Aquatic Practices 2014
Subject Area Syllabus — Sample unit of work — Boating
Sample unit of work — Boating
The sample unit of work provides teaching strategies and learning experiences that facilitate
students’ demonstration of the dimensions and objectives of Aquatic Practices.
This sample demonstrates:
 organisation and development of a unit that could be used within a course of study
 aspects of the underpinning factors particular to this unit
 learning experiences that support the achievement of the objectives described in the
dimensions of this syllabus
141020
 alignment between core subject matter, learning experiences and assessment.
Unit overview
The unit description includes a title and a paragraph
that outlines the intent of the unit.
Title of unit: Boating
Unit description
The purpose of this unit is to equip students with the necessary knowledge, understanding and skills
required to safely and effectively plan and carry out a boating trip in a lifelike aquatic context. Students
will progress through four distinct phases of learning and assessment, from boating safety and theory
through to undertaking a field trip and evaluating its effectiveness.
Time allocation:
Semester 1, 55 hours
A time requirement for the unit is indicated.
Core
Elective
Dimensions and objectives
Knowing and understanding
Applying and analysing
Planning and evaluating
 describe concepts and ideas in
 analyse information, situations
 generate plans and procedures
aquatic contexts
 explain concepts and ideas in
aquatic contexts
 demonstrate skills in aquatic
contexts
and relationships in aquatic
contexts
 apply knowledge,
understandings and skills in
aquatic contexts
 use language conventions and
textual features appropriate to
aquatic contexts to
communicate ideas and
information, according to
purpose
for activities in aquatic contexts
 evaluate the safety and
effectiveness of activities in
aquatic contexts
 make recommendations for
activities in aquatic contexts
Content to be taught
Topic
Safety and
management
practices
SM1
Legislation,
rules and
regulations for
aquatic
environments
Concepts and ideas
Knowledge, understanding and
skills
SM1.1 Commonwealth and state
legislation, rules and regulations
control activities in aquatic
environments.
 legislation, rules and regulations
SM1.3 Observation of workplace
health and safety practices is
essential when participating in
aquatic activities.
 understand and implement duty
relevant to aquatic activities,
e.g. Recreational Marine Driver
Licence
 implementing legislation, rules
and regulations, e.g. operating a
vessel according to IALA
buoyage system
of care
 difference between risks and
hazards
 conduct risk assessments
 manage risks and hazards
 implement risk management
From the syllabus the concepts and ideas
are identified, together with the relevant
knowledge, understanding and skills.
plans, e.g. take preventative
action
Aquatic Practices 2014
Subject Area Syllabus — Sample unit of work — Boating
Queensland Curriculum & Assessment Authority
December 2014
Page 2 of 8
SM2
Equipment
maintenance
and operation
SM3 First aid
and safety
SM4
Management
practices
SM2.1 The natural environment
impacts on reliable and safe
operation of equipment.
 components of the aquatic
SM2.3 It is essential to follow
equipment operating instructions
at all times.
 operation manuals
 online support materials
 training and courses
SM3.1 The aquatic environment
poses particular threats.
 identification of aquatic threats,
SM3.3 Aquatic environment
requires specialised safety skills.
 application of specialised
SM4.1 Working with others is
essential when working in
aquatic environments.
 instructions from teachers and
environment that impact on
equipment, e.g. salts, water, air,
sunlight and living things
 selection of processes and
products to protect equipment
against the natural environment
 implementation of processes
and using products to protect
equipment against effects of the
natural environment, e.g.
cleaning and storing equipment
injuries and emergencies, e.g.
hypothermia, hyperthermia,
drowning
aquatic safety skills, e.g.
HELP/HUDDLE, treading water
trainers
 strategies for working and
collaborating effectively in
teams
 effective communication
strategies
SM4.2 Completion of aquatic
activities requires a range of
management skills.
 goal setting to complete aquatic
activities
 plan and organise aquatic
activities
 management of time and
resources to complete aquatic
activities
 demonstration of initiative
Area of study:
Environmental
E1
Environmental
conditions
E1.1 Understanding weather and
tides is essential for activities in
and on the water.
 interpretation of weather and
tide data
 calculation of tide heights and
charting datum points
 prediction of tide heights and
weather conditions
Area of study:
Recreational
R1 Entering
the aquatic
environment
R1.1 People engage with the
aquatic environment in different
ways.
 specialised equipment and
R2 Aquatic
activities
R2.1 Navigation knowledge and
skills are essential for activities
on the water.
