Model Course 1.

22

Ship Simulator 
and
Bridge Teamwork
 First published in 1991 by the
INTERNATIONAL MARITIME
INTERNATIONAL MA RITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR

Revised edition 2002

Printed in the United Kingdom by lntype Libra Ltd

2 4 6 8 10 9 7 5 3 1

ISBN 92-801-4162-7

IMO PUBLICATION

Sales number: TA 122E

122E

ACKNOWLEDGEMENTS

This course on ship simulator and bridge teamwork is based on

 First published in 1991 by the
INTERNATIONAL MARITIME
INTERNATIONAL MA RITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR

Revised edition 2002

Printed in the United Kingdom by lntype Libra Ltd

2 4 6 8 10 9 7 5 3 1

ISBN 92-801-4162-7

IMO PUBLICATION

Sales number: TA 122E

122E

ACKNOWLEDGEMENTS

This course on ship simulator and bridge teamwork is based on

 CONTENTS

Foreword v
Introduction 1

Part A: Course Framework 3

Part B: Course Outline and Timetable 8

Part C: Detailed Teaching Syllabus 12

Part D: Instructor Manual 22

 Appendix: Ship Squat and Its Calculation

 Annex: IMO Assembly resolutions A.601 (15) and A.678 (16)

Guidance on the Implementation of IMO model courses

Foreword

Since its inception, the International Maritime Organization has recognized the importance
of human resources to the development of the maritime industry and has given the highest
priority to assisting developing countries in enhancing their maritime training capabilities
through the provision or improvement of maritime
marit ime training facilities at national and regional
levels. IMO has also responded to the needs of developing countries for postgraduate
training for senior personnel in administration, ports, shipping companies
companies and maritime
training institutes by establishing the World Maritime University in Malmo, Sweden, in
1983.

Following the earlier adoption of the International Convention on Standards of Training,

Certification and Watchkeeping for f or Seafarers, 1978, a number
number of IMO Member
Governments had suggested that IMO should develop model training courses to assist in
the implementation of the Convention and in achieving a more
more rapid transfer of information
and skills regarding new developments in maritime technology. IMO training advisers and
consultants also subsequently determined from their visits to training establishments in
developing countries that the provision of model courses could help instructors improve
the quality of their
t heir existing courses and enhance their effectiveness in meeting the
requirements of the Convention and implementing the associated Conference and IMO
 Assembly resolutions.

In addition, it was appreciated that a comprehensive set of short

s hort model courses in various
fields of maritime training would supplement the instruction provided by maritime
academies and allow administrators and technical specialists already employed in
maritime administrations, ports and shipping companies to improve their knowledge and
Introduction

• Purpose of the model courses

The purpose of the IMO model courses is to assist maritime training institutes and their 
teaching staff in organizing and introducing new training courses, or in enhancing,
updating or supplementing existing training material where the quality and effectiveness of 
the training courses may thereby
thereby be improved.

It is not the intention of the model course programme to present instructors with a rigid
"teaching package" which they are expected to "follow blindly". Nor is it the intention to
substitute audio-visual or "programmed" material for the instructor's presence. As in all
training endeavours, the knowledge, skills and dedication of the instructor are the key
components in the transfer of knowledge
k nowledge and skills to those being trained through
through IMO
model course material.

Because the educational systems and the cultural backgrounds of trainees in maritime
subjects vary considerably from country to country, the model course material has been
designed to identify the basic entry requirements and trainee target group for each course
in universally applicable terms, and to specify clearly the technical content and levels of 
knowledge and skills necessary to meet the technical intent of IMO conventions and
related recommendations.

• Use of the model course

To use the model course the instructor should review the course plan and detailed
syllabus, taking into account the information provided under the entry standards specified
SHIP SIMULATOR AND BRIDGE TEAMWORK

to each learning area. Teaching staff should note that the sequence and length of time
allocated to each subject are suggestions only. These factors may be adapted by lecturers
to suit individual groups of students according to their experience and ability as well as
equipment and staff available for training.

