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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demonstrate knowledge of observer protocols, seamanship and navigation 
SAQA US ID UNIT STANDARD TITLE
13570  Demonstrate knowledge of observer protocols, seamanship and navigation 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2004-02-11  2007-02-11  SAQA 1752/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-02-11   2011-02-11  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
On completion of this unit standard the learner will have a thorough knowledge of the protocols governing the activities of scientific observers. The learner will have sufficient knowledge of basic seamanship to enable them to function abroad an in-shore fishing vessel. The learner will be a plot the position of a vessel or landing place on a chart using approved methods.

Learners who have achieved this unit standard will enhance their employability and will contribute to the safety of themselves as well as others. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
To undertake this unit standard, no learning is assumed to be in place. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Use knowledge of the protocols governing observers to carry out scientific observation duties. 
OUTCOME NOTES 
Use knowledge of the protocols governing observers to carry out scientific observation duties on shore and aboard inshore fishing vessels.

For example:
  • Ethics.
  • Maritime culture. 

  • 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 - the learner will be asked to demonstrate his/her ability to plot positions on a chart, perform tasks expected in the working environment, etc
    Product sample - examine the portions of reports filed by the learner in order to ascertain his/her knowledge of the skills covered in this unit standard.
    Simulation of a specific task or situation in order to evaluate the learner`s knowledge and understanding of the skills required.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Use knowledge of equipment and methods to carry out the routine navigational and seamanship tasks required.
    2. Knowledge of maritime practice and etiquette is used to make decisions on appropriate behaviour and actions in a variety of situations encountered while on board a vessel.
    3. Assess practices and situations and carry out actions to ensure own safety and safety of others.


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance in order to enhance future practice and learning.

    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. 
  • ASSESSMENT CRITERION RANGE 
    For example:
    " Ethics
    " Maritime culture
     

    SPECIFIC OUTCOME 2 
    Use valid sample selection techniques. 
    OUTCOME NOTES 
    For example:
  • Statistically valid sample selection
  • Statistically valid sample sizes 

  • 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 - the learner will be asked to demonstrate his/her ability to plot positions on a chart, perform tasks expected in the working environment, etc
    Product sample - examine the portions of reports filed by the learner in order to ascertain his/her knowledge of the skills covered in this unit standard.
    Simulation of a specific task or situation in order to evaluate the learner`s knowledge and understanding of the skills required.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Use knowledge of equipment and methods to carry out the routine navigational and seamanship tasks required.
    2. Knowledge of maritime practice and etiquette is used to make decisions on appropriate behaviour and actions in a variety of situations encountered while on board a vessel.
    3. Assess practices and situations and carry out actions to ensure own safety and safety of others.


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance in order to enhance future practice and learning.

    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 
    Use basic navigational techniques. 
    OUTCOME NOTES 
    For example:
  • Chart work.
  • Use of instrumentation e.g. GPS. 

  • 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 - the learner will be asked to demonstrate his/her ability to plot positions on a chart, perform tasks expected in the working environment, etc
    Product sample - examine the portions of reports filed by the learner in order to ascertain his/her knowledge of the skills covered in this unit standard.
    Simulation of a specific task or situation in order to evaluate the learner`s knowledge and understanding of the skills required.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Use knowledge of equipment and methods to carry out the routine navigational and seamanship tasks required.
    2. Knowledge of maritime practice and etiquette is used to make decisions on appropriate behaviour and actions in a variety of situations encountered while on board a vessel.
    3. Assess practices and situations and carry out actions to ensure own safety and safety of others.


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance in order to enhance future practice and learning.

    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 4 
    Demonstrate knowledge of nautical nomenclature. 
    OUTCOME NOTES 
    For example:
  • Be able to find his way around a vessel using the General Arrangement plans of the vessel.
  • Recognise important fishing and navigational equipment. 

  • 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 - the learner will be asked to demonstrate his/her ability to plot positions on a chart, perform tasks expected in the working environment, etc
    Product sample - examine the portions of reports filed by the learner in order to ascertain his/her knowledge of the skills covered in this unit standard.
    Simulation of a specific task or situation in order to evaluate the learner`s knowledge and understanding of the skills required.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Use knowledge of equipment and methods to carry out the routine navigational and seamanship tasks required.
    2. Knowledge of maritime practice and etiquette is used to make decisions on appropriate behaviour and actions in a variety of situations encountered while on board a vessel.
    3. Assess practices and situations and carry out actions to ensure own safety and safety of others.


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance in order to enhance future practice and learning.

    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 5 
    Demonstrate the standard procedures for using radiotelephone equipment. 
    OUTCOME NOTES 
    For example:
  • Use correct radio procedure.
  • Use accepted radio etiquette.
  • Explain the rules governing the use of radio equipment. 

