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: 

Work with Marine Ecosystems 
SAQA US ID UNIT STANDARD TITLE
10192  Work with Marine Ecosystems 
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 5  Level TBA: Pre-2009 was L5  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2004-12-02  2007-12-02  SAQA 1657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

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 
The qualifying learner assessed as competent against this unit standard will be able to describe the marine ecosystem in which he operates and the effects of man-made and natural perturbations on such an ecosystem. This competence contributes towards the effective management of species within the ecosystem and understanding the effects of exploitation on the exploited species as well as on ecologically related species. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • General science level 4
  • Geography level 4 

  • 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 understanding of ocean currents and how they affect area of operation 
    OUTCOME RANGE 
    For example:
  • The effect of the Agulhas and Benguela currents on the marine environment of South Africa. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Demonstrate understanding of ocean currents and how they affect area of operation 

    SPECIFIC OUTCOME 2 
    Describe the most important physical processes affecting fish stocks 
    OUTCOME RANGE 
    For example:
  • Upwelling.
  • Frontal Systems.
  • Thermoclines and vertical mixing. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Describe the most important physical processes affecting fish stocks 

    SPECIFIC OUTCOME 3 
    Describe the interactions and interdependence of species 
    OUTCOME RANGE 
    For example:
  • Species flip-flops.
  • Effects of creating imbalances.
  • Species replacement. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Describe the interactions and interdependence of species 

    SPECIFIC OUTCOME 4 
    Describe the effects of excessive predation. (Natural or Human) 
    OUTCOME RANGE 
    For example:
  • Change in species composition.
  • Changes in age at sexual maturity.
  • Unintended effects on apparently unrelated species. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Describe the effects of excessive predation. (Natural or Human) 

    SPECIFIC OUTCOME 5 
    Explain the role of marine protected areas 
    OUTCOME RANGE 
    For example:
  • Sanctuary areas.
  • Reservoirs of biodiversity.
  • Baseline study areas. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Explain the role of marine protected areas 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 

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


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes 1 - 5 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to specific outcomes 

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

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes 1- 5 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to specific outcomes 1 - 5 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcomes 1 - 5 

    UNIT STANDARD ASSESSOR CRITERIA 
    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 - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    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 NOTES 
    VALUES

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • Maintaining essential ecological processes and life-support systems.
  • Maintaining genetic, species and ecosystem diversity.
  • Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems.
    Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  35925   Certificate: Fisheries Observation: Deep Sea  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Elective  20153   National Certificate: Conservation: Fisheries Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 


    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.