• Lesson plans
Having adjusted the course content to suit the trainee intake and any revision of the course
objectives, the instructor should draw up lesson plans based on the detailed syllabus. The
detailed syllabus contains specific references to the teaching material proposed to be used
in the course. Where no adjustment has been found necessary in the learning objectives
of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with
keywords or other reminders added to assist the instructor in making his presentation of
the material.

• Presentation
The presentation of concepts and methodologies must be repeated in various ways until
the instructor is satisfied that the trainee has attained each specific learning objective. The
syllabus is laid out in learning-objective format and each objective specifies what the
trainee must be able to do as the learning outcome.

• Evaluation or assessment of trainee progress

The nature of this course involves all of the trainees and the instructors in an ongoing
 PART A: COURSE FRAMEWORK

Part A: Course Framework

• Scope
This course is practical and theoretical and consists of a series of exercises performed on
a ship handling simulator. Classroom lectures, to provide the necessary theoretical
background for the exercises, are included. Particular items dealt with in these lectures are
illustrated either by including them as part of an exercise or by a separate simulator 
demonstration. Bridge teamwork is dealt with either as interactive Computer Based
Training (CBl) or lecture.

Exercises are controlled by an instructor and, initially, allow the trainees to become familiar 
with the equipment, the controls and the instrumentation provided by the simulator.

The exercises increase in complexity as the course progresses and as trainees become
familiar with the manoeuvring characteristics of the ship model and its response to the
engine and helm in various conditions. The final exercises deal with the planning and
execution of a coastal passage from port to port and will make use of the knowledge and
skills learned in all of the previous exercises. Equipment failure or malfunction will be
introduced during the later exercises to afford trainees practice in taking emergency
preventive action and to practise on bridge teamwork in critical situations.

During exercises, trainees are expected to make use of effective bridge procedures, to
comply with International Regulations for Preventing Collisions at Sea, 1972 (COLREG
SHIP SIMULATOR AND BRIDGE TEAMWORK

Entry standards
Trainees wishing to enter this course should have a minimum of six months' watch keeping
experience as officer in charge of a navigational watch and should also have completed a
course of training which meets or exceeds the standard set out in IMO Assembly resolution
 A.483 (XII), Training in radar observation and plotting (see IMO Model Course 1.07).

• Course certificate, diploma or document

On successful completion of this course, a document should be issued certifying that the
holder has successfully completed a simulator course in ship handling and bridge teamwork
.

• Course intake limitations

The course intake will, to some extent, be dependent on the facilities provided by the
simulator and the number of qualified instructors available. To allow each trainee to spend
a reasonable proportion of the time engaged in exercises, the intake should be limited to
two bridge teams, each consisting of three or four persons. Typically, one team would be
carrying out an exercise while the other is being lectured, debriefed or planning the next
 PART A: COURSE FRAMEWORK

• Teaching facilities and equipment

This course requires a ship handling simulator with a fully equipped bridge, including
instruments showing course, speed, rudder angle, rate of turn, engine RPM and propeller 
pitch and relative wind direction and speed. Whenever possible, the model in use should
be of similar size and manoeuvring characteristics to the ships in which trainees will serve.
The models must generate realistic responses to the use of engine and rudder under 
various conditions. Special attention should be drawn to slow speed situations. The
simulator must have a visual system capable of handling a number of ships in addition to
land masses. The simulator must generate realistic radar signals and echo soundings and
simulate or emulate navigation receivers providing at least one alternative means of fixing
position.

Manoeuvring information, in the form set out in IMO Assembly resolution A.601 (15),
should be provided for the model in use. The bridge should be equipped with a simulated
VHF telephone, connected to the instructor station, for communicating with pilot stations,
VTS, port services and other ships during exercises. The instructor will act as the other 
stations in answering or initiating calls. Similarly, an internal telephone to the engine-room
should be connected to the instructor station.

Means of producing the sound signals required by COLREG 1972 must be provided for
other ships in the vicinity as well as for own ship.

 Adjacent to the simulator there should be a room where briefing and debriefing may be
held. Preferably, there should be a wall projector showing the scenario as it is seen from
the instructor station. The room should be suitable for displaying charts on the walls and
SHIP SIMULATOR AND BRIDGE TEAMWORK

Each group will require the following:

 A3 Charts, tide tables, current charts, list of lights and sailing directions for the exercise
areas.

