AIM Awards E3 The Angling Environment D/506/2542

Assessment Resource Pack

AIM Awards

Suite of Angling Qualifications

E3 The Angling Environment

Assessment Resource Pack V2 June 2014

Learner Name:
Learner Number:
Course:
Tutor:
Learner Signature:
Date Started:
Date Completed:

About this Unit
This unit provides you with an introduction to the angling environment. You will know about how the angling environment can be protected and will be introduced to how the angling environment is affected by the weather. You will also look at the anatomy of fish, their preferred habitat and food sources.

Using this assessment pack

The tasks in this pack will support your learning and so it is expected that you will complete all of them and have them marked. The completed, marked exercises are the assessments on which your achievement of the AIM Awards E3 The Angling Environment is based.

Tracking your evidence

During your course, your tutor/assessor will ask you to carry out work either in the classroom, or in your own time, which you’ll keep as evidence of your learning.

The work you produce (evidence) will be assessed by your tutor/assessor to make sure you’ve covered everything in sufficient detail. Your evidence could be made up of a combination of:

•written work or class notes

•products or samples of practical work

•case studies

•learning logs

•video or audio recordings

•other appropriate formats suggested by your tutor/assessor

When all of your evidence is gathered together in a file or folder, this becomes your portfolio.

Your centre and assessor may have systems that they use to plan and monitor your assessment. These may be computer-based (e.g. using ‘e-portfolio’ software) or paper-based (using forms or checklists). These systems are designed to show how each piece of evidence meets which learning outcomes and assessment criteria. Reasonable adjustments can be made; for example, if you have writing difficulties, your responses can be captured orally and evidenced by audio recording.

You will be working to achieve the following learning outcomes:

E3 The Angling Environment
  1. Know how to respect the environment when angling
  2. Know about the influence of the water cycle and weather on angling
  3. Know about the anatomy of fish
  4. Know about the habitat of different species of fish

Learning Outcomes
The learner will: / Assessment Criteria
The learner can: / Evidence Location / Completed?
Learner Tick
1. Know how to respect the environment when angling / 1.1. Give reasons why people go fishing
1.2. Identify areas of the Countryside Code that relate to angling
1.3. Give an example of a way in which anglers may harm the environment
1.4. Give an example of a way in which the angling environment can be protected
1.5. Give an example of a way in which the angling environment can be improved / 6
6
7
7
7
2. Know about the influence of the water cycle and weather on angling / 2.1. State what is meant by the water cycle
2.2. State how heavy rain can affect the angling environment
2.3. State how a lack of rain can affect the angling environment / 8
8
8
3. Know about the anatomy of fish / 3.1. Name internal parts of a fish
3.2. Name external features of a fish / 9
9
4. Know about the habitat of different species of fish / 4.1. Name different species of fish
4.2. Name the preferred habitat of the identified fish
4.3. State the food source for each species named
4.4. Give an example of the effects of pollution on food sources / 10
10
10
10

Record of Learner Achievement

Entry 3 The Angling Environment

Final Tutor Feedback (Strengths and Areas for Improvement):

Learner Submission Disclaimer

I declare that this is an original piece of work and that all of the work is my own unless referenced.

Assessor Disclaimer

I confirm that this learner’s work fully meets all the assessment criteria listed above at the correct level and that any specified evidence requirements have been addressed.

Assessor / Learner / Date

Expectations

Complete this section before you start the course.

One expectation you have of the course:

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One thing you would like to get out of the course:

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Please keep hold of this sheet. It can be useful to look at it later and see how it compares with how you found the course at the end.

Review

Complete this at the end of the course.

One thing you have learned from the course:

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One thing you can take with you for the future:

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The Angling Environment

LO1 Know how to respect the environment when angling

1.1 Give reasons why people go fishing

Give at least 2 reasons why people go fishing:

1.2 Identify areas of the Countryside Code that relate to angling

Complete the following table:

Which areas of the Countryside Code are related to angling?

1.3Give an example of a way in which anglers may harm the environment

1.4Give an example of a way in which the angling environment can be protected

1.5Give an example of a way in which the angling environment can be improved

Complete the following table:

Identify one way anglers can harm the environment
Identify one way in which the angling environment can be protected
Identify one way in which the angling environment can be improved

LO2 Know about the influence of the water cycle and weather on angling

2.1 State what is meant by the water cycle

2.2 State how heavy rain can affect the angling environment

2.3 State how a lack of rain can affect the angling environment

Complete the following table:

What is meant by the water cycle?
How can heavy rain affect the angling environment?
How can a lack of rain affect the angling environment?

LO3 Know about the anatomy of fish

3.1 Name internal parts of a fish

Label the diagram below, identifying at least 4 internal parts of a fish:

3.2 Name external features of a fish

Label the diagram below, identifying at least 4 external parts of a fish:

LO4 Know about the habitat of different species of fish

4.1 Name different species of fish

4.2 Name the preferred habitat of the identified fish

4.3 State the food source for each species named

Complete the following table, identifying at least 2 different species of fish, their preferred habitat and food source:

Fish species / Preferred habitat / Food source
1
2

4.4 Give an example of the effects of pollution on food sources

Identify at least one effect of pollution on food sources:

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