 equipment requirements for
Aquatic Practices 2014
Subject Area Syllabus — Sample unit of work — Boating
materials, e.g. boat hull
materials, outboard motors
boats, including navigation lights
 characteristics and
interpretation of charts
 bearing and position
Queensland Curriculum & Assessment Authority
December 2014
Page 3 of 8
 steering of a compass course
 planning a passage and plotting
a course
Area of study:
Commercial
R2.2 Specialised skills are
required to safely participate in
aquatic activities.
 skills required to operate water
C1
Employment
C1.1 Core skills for work are
valued by employers.
 work roles and workplace rights
C3 Boat
building and
marine
engineering
C3.1 Different vessel designs are
suited to different situations.
 major hull types —
craft, e.g. following collision
regulations, IALA buoys and
buoyage
and expectations and
incorporation of established
guidelines in industry policies
and procedures relevant to
aquatic contexts and activities
 anticipation or identification of
problems in aquatic contexts,
decisions about courses of
action to solve problems and
reflection on the outcomes of
decisions
displacement and planning
 different hull shapes for different
purposes, e.g. punt for sheltered
estuary waters, deep-v hulls for
open water
C3.3 There are different
propulsion systems and types of
marine engine installations for
vessels.
 uses of different marine
C3.4 Marine engines are internal
combustion engines.
 operation of different forms of
Aquatic Practices 2014
Subject Area Syllabus — Sample unit of work — Boating
installations, e.g. inboard,
outboard, stern-drive and jet
 principles of mechanical and
non-mechanical boat
propulsion, e.g. powered and
non-powered craft, such as
traditional sailing vessels
 factors influencing selection and
use of particular propulsion
systems
internal combustion engine, e.g.
two-stroke (two-cycle), fourstroke (four-cycle), diesel,
turbine and steam
 safe practices for fuelling
engines and maintaining and
storing batteries
Queensland Curriculum & Assessment Authority
December 2014
Page 4 of 8
Learning experiences
Phase 1 Safety
Learning experiences are
designed to reflect the
objectives and core and
elective learning selected
for the unit of work.
Learning experiences are developmental
and each phase includes assessment.
 describe, explain and apply legislation, rules and regulations for boating
 describe and explain workplace health and safety practices
 analyse situations to identify problems in aquatic contexts, and make decisions about courses of action
to solve problems and reflect on the outcomes of decisions
Learning experiences support the
 analyse the aquatic environment to identify particular threats
assessment possibilities indicated.
 apply a range of management skills to plan aquatic activities
 apply understanding of weather and tides to plan aquatic activities
A project consists of a number of components in a single assessment and
occurs over a set period of time.
Assessment
Assessment: Assessment instrument 1 — Field trip project component 1
Dimensions assessed
Knowing and understanding
Analysing and applying
Planning and evaluating
The technique of project assesses a
response to a single task, situation and/or
scenario in a unit of work.
Assessment
technique
Project
Type of instrument
Complete project includes two written components and a performance
component
Assessment
conditions
Written component: 400–700 words
Description of
instrument
Written component 1: Trip plan and risk assessment
Generate a trip plan, including a report on expected weather conditions for both
days considering factors such as air pressure, temperature, rainfall, wind
speed and wind direction.
The different components within
a project can be delivered at
different times throughout a unit of
work. However, one overall result
is given for the completed project.
Communicate on the chart provided:
 a proposed route to Pelican Banks
 a return trip the next day
 suitable anchorage.
Provide a concise and coherent explanation of the reasoning (concepts) behind
your proposals.
Conduct a risk assessment for the proposed trip by
 identifying possible risks (i.e. What has the potential to cause harm?)
 assessing the risks (i.e. What could go wrong?)
 controlling the risks (i.e. How can the risks be removed or minimised?)
