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 practical offshore navigation and chartwork 
SAQA US ID UNIT STANDARD TITLE
110017  Demonstrate knowledge of practical offshore navigation and chartwork 
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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
263290  Demonstrate knowledge of practical offshore navigation and chartwork  Level 4  NQF Level 04  10  Complete 

PURPOSE OF THE UNIT STANDARD 
The learner assessed as competent against this standard will be able to use navigational skills to plot the position and progress of a vessel on the high seas using the navigational aids normally found on the bridge of a fishing vessel. He/she will be able to use aids such as radar to plot the position of other vessels both in relation to his own vessel and in absolute terms. He/she will be able to project the course and speed of such vessels as well as probable positions at a given time. 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 
Numeracy at 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 
Explain the use of nautical charts and their properties. 
OUTCOME NOTES 
For example:
  • Chart projections - Mercator, Lambert's Conformal etc.
  • Chart symbols
  • Distance measurements 

  • 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 - 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, e.g. Use actual or simulated information from bridge instruments to plot the position and progress of a vessel or vessels.
    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 (e.g.: reports from a third party)

    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 necessary technical knowledge and skills required to carry out the tasks specified in the outcomes are identified, selected and demonstrated.
    2. Criteria can be described and used to measure the suitability of available instruments and sources of information.
    3. Comparisons are made between similar instrumentation to find the most suitable.
    4. The technical skill and appropriate tool/ technology are applied in ways which are appropriate for the conditions aboard a specific vessel.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Analyse own performance in order to enhance future performance.
    2. Analyse the practices observed on the vessel and be able to suggest means of minimising adverse effects of such practices.

    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 navigational aids to determine the position of a vessel at sea. 
    OUTCOME NOTES 
    For example:
  • GPS
  • Radar
  • Bearing compass
  • Rangefinder 

  • 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 - 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, e.g. Use actual or simulated information from bridge instruments to plot the position and progress of a vessel or vessels.
    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 (e.g.: reports from a third party)

    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 necessary technical knowledge and skills required to carry out the tasks specified in the outcomes are identified, selected and demonstrated.
    2. Criteria can be described and used to measure the suitability of available instruments and sources of information.
    3. Comparisons are made between similar instrumentation to find the most suitable.
    4. The technical skill and appropriate tool/ technology are applied in ways which are appropriate for the conditions aboard a specific vessel.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Analyse own performance in order to enhance future performance.
    2. Analyse the practices observed on the vessel and be able to suggest means of minimising adverse effects of such practices.

    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 
    Plot the position of a vessel on a nautical chart. 

    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 - 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, e.g. Use actual or simulated information from bridge instruments to plot the position and progress of a vessel or vessels.
    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 (e.g.: reports from a third party)

    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 necessary technical knowledge and skills required to carry out the tasks specified in the outcomes are identified, selected and demonstrated.
    2. Criteria can be described and used to measure the suitability of available instruments and sources of information.
    3. Comparisons are made between similar instrumentation to find the most suitable.
    4. The technical skill and appropriate tool/ technology are applied in ways which are appropriate for the conditions aboard a specific vessel.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Analyse own performance in order to enhance future performance.
    2. Analyse the practices observed on the vessel and be able to suggest means of minimising adverse effects of such practices.

    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 navigational aids to determine the position of other vessels in relation to one's own. 
    OUTCOME NOTES 
    For example:
  • Use radar to establish the bearing and distance of one vessel from another. 

  • 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 - 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, e.g. Use actual or simulated information from bridge instruments to plot the position and progress of a vessel or vessels.
    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 (e.g.: reports from a third party)

    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 necessary technical knowledge and skills required to carry out the tasks specified in the outcomes are identified, selected and demonstrated.
    2. Criteria can be described and used to measure the suitability of available instruments and sources of information.
    3. Comparisons are made between similar instrumentation to find the most suitable.
    4. The technical skill and appropriate tool/ technology are applied in ways which are appropriate for the conditions aboard a specific vessel.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Analyse own performance in order to enhance future performance.
    2. Analyse the practices observed on the vessel and be able to suggest means of minimising adverse effects of such practices.

    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 
    Use knowledge of navigation, fishing operations, relative positions & the course & speed of vessels. 
    OUTCOME NOTES 
    Use knowledge of navigation, fishing operations, relative positions and the course and speed of vessels in order to determine a vessel's probable position at a given time in the past or future.
    For example:
  • Use the vessel's position, course and speed to plot where it might be in several hours time. 

  • 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 - 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, e.g. Use actual or simulated information from bridge instruments to plot the position and progress of a vessel or vessels.
    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 (e.g.: reports from a third party)

    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 necessary technical knowledge and skills required to carry out the tasks specified in the outcomes are identified, selected and demonstrated.
    2. Criteria can be described and used to measure the suitability of available instruments and sources of information.
    3. Comparisons are made between similar instrumentation to find the most suitable.
    4. The technical skill and appropriate tool/ technology are applied in ways which are appropriate for the conditions aboard a specific vessel.

    Demonstrated ability to learn from our actions and to adapt performance:
    1. Analyse own performance in order to enhance future performance.
    2. Analyse the practices observed on the vessel and be able to suggest means of minimising adverse effects of such practices.

    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:
  • Navigation (chart work, GPS)
  • Communication skills
  • Numeracy (Trigonometry) 

  • 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 no specific outcome. 

    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 
    This unit standard has been replaced by unit standard 263290, which is "Demonstrate knowledge of practical offshore navigation and chartwork", Level 4, 10 credits.

    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.

    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  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.