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

Identify and report on important fish, crustacean, marine mammal and bird species 
SAQA US ID UNIT STANDARD TITLE
109997  Identify and report on important fish, crustacean, marine mammal and bird species 
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  20 
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 be able to accurate identify the most important fish, crustacean, marine mammal, marine turtle and bird species encountered during fishing operations in the inshore area. The learner will be able to accurately report on their occurrence, distribution and reaction to fishing vessels and operations. The learner will be able to assess catches of commercially exploited species as well as the impact of human activities such as fishing on unexploited species in terms of behaviour and incidental mortality.

The learner who has achieved this unit standard will enhance his/her employability and will contribute to the sustainable use of marine resources. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
General biology: NQF 4
Computer skills: NQF2
Communication skills: NQF4 

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 visual field guides & other aids to accurately identify common commercial fish, molluscs. 
OUTCOME NOTES 
Use visual field guides and other aids to accurately identify common commercial fish, molluscs and crustacean species caught in the inshore area.
For example:
  • Small pelagic fish.
  • Commercial linefish.
  • Rock lobster.
  • Squid. 
    		•

    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. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:

    Direct observation -Practical identification of animals using photographs, drawings or actual identification in the field.
    Product sample - examine sighting logs and reports.
    Simulation of a specific task - use of photographs, drawings or videotapes to test identification skills.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make decisions practice and to act accordingly:
    Assessment criteria;
    1. Apply knowledge of the identifying features of marine animals to identify to species, or genus level.
    2. Identify practices that pose a threat to marine animals. (non-target species)
    3. Apply knowledge of commercial fish species to assess amount of incidental and by-catch and advise on changes in fishing practices.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    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 
    Use visual field guides and other aids to accurately identify the major pelagic bird species. 
    OUTCOME NOTES 
    For example:
  • Albatrosses.
  • Main Petrel species.
  • Gannets.
  • Other relevant species. 
    		•

    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. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:

    Direct observation -Practical identification of animals using photographs, drawings or actual identification in the field.
    Product sample - examine sighting logs and reports.
    Simulation of a specific task - use of photographs, drawings or videotapes to test identification skills.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make decisions practice and to act accordingly:
    Assessment criteria;
    1. Apply knowledge of the identifying features of marine animals to identify to species, or genus level.
    2. Identify practices that pose a threat to marine animals. (non-target species)
    3. Apply knowledge of commercial fish species to assess amount of incidental and by-catch and advise on changes in fishing practices.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    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 visual field guides & other aids to accurately identify the important marine mammal species. 
    OUTCOME NOTES 
    Use visual field guides and other aids to accurately identify the important marine mammal species that occur within the Exclusive Economic Zone.
    For example:
  • Cetaceans
  • Whales
  • Dolphins
  • Seals
  • Cape Fur seal
  • Vagrant species
  • Elephant Seal
  • Sub-Antarctic Fur Seal, Dugong 
    		•

    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. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:

    Direct observation -Practical identification of animals using photographs, drawings or actual identification in the field.
    Product sample - examine sighting logs and reports.
    Simulation of a specific task - use of photographs, drawings or videotapes to test identification skills.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make decisions practice and to act accordingly:
    Assessment criteria;
    1. Apply knowledge of the identifying features of marine animals to identify to species, or genus level.
    2. Identify practices that pose a threat to marine animals. (non-target species)
    3. Apply knowledge of commercial fish species to assess amount of incidental and by-catch and advise on changes in fishing practices.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    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 
    Use visual field guides and other aids to identify marine turtle species. 
    OUTCOME NOTES 
    For example:
  • Species that occur in the area of operation. 
    		•

    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. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:

    Direct observation -Practical identification of animals using photographs, drawings or actual identification in the field.
    Product sample - examine sighting logs and reports.
    Simulation of a specific task - use of photographs, drawings or videotapes to test identification skills.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make decisions practice and to act accordingly:
    Assessment criteria;
    1. Apply knowledge of the identifying features of marine animals to identify to species, or genus level.
    2. Identify practices that pose a threat to marine animals. (non-target species)
    3. Apply knowledge of commercial fish species to assess amount of incidental and by-catch and advise on changes in fishing practices.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    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 
    Report on incidental mortality of birds, turtles and mammals. 
    OUTCOME NOTES 
    For example:
  • Trawl caught seals and dolphins.
  • Birds hooked by long lines.
  • Turtles in nets.
  • Other observed causes of mortality. 
    		•