Aquatic Practices 2014
Subject Area Syllabus — Sample unit of work — Boating
Queensland Curriculum & Assessment Authority
December 2014
Page 5 of 8
Learning experiences
Phase 2 Boating theory
 describe and apply principles of navigation for activities on the water, e.g. chart a safe passage for a
boating trip
 explain how different vessel designs and propulsion systems are suited to different situations
 describe the operation of internal combustion engines
 describe, explain and apply legislation, rules and regulations for boating, e.g. manoeuvre a vessel







through markers according to the IALA buoyage system
describe, explain and apply workplace health and safety practices, e.g. complete a risk assessment
before undertaking a boating activity
analyse situations to identify problems and threats in aquatic contexts, generate plans about courses of
action to solve problems
use navigation software to simulate day and night situations requiring the application of the
Collison Regulations
use a hand-bearing compass in the classroom and at sea from a vessel
use an outboard trouble-shooting chart to identify the cause of engine failure to a given scenario
apply vehicle maintenance procedures, including:
 conducting an outboard flushing procedure and tell-tale check
 removing, inspecting, cleaning and replacing the spark plugs of an outboard motor
 removing propeller, inspecting, lubricating the prop shaft, and refitting the propeller
use the five main categories of navigation buoys/beacons to generate a plan to navigate through a
hypothetical series of marks on a blank chart.
Assessment
Assessment: Assessment instrument 2 — Boating examination
The technique of examination assesses the
application of a range of cognition to
provided questions, scenarios and/or
problems.
Dimensions assessed
Knowing and understanding
Analysing and applying
Assessment
technique
Examination
Type of instrument
Short response
Assessment
conditions
60–90 minutes
Short response: 50–150 words per item
Description of
instrument
Focus on boating rules and regulations, first aid and emergency situations,
IALA buoyage system, principles of boat and equipment maintenance
Learning experiences
Phase 3 Field trip





A project consists of a number of components in a single
assessment and occurs over a set period of time.
demonstrate a range of specialised skills and follow equipment operating instructions at all times
work with others collaboratively in boating activities
Underpinning factors,
use specialised equipment and materials, e.g. outboard motors
e.g. Core Skills for Work are
apply navigation knowledge and skills
embedded in each unit of work.
demonstrate core skills for work
Aquatic Practices 2014
Subject Area Syllabus — Sample unit of work — Boating
Queensland Curriculum & Assessment Authority
December 2014
Page 6 of 8
Assessment
Assessment: Assessment instrument 1 — Field trip project component 2
Dimensions assessed
Knowing and understanding
Analysing and applying
Assessment
technique
Project
Type of instrument
Complete project includes two written components and a performance
component
Assessment
conditions
Performance component: Time provided during field trip
Description of
instrument
Performance component: Practical boating skills
During the planned trip, students will be required to demonstrate a series of
boating skills and apply them within a given scenario.
The different components within a project can
be delivered at different times throughout a
unit of work. However, one overall result is
given for the completed project.
Learning experiences
Phase 4 Evaluation
 evaluate the safety and effectiveness of activities included in a boating trip, e.g. the effectiveness of
control measures used to deal with risks encountered or avoided and/or the management of
unanticipated risks
 explain concepts and ideas relevant to boating trip, e.g. the impact of weather and tides
 make recommendations for activities for future boating trips, e.g. how the management of unanticipated
risks encountered can be controlled in the future
 use language conventions and features appropriate to boating trip to communicate ideas and
information, according to purpose
A project consists of a number of components in a single
assessment and occurs over a set period of time.
Assessment
Assessment: Assessment instrument 1 — Field trip project component 3
Dimensions assessed
Knowing and understanding
Analysing and applying
Planning and evaluating
Assessment
technique
Project
Type of instrument
Complete project includes two written components and a performance
component
Assessment
conditions
Written component: 400–700 words
Description of
instrument
Written component 2: Boating trip evaluation
The different components within a
project can be delivered at different
times throughout a unit of work.
However, one overall result is given for
the completed project.
Write a report on the boating trip, evaluating it in terms of safety and
effectiveness.
Use the questions below to guide your evaluation.
Aquatic Practices 2014
Subject Area Syllabus — Sample unit of work — Boating
Queensland Curriculum & Assessment Authority
December 2014
Page 7 of 8
Safety questions:
 Were the risk control measures effective? Give specific examples of risks
encountered or avoided.
 Were there any unanticipated risks? How were these managed? How could
they be controlled in the future?
 What further control actions (if any) are required?
Effectiveness questions:
 Did the weather and tides match your predictions? If not, what happened and
how did this impact on the trip?
 Did you have the opportunity to demonstrate the tasks required for the
Recreational Marine Drivers’ Licence? If not, why not?
 Was the anchorage suitable? Identify specific features to explain and justify
your answer.
 What recommendations or advice would you provide for next years’ students
when they prepare for this trip?
Aquatic Practices 2014
Subject Area Syllabus — Sample unit of work — Boating
Queensland Curriculum & Assessment Authority
December 2014
Page 8 of 8