Unit title: Maritime Environment: An Introduction (National 5)

Transcription

1 Unit title: Maritime Environment: An Introduction (National 5) Unit code: J17R 75 Superclass: ZF Publication date: August 2018 Source: Scottish Qualifications Authority Version: 3.0 Unit purpose This is a mandatory unit in the National 5 Skills for Work Maritime Skills course and has been designed to be taken as part of that course. It may be offered as a free-standing unit. The unit is intended for learners who wish to develop generic employability skills which are valued by all employers and vocational skills relevant to a career in the maritime sector. It develops understanding of the weather and its effects on maritime activities in the United Kingdom. Basic navigation tasks are also tackled to enable learners to plot a course and calculate the distance between two points. This unit has been designed for learners in S3 or above but may also be suitable for other learner groups. Outcomes On successful completion of the unit the learner will be able to: 1 Investigate weather conditions and their effects in the context of the UK maritime sector. 2 Monitor weather conditions and their effects on maritime activities. 3 Perform basic navigation tasks on a marine chart. Credit points and level 1 national unit credit at SCQF level 5: (6 SCQF credit points at SCQF level 5) August 2018, version 3.0 1

2 Recommended entry to the unit Entry is at the discretion of the centre. Core Skills Achievement of this unit gives automatic certification of the following Core Skills component: Complete Core Skill None Core Skill component Working Co-operatively with Others at level 4 There are also opportunities to develop aspects of Core Skills which are highlighted in the support notes of this unit specification. Context for delivery If this unit is delivered as part of a course, it is recommended that it should be taught and assessed within the subject area of the course to which it contributes. The assessment support pack (ASP) for this unit provides assessment and marking guidelines that exemplify the national standard for achievement. Centres wishing to develop their own assessments should refer to the ASP to ensure a comparable standard. A list of existing ASPs is available to download from SQA s website ( Equality and inclusion This unit specification has been designed to ensure that there are no unnecessary barriers to learning or assessment. The individual needs of learners should be taken into account when planning learning experiences, selecting assessment methods or considering alternative evidence. Further advice can be found on our website August 2018, version 3.0 2

3 National unit specification: statement of standards Unit title: Maritime Environment: An Introduction (National 5) Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA. Outcome 1 Investigate weather conditions and their effects in the context of the UK maritime sector. Performance criteria (a) (b) (c) (d) Identify and describe the effects that different weather conditions have on specific maritime activities. Identify and describe the effects of high and low air pressure on weather experienced by the maritime sector in the UK. Identify and describe the effects of different wind speeds on surface conditions in the context of the maritime sector. Identify and describe a variety of sources of weather information for the UK maritime sector. Outcome 2 Monitor weather conditions and their effects on maritime activities. Performance criteria (a) (b) Accurately record specific information on weather conditions over a set period of time. Identify the effects that these weather conditions will have on specific maritime activities correctly. Outcome 3 Perform basic navigation tasks on a marine chart. Performance criteria (a) (b) (c) (d) (e) Correctly identify symbols on a specific marine chart. Plot given positions on the chart. Plot the true course between two specific points on the chart correctly. Calculate the compass course between these two points. Calculate the distance between the two points correctly, taking account of the chart scales. August 2018, version 3.0 3

4 Evidence requirements for this unit Evidence is required to demonstrate that learners have achieved all outcomes and performance criteria. Performance evidence and written/oral evidence is required to show that all outcomes and performance criteria have been achieved. The evidence may be gathered at appropriate points throughout the unit when learners have developed the necessary skills. Outcomes 1 and 2 folio Learners will investigate independently, to a given brief, the weather and its effects on maritime activities. The information gathered will be contained in a folio and progress discussed with the teacher/lecturer at an appropriate point during the investigation to ensure the folio is the learner s own work. A record of the discussion should be retained. For outcome 1 learners will be given a clear investigation brief informing them that the evidence for the folio must cover an identification and description of: the effects of high and low air pressure systems on weather experienced in the UK. This must include the typical pattern of a depression and an anticyclone and the weather produced the effects of wind speeds Beaufort scale on surface conditions in open water and sheltered water two sources of weather information for the UK maritime sector to include a synoptic chart and one other from the radio or internet. The description should include the type of information that can be gained from the particular source the effects that the following weather conditions have on one maritime activity: storm/gale force winds fog heavy rain snow offshore winds onshore winds Resources may be shared but learners must gather information individually. Examples of maritime activities that could be considered are a boat at sea, loading or discharging a boat at the dockside or tourist related activities. For outcome 2 learners should maintain a log book with the recordings of weather conditions. The records should include temperature, wind speed in miles per hour and on the Beaufort scale, wind direction, air pressure, rainfall, extent of cloud cover and visibility. The recording should be carried out on six different occasions. For each set of records the learner should identify individually the effects of the ambient weather on one maritime activity, for example, a boat at sea, loading or unloading a boat at the dockside or tourist related activities. Learners may have access to notes and information which will help them identify the effects on one maritime activity. August 2018, version 3.0 4