    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. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:

    Direct observation -Practical identification of animals using photographs, drawings or actual identification in the field.
    Product sample - examine sighting logs and reports.
    Simulation of a specific task - use of photographs, drawings or videotapes to test identification skills.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make decisions practice and to act accordingly:
    Assessment criteria;
    1. Apply knowledge of the identifying features of marine animals to identify to species, or genus level.
    2. Identify practices that pose a threat to marine animals. (non-target species)
    3. Apply knowledge of commercial fish species to assess amount of incidental and by-catch and advise on changes in fishing practices.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    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 
    Report on distribution & behaviour of birds, turtles & mammals in relation to fishing operations. 
    OUTCOME NOTES 
    For example:
  • Birds feeding behind vessel.
  • Seals around vessel.
  • Dolphins and other cetaceans attracted to or avoiding vessel.
  • Other relevant examples. 
    		•

    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. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:

    Direct observation -Practical identification of animals using photographs, drawings or actual identification in the field.
    Product sample - examine sighting logs and reports.
    Simulation of a specific task - use of photographs, drawings or videotapes to test identification skills.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make decisions practice and to act accordingly:
    Assessment criteria;
    1. Apply knowledge of the identifying features of marine animals to identify to species, or genus level.
    2. Identify practices that pose a threat to marine animals. (non-target species)
    3. Apply knowledge of commercial fish species to assess amount of incidental and by-catch and advise on changes in fishing practices.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    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 7 
    Report on commercial catches and discards. 

    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. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:

    Direct observation -Practical identification of animals using photographs, drawings or actual identification in the field.
    Product sample - examine sighting logs and reports.
    Simulation of a specific task - use of photographs, drawings or videotapes to test identification skills.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make decisions practice and to act accordingly:
    Assessment criteria;
    1. Apply knowledge of the identifying features of marine animals to identify to species, or genus level.
    2. Identify practices that pose a threat to marine animals. (non-target species)
    3. Apply knowledge of commercial fish species to assess amount of incidental and by-catch and advise on changes in fishing practices.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    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 8 
    Report data to relevant authorities and databases. 

    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. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:

    Direct observation -Practical identification of animals using photographs, drawings or actual identification in the field.
    Product sample - examine sighting logs and reports.
    Simulation of a specific task - use of photographs, drawings or videotapes to test identification skills.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Demonstrated ability to make decisions practice and to act accordingly:
    Assessment criteria;
    1. Apply knowledge of the identifying features of marine animals to identify to species, or genus level.
    2. Identify practices that pose a threat to marine animals. (non-target species)
    3. Apply knowledge of commercial fish species to assess amount of incidental and by-catch and advise on changes in fishing practices.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    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 ACCREDITATION AND MODERATION OPTIONS 
    N/A 

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

    1. Knowledge and understanding of the identification, behaviour and distribution of common marine species.
    2. Reporting systems. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to the following specific outcomes:
  • Use visual field guides and other aids to accurately identify common commercial fish, molluscs and crustacean species caught in the inshore area.
  • Use visual field guides and other aids to accurately identify the major pelagic bird species.
  • Use visual field guides and other aids to accurately identify the important marine mammal species that occur within the Exclusive Economic Zone.
  • Use visual field guides and other aids to identify marine turtle species. 
    		•

    UNIT STANDARD CCFO WORKING 
    Team work relates to none of the specific outcomes. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to all specific outcomes. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to all specific outcomes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to the following specific outcomes:
  • Report on incidental mortality of birds, turtles and mammals.
  • Report on distribution and behaviour of birds, turtles and mammals in relation to fishing operations.
  • Report on commercial catches and discards.
  • Report data to relevant authorities and databases. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to all specific outcomes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to all specific outcomes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to all specific outcomes. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    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 infomation

    1. The learner must be able to identify species under real of simulated field conditions. Photographs and video footage may be used for assessment.
    2. 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  Passed the End Date -
    Status was "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 


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