 A4 Equipment manuals and tables of corrections for simulated navigational aids.

 A5 International Chamber of Shipping, Bridge Procedures Guide, 3rd edn. (London,
Witherby and Co., 1998).

 A6  A ship's log-book.

 A7 Manoeuvring information for the ship model in use.

 AB Videos

BRIDGE PROCEDURES AND BRIDGE RESOURCE MANAGEMENT SERIES

V1 Part 1 - PASSAGE PLANNING (Code No. 496)

V2 Part 2 - BRIDGE WATCHKEEPING (Code No. 497)
V3 Part 3 - MASTER/PILOT RELATIONSHIP (Code No. 498)
V4 Part 4 - ACCIDENT PREVENTION - THE HUMAN FACTOR (Code No. 637)
VS Part 5 - EMERGENCY PROCEDURES (Code No. 638)
V6 Part 6 - NAVIGATION CHARTS & ASSOCIATED PUBL/ CAT/ONS
 PART A: COURSE FRAMEWORK

R4 IMO Assembly resolution A.601 (15) - Provision and display of manoeuvring

information on board ships.

• Textbooks (T)
T1 Bridge Resource Management, Student's Workbook (up-to-date edition)

T2 Bridge Team Management, Captain A. J. Swi'ft, The Nautical Institute, London

Internet website references

In an attempt to learn from previous accidents and incidents further useful material to
support the preparation of lessons, teaching and assessment may be found amongst the
following websites:

W1 Safety Digests of the Marine Accident Investigation Branch are available at

www.maib.dtlr.gov.uk 
The site has useful links to many other similar data and reports

W2 The Nautical Institute site carries an extensive section under its Marine Accident 
Investigation Scheme at www.nautinst.org/marineac.htm

To be extended whenever suitable textbooks are available.

SHIP SIMULATOR AND BRIDGE TEAMWORK

Part B: Course Outline and Timetable

Training area Hours

Lecture Simulator 

1. Review of basic principles 2 *

2. Familiarization with the bridge 1

3. Standard manoeuvres 0.5 2.0

4. Wind and current effects 0.5 2.0

5.  Attitude 1

6. Cultural awareness 1

7. Briefing and debriefing 1

8. Challenge and response 1

9. Shallow-water effects 0.5 2.0

10. Bank, channel and interaction effects 0.5 2.0

11. Planning 1
 PART B: COURSE OUTLINE AND TIMETABLE

The table below provides an alternative course sequence to the sequence proposed in this model course.

The alternative sequence puts the theory of teamwork and team roles before the actual training sessions on the
simulator , which may enhance the didactical effectiveness of the simulator session s.

Training area Lecturer  Simulator 

hours hours

I. Introduction and review of basic principles 2

2. Attitude and situational awareness l

3. Cultural awareness 0.75

v 4. Communication: briefing and debriefing l

5. Challenge and response; Case l 1.5

6. Familiarization on the bridge; trial run l

7. Standard manoeuvres; Run l 0.5 2

8. Wind and current effects; Run 2 0.5 2

9. Planning and short term strategy l

10. Authority and assertiveness 0.75

11. Management on the bridge ; Case 2 1.75

SHIP SIMULATOR AND BRIDGE TEAMWORK

Part B (1)

Ship Simulator and Bridge Teamwork

Course Timetable (Group A)

Period/Day Day 1 Day 2 Day 3 Day 4 Day 5

1st Period 1 Review of  5 Attitude: 11 Planning: 14 Workload 18 Crisis

(2 hours) basic principles: lecture and/or lecture and/or and stress: Management:
lecture interactive CBT interactive CBT lecture and/or  lecture and/or
interactive CBT interactive CBT
6 Cultural 12 Authority:
 Awareness: lecture and/or
lecture and/or interactive CBT
interactive CBT