5 Outcome 3 Performance evidence Learners, using the given brief, are required to demonstrate by a practical mapping exercise using parallel rulers and dividers that they are able to: identify six of following symbols on a specific marine chart: lighthouse, wreck, sounding, floating navigation mark, drying height, tidal diamond, compass rose, traffic separation scheme, anchorage, offshore oil platform, elevation, rock plot a position on the chart from (i) longitude and latitude co-ordinates (ii) range and bearing from a charted feature correctly plot the true course between two specific points on the chart correctly calculate the compass course between these two points correctly calculate the distance between the two points correctly, taking account of the chart scales The evidence is to be gathered at an appropriate point in the unit under supervision and in closed-book conditions. The ASP provided for this unit illustrates the standard that should be applied. It includes exemplar folio briefs, marking schedules for outcomes 1 and 3 and a checklist for outcome 2. If a centre wishes to design its own assessments for this unit, they should be of a comparable standard. August 2018, version 3.0 5

6 Development of Skills for Learning, Skills for Life and Skills for Work It is expected that learners will develop broad, generic skills through this unit. Employability is a key aspect of Skills for Work and is present throughout the unit. In addition, there are a number of other skills that learners will be expected to improve on and develop as they undertake this unit; these can be drawn from the main skills areas listed below. These must be built into the unit where there are appropriate opportunities. 1 Literacy 1.1 Reading 1.2 Writing 1.3 Listening and talking 2 Numeracy 2.2 Money, time and measurement 4 Employability, enterprise and citizenship 4.1 Employability 4.3 Working with others 5 Thinking Skills 5.1 Remembering 5.2 Understanding 5.3 Applying 5.4 Analysing and evaluating 5.5 Creating Amplification of these is given in SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work. The level of these skills should be at the same SCQF level as the unit and be consistent with the SCQF level descriptor. Further information on building in Skills for Learning, Skills for Life and Skills for Work is given in the National unit support notes section. August 2018, version 3.0 6

7 National unit support notes Unit title: Maritime Environment: An Introduction (National 5) Unit support notes are offered as guidance and are not mandatory. While the exact time allocated to this unit is at the discretion of the centre, the notional design length is 40 hours. Guidance on the content and context for this unit This is a mandatory unit of the National 5 Skills for Work Maritime Skills course. The unit develops the understanding of the weather and its effects on maritime activities in the United Kingdom. Basic navigation tasks are also tackled to enable learners to plot a course and calculate the distance between two points. In outcomes 1 and 2 the learners will be introduced to the important impact that weather has on all aspects of the maritime industry. They will learn about the dangers faced in bad or inclement weather and how these can be avoided. They will also be introduced to simple weather systems and their formation plus how to recognise these on weather charts using internationally recognised symbols. The recording of the weather will require the delivering centre to have access to certain measuring instruments such as a barometer, thermometer, rain gauge and anemometer. In outcome 3 learners will develop knowledge and understanding of terrestrial co-ordinate systems and their relevance to a maritime chart. They will learn how to use a maritime chart to plot the position of a vessel, a true course between two points and the compass course. The distance between two points is calculated. Learners will learn about the properties of the marine compass and the magnetic field of the earth. They will be able to describe the difference between true north and compass north and how this affects the navigation of all vessels. Using given simple maths mnemonics they will able to convert a compass course to a true course and vice versa. August 2018, version 3.0 7

