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: 

Report on fish catches 
SAQA US ID UNIT STANDARD TITLE
110004  Report on fish catches 
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 
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 report on the size and composition of commercial catches made aboard a vessel. Details of catches, gear used, discards and other related matters would be correctly recorded and reported in the appropriate manner.

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 
Communication skills NQF4
Numeracy 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 
Select a statistically valid sub-sample from a fish catch. 

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 -demonstrate the correct way of sampling a catch, i.e. selecting the sample, recording data and submitting a report
Product sample - examine the work previously done by the learner. This can be done by means of examining catch returns and reports submitted by the learner in the course of his/her duties.
Simulation of a specific task - simulate the process of selecting, processing and reporting on the catch
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 supervisors or instructors)

Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed.

Demonstrated ability to make decisions about practice and to ACT accordingly:
Assessment criteria;
1. The best way of selecting a statistically valid sample is used.
2. The necessary technical skills are selected to ensure that the catch is sampled correctly.
3. Knowledge of fishing techniques is used to assess the methods used aboard the vessel and to make decisions regarding the desirability of the methods.

Demonstrated ability to learn from our actions and to adapt performance:
1. Analyse the performance of the vessel and its fishing methods and report to the relevant authorities.
2. Assess the quality of data collected and find ways to improve data quality.

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 
    Accurately assess the size of the catch. 
    OUTCOME NOTES 
    For example:
  • Use accepted methods to estimate the tonnage of fish caught. 

  • 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 -demonstrate the correct way of sampling a catch, i.e. selecting the sample, recording data and submitting a report
    Product sample - examine the work previously done by the learner. This can be done by means of examining catch returns and reports submitted by the learner in the course of his/her duties.
    Simulation of a specific task - simulate the process of selecting, processing and reporting on the catch
    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 supervisors or instructors)

    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed.

    Demonstrated ability to make decisions about practice and to ACT accordingly:
    Assessment criteria;
    1. The best way of selecting a statistically valid sample is used.
    2. The necessary technical skills are selected to ensure that the catch is sampled correctly.
    3. Knowledge of fishing techniques is used to assess the methods used aboard the vessel and to make decisions regarding the desirability of the methods.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Analyse the performance of the vessel and its fishing methods and report to the relevant authorities.
    2. Assess the quality of data collected and find ways to improve data quality.

    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 
    Assess the size composition and species composition of the catch. 
    OUTCOME NOTES 
    For example:
  • Use representative samples to determine species composition. 

  • 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 -demonstrate the correct way of sampling a catch, i.e. selecting the sample, recording data and submitting a report
    Product sample - examine the work previously done by the learner. This can be done by means of examining catch returns and reports submitted by the learner in the course of his/her duties.
    Simulation of a specific task - simulate the process of selecting, processing and reporting on the catch
    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 supervisors or instructors)

    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed.

    Demonstrated ability to make decisions about practice and to ACT accordingly:
    Assessment criteria;
    1. The best way of selecting a statistically valid sample is used.
    2. The necessary technical skills are selected to ensure that the catch is sampled correctly.
    3. Knowledge of fishing techniques is used to assess the methods used aboard the vessel and to make decisions regarding the desirability of the methods.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Analyse the performance of the vessel and its fishing methods and report to the relevant authorities.
    2. Assess the quality of data collected and find ways to improve data quality.

    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 
    Report on fishing and post harvest practices. 
    OUTCOME NOTES 
    For example:
  • Illegal fishing gear.
  • Undesirable catch handling methods. 

  • 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 -demonstrate the correct way of sampling a catch, i.e. selecting the sample, recording data and submitting a report
    Product sample - examine the work previously done by the learner. This can be done by means of examining catch returns and reports submitted by the learner in the course of his/her duties.
    Simulation of a specific task - simulate the process of selecting, processing and reporting on the catch
    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 supervisors or instructors)

    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed.

    Demonstrated ability to make decisions about practice and to ACT accordingly:
    Assessment criteria;
    1. The best way of selecting a statistically valid sample is used.
    2. The necessary technical skills are selected to ensure that the catch is sampled correctly.
    3. Knowledge of fishing techniques is used to assess the methods used aboard the vessel and to make decisions regarding the desirability of the methods.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Analyse the performance of the vessel and its fishing methods and report to the relevant authorities.
    2. Assess the quality of data collected and find ways to improve data quality.

    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 discards, by-catch and incidental mortality. 
    OUTCOME NOTES 
    For example:
  • Discarded target species.
  • Discarded by-catch (trash Fish).
  • Mortality of seabirds, seals and dolphins due to fishing gear. 

  • 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 -demonstrate the correct way of sampling a catch, i.e. selecting the sample, recording data and submitting a report
    Product sample - examine the work previously done by the learner. This can be done by means of examining catch returns and reports submitted by the learner in the course of his/her duties.
    Simulation of a specific task - simulate the process of selecting, processing and reporting on the catch
    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 supervisors or instructors)

    Assessing the following will ensure the specific outcomes, essential embedded knowledge and critical-cross-field outcomes are assessed.

    Demonstrated ability to make decisions about practice and to ACT accordingly:
    Assessment criteria;
    1. The best way of selecting a statistically valid sample is used.
    2. The necessary technical skills are selected to ensure that the catch is sampled correctly.
    3. Knowledge of fishing techniques is used to assess the methods used aboard the vessel and to make decisions regarding the desirability of the methods.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Analyse the performance of the vessel and its fishing methods and report to the relevant authorities.
    2. Assess the quality of data collected and find ways to improve data quality.

    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 
  • 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:

    1. Sampling methods
    2. Basic statistics
    3. Species identification
    4. Fishing gear technology
    5. Appropriate legislation
    6. Physical Oceanography and Meteorology 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to all specific outcomes. 

    UNIT STANDARD CCFO WORKING 
    Team work relates to the following specific outcomes:
  • Select a statistically valid sub-sample from a fish catch.
  • Accurately assess the size of the catch.
  • Assess the size composition and species composition of the catch. 

  • 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 all specific outcomes. 

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

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

    UNIT STANDARD CCFO CONTRIBUTING 
    Inter-relatedness of systems 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 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
    Elective  35925   Certificate: Fisheries Observation: Deep Sea  Level 5  Level TBA: Pre-2009 was L5  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.