Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SFICPL303 Mapping and Delivery Guide
Board vessel at sea

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SFICPL303 - Board vessel at sea
Description
Employability Skills
Learning Outcomes and Application This unit of competency describes the skills and knowledge required to board vessels at sea in the course of monitoring or observation duties or assisting with multi-agency emergency and critical incident response. The unit applies to individuals who develop a plan for boarding based on risk assessment, prepare and use personal and safety equipment and tender vessel to board subject vessel and use personal defence equipment where safety is compromised. All work must be carried out to comply with workplace procedures, according to state/territory health and safety, biosecurity and environmental regulations, legislation and standards that apply to the workplace. Licences may be required to operate a vessel.Regulatory requirements apply to this unit. Users are required to check with the relevant jurisdiction for current requirements.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Plan boarding operation
  • Undertake risk assessment of factors affecting the boarding operation
  • Develop boarding plan according to agency guidelines and procedures
  • Share boarding plan with team members in briefing session
  • Ensure personal role and responsibility in the boarding party is understood
       
Element: Carry out pre-boarding preparations
  • Undertake visual inspection of vessel and adjust boarding plan according to changed risk assessment
  • Prepare and check tender, ensuring pontoons are filled with air, have no leaks and there is sufficient fuel in tank and reserve
  • Securely stow equipment and supplies on tender and put on personal gear
  • Ensure responsibilities relevant to role and boarding plan are fulfilled
       
Element: Board vessel
  • Follow relevant agency guidelines and procedures throughout boarding process
  • Use and respond to commands and signals as appropriate
  • Board and disembark vessel safely according to agency procedures
  • Ensure personal fitness level is adequate for boarding and inspection tasks
  • Conduct on-board inspection, following boarding and inspection guidelines and procedures
  • Maintain situational awareness at all times
  • Use personal defence equipment if safety of fisheries officers is threatened
  • Prepare to evacuate boarded vessel in the event of an emergency
       
Element: Complete post-boarding operation
  • Provide assistance appropriate to team member role in retrieval of tender to master vessel
  • Refuel tender and check for serviceability
  • Report on boarding operation, adherence to agency guidelines and procedures, and effectiveness of boarding team at debriefing session
       

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Undertake risk assessment of factors affecting the boarding operation 
Develop boarding plan according to agency guidelines and procedures 
Share boarding plan with team members in briefing session 
Ensure personal role and responsibility in the boarding party is understood 
Undertake visual inspection of vessel and adjust boarding plan according to changed risk assessment 
Prepare and check tender, ensuring pontoons are filled with air, have no leaks and there is sufficient fuel in tank and reserve 
Securely stow equipment and supplies on tender and put on personal gear 
Ensure responsibilities relevant to role and boarding plan are fulfilled 
Follow relevant agency guidelines and procedures throughout boarding process 
Use and respond to commands and signals as appropriate 
Board and disembark vessel safely according to agency procedures 
Ensure personal fitness level is adequate for boarding and inspection tasks 
Conduct on-board inspection, following boarding and inspection guidelines and procedures 
Maintain situational awareness at all times 
Use personal defence equipment if safety of fisheries officers is threatened 
Prepare to evacuate boarded vessel in the event of an emergency 
Provide assistance appropriate to team member role in retrieval of tender to master vessel 
Refuel tender and check for serviceability 
Report on boarding operation, adherence to agency guidelines and procedures, and effectiveness of boarding team at debriefing session 

Forms

Assessment Cover Sheet

SFICPL303 - Board vessel at sea
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SFICPL303 - Board vessel at sea

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: