| Effective Term: | 2027/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Environmental Assessment |
| Unit ID: | SCENV3912 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 60 credit points from SCENV subject-area at any level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ENVGC3737 and SCENV3902) |
| ASCED: | 050901 |
| Other Change: | |
| Brief description of the Unit |
This advanced unit equips students with the specialised knowledge and skills required for professional practice in environmental consulting and related sectors. Emphasis is placed on interpreting and applying state, federal and relevant international legislation, with a focus on Victorian environmental and biodiversity regulations. Students will develop competence in gathering and analysing environmental data, applying survey techniques, and preparing industry-standard documentation. Authentic professional tasks—such as developing an environmental tender and producing an Environmental Impact Assessment—are supported through secure, practice-based assessments. Graduates will gain practical skills in policy evaluation, compliance, and sustainable decision-making, preparing them for careers in the environmental industry. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| Skills: |
| Application of knowledge and skills: |
| Other outcomes: |
| O1. | Analyse and interpret environmental legislation, policies, and guidelines across local, state, national and international contexts for their application to environmental practice. |
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| O2. | Evaluate and apply environmental survey and impact assessment methodologies, integrating diverse data sources to develop evidence-based recommendations. |
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| O3. | Critically synthesise environmental information and scientific literature to address complex environmental challenges within industry and regulatory contexts. |
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| O4. | Produce high-quality professional documents, including tenders and environmental impact assessments, demonstrating clear, concise and audience-appropriate communication. |
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| O5. | Demonstrate professional and ethical practice, applying digital and technical tools to support sustainable decision-making and compliance with regulatory standards. |
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| Unit Content: |
Topics may include:
1. Planning systems (State and local government).
2. Natural resource management (NRM) policy.
3. The concept of no net loss and net gain in environmental assessment.
4. NRM legislation (environmental impact, threatening processes).
5. Environmental agency roles and responsibilities.
6. NRM information sources and management (databases, reporting, spatial information).
7. Environmental survey and assessment processes and techniques.
8. Environmental Impact Statement preparation.
9. NRM funding mechanisms and tender preparation.
10. Project planning and implementation.
11. Case studies of environmental assessment projects. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
1, 4, 5 |
Tender submission and oral defence - Simulated professional task in which students reply to a mock professional tender document to perform an Environmental Impact Assessment at a given site. |
Professional tender response plus oral defense to ensure authorship |
30-45% |
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| 2. |
2, 3, 4, 5 |
Environmental Impact Assessment report and defence - students perform the Environmental Impact Assessment from Task 1, and submit a report that outlines their findings and determinations. An oral defence allows for discussion of findings with assessor. |
Authentic EIA report with oral defence |
40-60% |
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| 3. |
1, 3, 5 |
Short written submission reflecting on State and Federal environmental protection legislation. |
Critical reflection |
10-15% |
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