Summary Sheet
Module Title:
Module Code:
Sustainable Development
L21809
Assessment Marking Sheets
Candidate Surname
Maximum Marks per Marking Sheet
Candidate Forename
Mark
Sheet
1
40
Mark
Sheet
2
60
Signed:
Internal Assessor: ________________________________________ Date: _____________________
This sheet is for internal assessors to record the overall marks of individual candidates. It should
be retained in the centre.
The marks awarded should be transferred to the official FETAC Module Results Sheet issued to
centre’s before the visit of the external Authenticator.
Total
100%
Grade*
Grade*
D: 80 – 100%
M: 65 – 79%
P: 50 – 64%
U: 0 – 49%
W: candidates entered who did not
present for assessment