2nd Period 2 Familiarization 7 Briefing and 13 Management 16 Human

(2 hours) with the bridge: Debriefing: on the bridge: Involvement in
2 Briefing lecture and/or lecture and/or Error:
2 Simulator interactive CBT interactive CBT lecture and/or 
exercise interactive CBT 19.3 Planning a
8 Challenge and voyage:
3 Standard Response: 17 Decision 19.3 Briefing and
manoeuvres: lecture and/or Making: preparation
lecture interactive CBT lecture and/or  19.3 Simulator 
interactive CBT exercise
4 Wind and
current effects:
 PART B: COURSE OUTLINE AND TIMETABLE

Part B (2)

Ship Simulator and Bridge Teamwork

Course Timetable (Group B)

Period/Day Day 1 Day 2 Day 3 Day 4 Day 5

1st Period 1 Review of 5 Attitude: 11 Planning: 14 Workload 18 Crisis

(2 hours) basic principles: lecture and/or lecture and/or  and stress: Management:
lecture interactive CBT interactive CBT lecture and/or  lecture and/or
interactive CBT interactive CBT
6 Cultural 12 Authority:
 Awareness: lecture and/or 
lecture and/or  interactive CBT
interactive CBT

2nd Period 3 Standard 7 Briefing and 13Management 16 Human 19.2 Planning a

(2 hours) manoeuvres: Debriefing: on the bridge: Involvement in voyage:
lecture lecture and/or  lecture and/or  Error: 19.2 Simulator 
interactive CBT interactive CBT lecture and/or  exercise
4 Wind and interactive CBT 19.2 Debriefing
current effects: 8 Challenge and
lecture Response: 17 Decision 19.3 Planning a
lecture and/or  Making: voyage:
2 Familiarization interactive CBT lecture and/or  19.3 Briefing and
with the bridge: interactive CBT preparation
2 Briefing
2 Simulator 
SHIP SIMULATOR AND BRIDGE TEAMWORK

Part C: Detailed Teaching Syllabus

The detailed teaching syllabus indicates the contents of the course and appropriate
references and teaching aids.

• Learning objectives
The detailed teaching syllabus has been written in learning objective format in which the
objective describes what the trainee must do to demonstrate that the specific knowledge
or skill has been transferred.

 All objectives are understood to be prefixed by the words, "The expected learning
outcome is that the trainee is able to.................................."

• References and teaching aids

In order to assist the instructor, references are shown against the learning objectives to
indicate IMO references and publications and teaching aids, which the instructor may wish
to use when preparing and presenting the course material. The material is listed in the
course framework. The following notations and abbreviations are used:

R IMO references
 A Teaching aids
 PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency IMO/STCW Textbooks, Teaching

(Learning Objectives} Reference Bibliography Aid

1 Review of basic principles (2 hours) R1-  A1-p. 26

Reg. Vlll/2
1.1 state the basic principles to be observed in keeping a Sec. A-Vlll/2
navigational watch as set out in regulation Vlll/2 of STCW 95
convention and A-Vlll/2 of STCW 95 code (watchkeeping
arrangements and principles to be observed):

- planning prior to each voyage

- verification and display of planned route
- deviation from planned route
- look-out
- taking over the watch
- performing the navigational watch
- watchkeeping under different conditions
and in different areas

1.2 state the datum used on charts

1.3 explain why c orrections for datum shift must be applied to the
position obtained by certain n avigational aids to agree with the
position obtained by visual or radar observations

1.4 list methods commonly available for position fixing, with an

indication of their accuracy

1.5 state the accuracy of range and bearing measurements required by

the performance standards for radar equipment

1.6 describe factors affecting radar detection, including blind shadow

SHIP SIMULATOR AND BRIDGE TEAMWORK

Knowledge, understanding and proficiency IMO/STCW Textbooks, Teaching

Reference Bibliography Aid
(Learning Objectives)
3 Standard manoeuvres (2.5 hours) R1-  A1-p. 27
Sec. A-1111
3.1 carry out a turning-circle trial with given initial speed and rudder  Sec. A-11/2
angle in loaded condition

3.2 describe how to carry out zig-zag manoeuvres

3.3 carry out a crash stop in loaded condition

3.4 carry out a coasting stop in loaded condition

3.5 repeat one manoeuvre from 3.1 to 3.4 for the same ship in the
ballast condition