  • 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 - the learner will be asked to demonstrate his/her ability to plot positions on a chart, perform tasks expected in the working environment, etc
    Product sample - examine the portions of reports filed by the learner in order to ascertain his/her knowledge of the skills covered in this unit standard.
    Simulation of a specific task or situation in order to evaluate the learner`s knowledge and understanding of the skills required.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Use knowledge of equipment and methods to carry out the routine navigational and seamanship tasks required.
    2. Knowledge of maritime practice and etiquette is used to make decisions on appropriate behaviour and actions in a variety of situations encountered while on board a vessel.
    3. Assess practices and situations and carry out actions to ensure own safety and safety of others.


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance in order to enhance future practice and learning.

    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 6 
    Demonstrate a knowledge of basic seamanship. 
    OUTCOME NOTES 
    For example:
  • Rope work.
  • Safety procedures.
  • Etiquette 

  • 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 - the learner will be asked to demonstrate his/her ability to plot positions on a chart, perform tasks expected in the working environment, etc
    Product sample - examine the portions of reports filed by the learner in order to ascertain his/her knowledge of the skills covered in this unit standard.
    Simulation of a specific task or situation in order to evaluate the learner`s knowledge and understanding of the skills required.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Use knowledge of equipment and methods to carry out the routine navigational and seamanship tasks required.
    2. Knowledge of maritime practice and etiquette is used to make decisions on appropriate behaviour and actions in a variety of situations encountered while on board a vessel.
    3. Assess practices and situations and carry out actions to ensure own safety and safety of others.


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance in order to enhance future practice and learning.

    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. 


  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Basic Navigation
    2. Observer protocols
    3. Relevant legislation and regulations
    4. Nautical terminology
    5. Radio Procedure
    6. Basic seamanship
    7. Sampling methods 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes:
  • Use knowledge of the protocols governing observers to carry out scientific observation duties on shore and aboard inshore fishing vessels.
  • Use valid sample selection techniques. 

  • UNIT STANDARD CCFO WORKING 
    Team work relates to specific outcomes:
  • Use knowledge of the protocols governing observers to carry out scientific observation duties on shore and aboard inshore fishing vessels.
  • Use valid sample selection techniques.
  • Use basic navigational techniques.
  • Demonstrate knowledge of nautical nomenclature.
  • Demonstrate the standard procedures for using radiotelephone equipment
  • Demonstrate a knowledge of basic seamanship 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to specific outcomes:
  • Use knowledge of the protocols governing observers to carry out scientific observation duties on shore and aboard inshore fishing vessels.
  • Use valid sample selection techniques.
  • Use basic navigational techniques.
  • Demonstrate knowledge of nautical nomenclature.
  • Demonstrate the standard procedures for using radiotelephone equipment
  • Demonstrate a knowledge of basic seamanship 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:
  • Use knowledge of the protocols governing observers to carry out scientific observation duties on shore and aboard inshore fishing vessels.
  • Use valid sample selection techniques.
  • Use basic navigational techniques.
  • Demonstrate knowledge of nautical nomenclature.
  • Demonstrate the standard procedures for using radiotelephone equipment
  • Demonstrate a knowledge of basic seamanship 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes:
  • Use knowledge of the protocols governing observers to carry out scientific observation duties on shore and aboard inshore fishing vessels.
  • Use valid sample selection techniques.
  • Use basic navigational techniques.
  • Demonstrate knowledge of nautical nomenclature.
  • Demonstrate the standard procedures for using radiotelephone equipment
  • Demonstrate a knowledge of basic seamanship 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to specific outcomes:
  • Use knowledge of the protocols governing observers to carry out scientific observation duties on shore and aboard inshore fishing vessels.
  • Use valid sample selection techniques.
  • Use basic navigational techniques.
  • Demonstrate knowledge of nautical nomenclature.
  • Demonstrate the standard procedures for using radiotelephone equipment
  • Demonstrate a knowledge of basic seamanship 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcomes:
  • Use knowledge of the protocols governing observers to carry out scientific observation duties on shore and aboard inshore fishing vessels.
  • Use valid sample selection techniques.
  • Use basic navigational techniques.
  • Demonstrate knowledge of nautical nomenclature.
  • Demonstrate the standard procedures for using radiotelephone equipment
  • Demonstrate a knowledge of basic seamanship 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to specific outcomes:
  • Use knowledge of the protocols governing observers to carry out scientific observation duties on shore and aboard inshore fishing vessels.
  • Use valid sample selection techniques.
  • Use basic navigational techniques.
  • Demonstrate knowledge of nautical nomenclature.
  • Demonstrate the standard procedures for using radiotelephone equipment
  • Demonstrate a knowledge of basic seamanship 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    Values

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Accepting and maintaining a non-discriminatory attitude towards diversity including, for example: differences in gender, race, religion, physical ability and culture.


    Supplementary information

    1. The actual learning programme will vary according to the fishery and or geographical area in which the learner will be employed, bearing in mind that the programme should not be so limited as to exclude broad applicability of the unit standard. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23513   National Certificate: Fisheries Observation: Inshore  Level 4  NQF Level 04  Reregistered  2023-06-30  AgriSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.