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Evidence Guide: SISOFSH206A - Locate and attract fish

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

SISOFSH206A - Locate and attract fish

What evidence can you provide to prove your understanding of each of the following citeria?

Conduct pre activity research on specific species of fish.

  1. Apply knowledge of anatomical features effecting locations and specific lifestyles to determine preferred habitats.
  2. Identify environmental factors affecting preferred natural habitats.
  3. Determine food sources and feeding habits for particular species.
  4. Identify the role of predator or prey relationships and how they affect fish activity and location.
  5. Apply knowledge of fish migration patterns and identify the species of fish within locations, during specific seasons.
  6. Determine how life cycles affect fish behaviour, migration and location.
Apply knowledge of anatomical features effecting locations and specific lifestyles to determine preferred habitats.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify environmental factors affecting preferred natural habitats.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine food sources and feeding habits for particular species.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the role of predator or prey relationships and how they affect fish activity and location.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of fish migration patterns and identify the species of fish within locations, during specific seasons.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine how life cycles affect fish behaviour, migration and location.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attract and approach fish.

  1. Identify the manner in which fish use sound, light, vision and smell to locate food.
  2. Attract target fish using knowledge of fish senses and various strategies according to relevant legislation and organisational policies and procedures.
  3. Determine the most appropriate bait and method of attracting and catching fish, based on the ability of fish to distinguish taste and touch.
  4. Apply knowledge of fish senses to develop strategies to approach fish without alerting them.
Identify the manner in which fish use sound, light, vision and smell to locate food.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attract target fish using knowledge of fish senses and various strategies according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the most appropriate bait and method of attracting and catching fish, based on the ability of fish to distinguish taste and touch.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of fish senses to develop strategies to approach fish without alerting them.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Read water to locate fish.

  1. Source general locations which best suit the various species of fish.
  2. Determine special needs and preferences of species sought by recreational fishers.
  3. Determine the importance of environmental factors on the location of fish.
Source general locations which best suit the various species of fish.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine special needs and preferences of species sought by recreational fishers.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the importance of environmental factors on the location of fish.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Locate fish based on visual sightings.

  1. Identify fishing spots by the use of visual marks.
  2. Develop methods for recording visual sightings for relocating fishing spots.
  3. Determine factors affecting the accuracy of visual sightings.
Identify fishing spots by the use of visual marks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop methods for recording visual sightings for relocating fishing spots.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine factors affecting the accuracy of visual sightings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use fishing aids.

  1. Identify how charts, binoculars, depth finders and GPS are used to locate likely fishing spots.
  2. Use fishing aids according to the location, type of fishing and targeted fish species, to assist in the location of fishing spots.
Identify how charts, binoculars, depth finders and GPS are used to locate likely fishing spots.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use fishing aids according to the location, type of fishing and targeted fish species, to assist in the location of fishing spots.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

conducts research to acquire knowledge of specific characteristics, senses, features and requirements of fish within a particular habitat and area to determine fishing spots and locations

reads water and uses visual sightings and fishing aids to locate and attract specific fish species.

Context of and specific resources for assessment

Assessment must ensure application of strategies to locate and attract fish on multiple occasions in locations that reflect local conditions to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information regarding specific species of fish

suitable fishing areas that allow participants to demonstrate their ability to locate and attract fish species

a range of fishing aids to assist in locating and attracting fish.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of the pre-activity research process

written questioning to assess knowledge of methods used to locate and attract specific fish species

observation of safe participation and demonstration of locating and attracting fish

third-party reports from a supervisor detailing performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SISOFSH203A Select, rig and use terminal tackle

SISOFSH204A Select, use and maintain fishing tackle outfits.

Required Skills and Knowledge

Required skills

planning and organising skills to source all relevant equipment and information required to locate and attract fish

problem-solving skills to:

determine how anatomical features, environmental factors, predator and prey relationships, fish migration patterns and life cycles affect fish locations

decide on how to locate fish using various strategies based on fish senses, reading water, visual sightings and fishing aids

literacy skills to:

conduct pre-activity research on fish locations

source information on how to locate a particular fish species.

Required knowledge

legislation and organisational policies and procedures to enable safe and legal conduct of all activities

basic fish anatomy, migration patterns, life cycles, predator and prey relationships, food sources and feeding habits for particular species of fish to help determine their location

environmental factors affecting natural habitats

sight, tactile, taste and olfactory senses of fish and how to locate and attract fish using their senses

types of charts, depth finders, binoculars and global positioning systems used to locate and attract various species of fish.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Anatomical features affecting locations may include:

size

colouration

size of eyes

position of mouth

teeth

body shape.

Habitats may include:

freshwater

saltwater.

Environmental factors may include:

temperature

water clarity

weather conditions

oxygen

shade

pH

water depth and flow

tidal influence.

Life cycles may include:

breeding patterns

spawning cycles

fish age, size and characteristics during different seasons within the life cycle

foods, food conversion, digestion, nutrition and growth at different stages of the fish life cycle.

Knowledge of fish senses may include:

extent and mechanism of vision of target fish species

olfactory senses, how they function and their use in navigating over great distances

ability of fish to distinguish taste and touch.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations

marine regulations.fishing and motorised water craft regulations and restrictions

recreational fishery and netting licenses

creel and fish size limits

Organisational policies and procedures may include:

occupational health and safety

safety and emergency procedures

use, maintenance and storage of fishing equipment

procedures for handling dangerous fish

procedures for returning undersized and unwanted fish to water

manufacturer's design specifications and recommendations for equipment use

accepted industry best practice

communication protocols

code of ethics.