Elements and Performance Criteria

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.
Planning documents may include:
development applications
development control plans
environmental protection authority referrals
environmental impact statements
statement of environmental effects
regional environmental plan
local environmental study
review of environmental factors
planning permit applications
planning scheme amendments
land management plans
waterways
local environmental plan
plans of management
State/Territory/Commonwealth environmental planning policy
Statutory procedures may include:
Acts and regulations relevant to environmental planning and assessment
Acts and regulations relevant to the Local Government
Environmental or assessment review may include:
impact on natural environment and built environment
legal impact
the economic impact
public reaction
method of operation
remedial works
social effects
Best practice requirements may include:
quality client service
quality system documentation
Parties that may need to be referenced for assessments may include:
other government agencies
Local Government
internal clients
the public
Organisational procedures may include:
office practice guidelines
workplace notices
computer training manuals
executive directives
manual or electronic applications

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.
Units to be assessed together
Pre-requisite units that must be achieved prior to this unit:Nil
Co-requisite units that must be assessed with this unit:Nil
Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:
PSPETHC501B Promote the values and ethos of public service
PSPGOV503B Coordinate resource allocation and usage
PSPGOV507A Undertake negotiations
PSPCOM502A Develop and implement community engagement strategies
PSPLAND502A Develop and market public land
PSPLEGN501B Promote compliance with legislation in the public sector
PSPPM502B Manage complex projects
Overview of evidence requirements
In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:
the knowledge requirements of this unit
the skill requirements of this unit
application of the Employability Skills as they relate to this unit (see Employability Summaries in Qualifications Framework)
the review of planning documents and environmental assessments in a range of (3 or more) contexts (or occasions, over time)
Resources required to carry out assessment
These resources include:
legislation, policy, procedures and protocols relating to the review of planning documents and environmental assessments
case studies and workplace scenarios to capture the range of situations likely to be encountered when reviewing planning documents and environmental assessments
Where and how to assess evidence
Valid assessment of this unit requires:
a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when reviewing planning documents and environmental assessments, including coping with difficulties, irregularities and breakdowns in routine
the review of planning documents and environmental assessments in a range of (3 or more) contexts (or occasions, over time)
Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
people in rural and remote locations
Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:
case studies
portfolios
questioning
scenarios
simulation or role plays
authenticated evidence from the workplace and/or training courses
For consistency of assessment
Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments