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

Demonstrate knowledge of personal survival at sea 
SAQA US ID UNIT STANDARD TITLE
109998  Demonstrate knowledge of personal survival at sea 
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  4 
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 equipped with the necessary skills and knowledge to survive at sea in the event of having to abandon ship. The learner will also gain knowledge of the safety systems of a vessel and the procedures to be followed in case of an emergency. This knowledge is essential for all persons working at sea and is required in terms of International Maritime Organisation regulations.

The learner who has achieved this unit standard will be employable in a wider range of marine working environments 

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 
Demonstrate a knowledge of emergency signals used abroad a vessel. 
OUTCOME NOTES 
For example:
  • Fire
  • Man overboard
  • Abandon ship 
    		•

    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. Written or oral examination will supplement the practical component of the assessment.

    A range of assessment methods should be used, including:

    Direct observation - Practical demonstration of correct actions in a simulated emergency situation.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Apply knowledge of emergency procedures to preserve own life and that of shipmates.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance and ship`s procedures in order improve such procedures in future.

    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`.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 2 
    Describe the actions to be taken in the event of an emergency. 
    OUTCOME NOTES 
    For example:
  • Fire
  • Man overboard
  • Abandon ship 
    		•

    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. Written or oral examination will supplement the practical component of the assessment.

    A range of assessment methods should be used, including:

    Direct observation - Practical demonstration of correct actions in a simulated emergency situation.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Apply knowledge of emergency procedures to preserve own life and that of shipmates.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance and ship`s procedures in order improve such procedures in future.

    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`.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 3 
    Describe the correct procedures of deploying, using and boarding lifesaving equipment. 
    OUTCOME NOTES 
    For example:
  • Correct use of lifejackets.
  • Correct use of distress signals such as flares.
  • Launching and boarding of inflatable life rafts.
  • Launching and boarding of lifeboats 
    		•

    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 assessement

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Written or oral examination will supplement the practical component of the assessment.

    A range of assessment methods should be used, including:

    Direct observation - Practical demonstration of correct actions in a simulated emergency situation.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Apply knowledge of emergency procedures to preserve own life and that of shipmates.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance and ship`s procedures in order improve such procedures in future.

    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`.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 4 
    Identify the parts of a ship. 
    OUTCOME NOTES 
    For example:
  • Explain how the parts relate to normal conditions
  • Identify areas of importance in emergency situations 
    		•

    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 assessement

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Written or oral examination will supplement the practical component of the assessment.

    A range of assessment methods should be used, including:

    Direct observation - Practical demonstration of correct actions in a simulated emergency situation.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Apply knowledge of emergency procedures to preserve own life and that of shipmates.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance and ship`s procedures in order improve such procedures in future.

    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`.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 5 
    Identify the International Maritime Organisation signs. 
    OUTCOME NOTES 
    Identify the International Maritime Organisation signs and symbols used aboard vessels to denote safety equipment, hazards and hazardous areas. 

    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 assessement

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Written or oral examination will supplement the practical component of the assessment.

    A range of assessment methods should be used, including:

    Direct observation - Practical demonstration of correct actions in a simulated emergency situation.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Apply knowledge of emergency procedures to preserve own life and that of shipmates.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance and ship`s procedures in order improve such procedures in future.

    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`.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 6 
    Explain his/her role in contributing to effective human relationships onboard. 
    OUTCOME NOTES 
    For example:
  • Actions required on hearing an emergency signal.
  • Precautions to be observed to prevent pollution.
  • Observing the appropriate social standards for the maintenance of good order and discipline on board a vessel.
  • Understand basic multi-cultural interaction. 
    		•

    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 assessement

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Written or oral examination will supplement the practical component of the assessment.

    A range of assessment methods should be used, including:

    Direct observation - Practical demonstration of correct actions in a simulated emergency situation.
    Questioning (verbal or written) - ask relevant questions regarding characteristics used in identification and when reporting on sightings.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Apply knowledge of emergency procedures to preserve own life and that of shipmates.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance and ship`s procedures in order improve such procedures in future.

    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`.
  • 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 knowledge and understanding of:

    1. Safety procedures aboard fishing vessels.
    2. Distress communication techniques.
    3. Maritime communication signals.
    4. Basic cultural interactions and protocols abroad a vessel. 

    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:
  • Demonstrate a knowledge of emergency signals used abroad a vessel
  • Describe the actions to be taken in the event of an emergency
  • Describe the correct procedures of deploying, using and boarding lifesaving equipment.
  • Identify the parts of a ship
  • Identify the International Maritime Organisation signs and symbols used aboard vessels to denote safety equipment, hazards and hazardous areas.
  • Explain his/her role in contributing to effective human relationships onboard. 
    		•

    UNIT STANDARD CCFO WORKING 
    Team work relates to specific outcomes:
  • Demonstrate a knowledge of emergency signals used abroad a vessel
  • Describe the actions to be taken in the event of an emergency
  • Describe the correct procedures of deploying, using and boarding lifesaving equipment.
  • Identify the parts of a ship
  • Identify the International Maritime Organisation signs and symbols used aboard vessels to denote safety equipment, hazards and hazardous areas.
  • Explain his/her role in contributing to effective human relationships onboard. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to specific outcomes:
  • Demonstrate a knowledge of emergency signals used abroad a vessel
  • Describe the actions to be taken in the event of an emergency
  • Describe the correct procedures of deploying, using and boarding lifesaving equipment.
  • Identify the parts of a ship
  • Identify the International Maritime Organisation signs and symbols used aboard vessels to denote safety equipment, hazards and hazardous areas.
  • Explain his/her role in contributing to effective human relationships onboard. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:
  • Demonstrate a knowledge of emergency signals used abroad a vessel
  • Describe the actions to be taken in the event of an emergency
  • Describe the correct procedures of deploying, using and boarding lifesaving equipment.
  • Identify the parts of a ship
  • Identify the International Maritime Organisation signs and symbols used aboard vessels to denote safety equipment, hazards and hazardous areas.
  • Explain his/her role in contributing to effective human relationships onboard. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes:
  • Demonstrate a knowledge of emergency signals used abroad a vessel
  • Describe the actions to be taken in the event of an emergency
  • Describe the correct procedures of deploying, using and boarding lifesaving equipment.
  • Identify the parts of a ship
  • Identify the International Maritime Organisation signs and symbols used aboard vessels to denote safety equipment, hazards and hazardous areas.
  • Explain his/her role in contributing to effective human relationships onboard. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to specific outcomes:
  • Demonstrate a knowledge of emergency signals used abroad a vessel
  • Describe the actions to be taken in the event of an emergency
  • Describe the correct procedures of deploying, using and boarding lifesaving equipment.
  • Identify the parts of a ship
  • Identify the International Maritime Organisation signs and symbols used aboard vessels to denote safety equipment, hazards and hazardous areas.
  • Explain his/her role in contributing to effective human relationships onboard. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcomes:
  • Demonstrate a knowledge of emergency signals used abroad a vessel
  • Describe the actions to be taken in the event of an emergency
  • Describe the correct procedures of deploying, using and boarding lifesaving equipment.
  • Identify the parts of a ship
  • Identify the International Maritime Organisation signs and symbols used aboard vessels to denote safety equipment, hazards and hazardous areas.
  • Explain his/her role in contributing to effective human relationships onboard. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to specific outcomes;
  • Demonstrate a knowledge of emergency signals used abroad a vessel
  • Describe the actions to be taken in the event of an emergency
  • Describe the correct procedures of deploying, using and boarding lifesaving equipment.
  • Identify the parts of a ship
  • Identify the International Maritime Organisation signs and symbols used aboard vessels to denote safety equipment, hazards and hazardous areas.
  • Explain his/her role in contributing to effective human relationships onboard. 
    		•

    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. Promotion of safety at sea
    2. Respecting the natural and cultural environment.
    3. Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, physical ability and culture. 

    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 


    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.