8 During this unit, in addition to the specific vocational skills developed and assessed, learners will have an opportunity to develop the following employability skills: positive attitude and willingness to learn* maintaining good timekeeping and attendance communication skills* ability to follow instructions* working co-operatively with others working to agreed deadlines* showing respect and consideration for others flexibility and adaptability safe and appropriate handling of equipment* awareness of health and safety awareness understanding of personal survival techniques fire safety awareness confidence to seek feedback reflecting on own performance review and self-evaluation skills understanding of the workplace* Development in a number of these employability skills (those marked with an asterisk*) will be clearly identified as a result of evidence generated through the assessment activities for this unit. There are opportunities in the unit to develop the remaining skills. Guidance on approaches to delivery of this unit It is important to ensure that the teacher/lecturer provides learners taking this unit with guidance on gathering information on the weather and its effects on the maritime sector. Learners will need access to a variety of resources in order to collect information about the weather and its effects. This may come from the following examples newspapers, magazines, websites, and books. The use of the internet, CD ROMS, DVDs and videos and talking to people who work in the maritime sector are all good sources of information. Features on a synoptic chart such as low and high pressure systems, warm and cold fronts and an occluded front should be considered and how these can lead to forecasting the possible weather. Forecasts of weather may be obtained for example from the radio general and shipping forecasts, television, internet, Meteorological Office. Learners could try to forecast the following day s weather from a synoptic chart and check as to whether their predictions were accurate. Checking how accurate the weather forecast from the internet is could be another useful exercise to develop learners understanding of the information provided about the weather. Marine charts must be used extensively in the delivery of outcome 3. Learners must have access to parallel rulers, dividers and drawing compasses and the safe usage of these standard instruments must be ensured. August 2018, version 3.0 8

9 Guidance on approaches to assessment of this unit Evidence can be generated using different types of assessment. The following are suggestions only. There may be other methods that would be more suitable to learners. Centres are reminded that prior verification of centre-devised assessments would help to ensure that the national standard is being met. Where learners experience a range of assessment methods, this helps them to develop different skills that should be transferable to work or further and higher education. Evidence requirements are fully expressed in the mandatory section of the unit specification. This should take the form of the following written and/or oral recorded evidence. To ensure the written and/or recorded oral evidence produced as a result of investigation is the learner s own work, the content should be discussed with the teacher/lecturer at an appropriate point in the investigation and a record of the discussion should be retained. Assessors, where possible, should give learners the choice as to their preferred method of submission. The evidence could be in the format of, for example, written information, diagrams, charts, graphical information. All learners must have access to a chart, parallel rulers, dividers and drawing compasses for the mapping exercise for the assessment of outcome 3. Written and/or recorded oral evidence and checklists should be retained in the learner s folio. Assessor checklists and other assessment records should be maintained and kept up to date to keep track of learner progress and to provide evidence for internal and external verification purposes. If centres wish to develop their own assessment instruments these should be of a comparable standard to those contained in the ASP. Opportunities for e-assessment E-assessment may be appropriate for some assessments in this unit. By e-assessment we mean assessment which is supported by Information and Communication Technology (ICT), such as e-testing or the use of e-portfolios or social software. Centres which wish to use e-assessment must ensure that the national standard is applied to all learner evidence and that conditions of assessment as specified in the evidence requirements are met, regardless of the mode of gathering evidence. The most up-to-date guidance on the use of e-assessment to support SQA s qualifications is available at Opportunities for developing Core Skills In this unit learners will perform calculations and take measurements on navigational charts. These activities provide opportunities to develop aspects of the Core Skill of Numeracy. This unit has the Working Co-operatively with Others component of Working with Others embedded in it. This means that when learners achieve the unit, their Core Skills profile will also be updated to show they have achieved Working Co-operatively with Others at SCQF level 4. August 2018, version 3.0 9

10 General information for learners Unit title: Maritime Environment: An Introduction (National 5) This section will help you decide whether this is the unit for you by explaining what the unit is about, what you should know or be able to do before you start, what you will need to do during the unit and opportunities for further learning and employment. This unit focuses on the effect the weather has on maritime activities in the United Kingdom. You will learn how to: Investigate weather conditions and their effects in the UK maritime sector. Monitor weather conditions and their effects on maritime activities. Perform basic navigation tasks on a marine chart. You do not need to have any previous qualifications or experience, but it would help if you have already finished, or are in the process of finishing, the following units: Employability Skills and Careers in the Maritime Sector (National 5) Small Boat Engineering (National 5) Health and Safety in the Maritime Sector (National 5) Seamanship: An Introduction (National 5) After you finish this unit, there may be opportunities to study other qualifications in this area, and/or further develop skills that will help in employment. August 2018, version

11 Administrative information Published: August 2018 (version 3.0) History of changes to national unit specification Version Description of change Date 3.0 Unit moved to a new template and re-coded to align with August 2018 corresponding course 2 code. No change to unit content. Core Skills component Working Co-operatively with Others at SCQF level 4 embedded. This specification may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be downloaded from SQA s website at Note: You are advised to check SQA s website ( to ensure you are using the most up-to-date version of the unit specification. Scottish Qualifications Authority 2013, 2018 August 2018, version