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 fresh water ecosystems

SAQA US ID	UNIT STANDARD TITLE
12403	Work with fresh water 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 understand the basic ecology of riverine and estuarine systems and will be able to assess natural and anthropogenic impacts on these systems. This competence will contribute towards the wise and sustainable use of these systems, while serving as a basis for further earning in the sub-field.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Communication NQF 4

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a competent qualifying learner. These are provided in the modifiers under each specific outcome.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe the fundamental ecology of an estuary and a river

OUTCOME RANGE

Mouth dynamics. Implications of different flow regimes. Boundary between river and estuary. Effect of catchment management practices on rivers.

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 This unit may be assessed on or off the job. Assessment should include practical demonstration either in the workplace or through 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 (e.g.: 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.

SPECIFIC OUTCOME 2

Identify the ecology of estuarine and river organisms

OUTCOME RANGE

Fish Plants Invertebrates Birds and mammals

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 This unit may be assessed on or off the job. Assessment should include practical demonstration either in the workplace or through 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 (e.g.: 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.

SPECIFIC OUTCOME 3

Identify human impacts on freshwater systems

OUTCOME RANGE

Recreation. Extraction of living resources. Effects of impoundments and water consumption. Pollution

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 This unit may be assessed on or off the job. Assessment should include practical demonstration either in the workplace or through 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 (e.g.: 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.

SPECIFIC OUTCOME 4

Monitor and report on freshwater ecosystems

OUTCOME RANGE

Water quality and quantity Fauna and Flora including exotic invasions Development Water extraction

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 This unit may be assessed on or off the job. Assessment should include practical demonstration either in the workplace or through 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 (e.g.: 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 ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a qualifying learner against this unit standard must be registered as an assessor with the relevant ETQA. 2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA. 3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to specific outcomes: Identify human impacts on freshwater systems Monitor and report on freshwater ecosystems

UNIT STANDARD CCFO WORKING

Self-organisation and management relates to specific outcomes : 1. Describe the fundamental ecology of an estuary and a river 2. Identify the ecology of estuarine and river organisms 3. Identify human impacts on freshwater systems 4. Monitor and report on freshwater ecosystems

UNIT STANDARD CCFO ORGANISING

Information evaluation relates to specific outcomes: Identify human impacts on freshwater systems Monitor and report on freshwater ecosystems

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes : Monitor and report on freshwater ecosystems

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcomes : Describe the fundamental ecology of an estuary and a river Identify the ecology of estuarine and river organisms Identify human impacts on freshwater systems Monitor and report on freshwater ecosystems

UNIT STANDARD CCFO CONTRIBUTING

Inter-relatedness of systems relates to specific outcomes : Describe the fundamental ecology of an estuary and a river. Identify the ecology of estuarine and river organisms Identify human impacts on freshwater systems Monitor and report on freshwater ecosystems

UNIT STANDARD NOTES

NOTES (1): ESSENTIAL EMBEDDED KNOWLEDGE The qualifying learner is able to demonstrate knowledge and understanding of: Ecology. Biology. Catchment management. Monitoring techniques. Reporting techniques. NOTES (2): 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	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

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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.