3.6 record times, positions, headings, speed and other relevant data

3.7 plot the manoeuvres from the recorded data

3.8 compare plots for loaded and ballast conditions

3.9 describe how trim affects the pivot point during turns

3.10 demonstrate how to make a pilot card and a wheelhouse poster 

3.11 explain how the information in the manoeuvring information

booklet can be used when planning a manoeuvre

4 Wind and current effects (2.5 hours) R1-  A1-

Sec. A-11/1
 PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency IMO/STCW Textbooks, Teaching

Reference Bibliography Aid
(Learning Objectives)

7 Briefing and Debriefing (1 hour) R1- T1-  A1-p. 28

Sec. A-Vlll/2 pp. 3.1-3.7  A2-
7.1 demonstrate that the master shall: Module 3

7.1.1 lead a pre-departure briefing which includes: R1-

Sec. B-Vlll/2

- presentation of the route plan

- interaction with the bridge team
- setting of stipulated requirements
- identification of possible weak links on the route
- establishing standards and guidelines to be met during
the passage
- setting the environment for an effective team oriented
operation

7.1.2 brief the pilot on the ship's characteristics and equipment

using the pilot card

7.1.3 ask the pilot to present his route plan and give information
on local conditions

7.1.4 demonstrate responsibility to brief and coordinate

operational factors with the br idge team

7.1.5 establish an open, interactive and closed loop

communication style
SHIP SIMULATOR AND BRIDGE TEAMWORK

Knowledge, understanding and proficiency IMO/STCW Textbooks, Teaching

Reference Bibliography Aid
(Learning Objectives)
8 Challenge and Response (1 hour) R1- T1-  A1-p. 28
Sec. A-Vlll/2 pp. 4.1-4.7 A2-
8.1 demonstrate that the master shall: Sec. 8-Vlll/2 Module 4

8.1.1 establish an open communication style on the bridge that

encourages challenge and appropriate responses from the
whole bridge team

8.2 demonstrate that the pilot shall:

8.2.1 request challenges

8.2.2 if time permits validate or deny a received challenge. If 

time does not permit, respond cautiously

8.3 demonstrate that the bridge team member shall:

8.3.1 acknowledge or challenge concepts

8.3.2 when conning the vessel, state and discuss his own
concepts

8.3.3 challenge whenever limits are exceeded or there is any

doubt about the situation compared to the original
concept

9 Shallow-water effects (2.5 hours) R1-  A1-p. 28

 PART C: DETAILED TEACHING SYLLABUS

Knowled e, understandin and roficienc IMO/STCW Textbooks, Teaching

Reference Bibliography Aid
(Learning Objectives)
10 Bank, channel and interaction effects R1-  A1-p. 28

(2.5 hours) Sec. A-11/1

Sec. A-11/2
10.1 describe the moments and forces affecting a ship's behaviour
when navigating close to a bank or in a narrow channel

10.2 state that speed should be moderate in rivers, estuaries and

similar channels to reduce shallow-water effects and to provide
reserve power for correcting a sheer 

10.3 explain the need for speed reduction to prevent damage being
caused by the ship's bow wave or stern wave

10.4 describe how a passing ship affects a moored ship

10.5 describe the interaction between passing and overtaking ships

10.6 describe how to pass or overtake another ship safely in a narrow

channel

10.7 apply a knowledge of bank effect and interaction in exercises in

confined channels

11 Planning (1 hour) R1- T1-  A1-p. 29

Sec. A-Vlll/2 pp. 5.1-5.5 A2-
11.1 demonstrate that the master shall: Sec. B-Vlll/2 Module 5

11.1.1 create an emergency plan, whenever time permits , for 

problems not covered by a standard operating procedure.
Such strategy shall consist of specific steps :
SHIP SIMULATOR AND BRIDGE TEAMWORK

Knowledge, understanding and proficiency IMO/STCW Textbooks, Teaching

Reference Bibliography Aid
(Learning Objectives)
12.1.3 when pilot is on board, the master shall coordinate bridge
activity so as to bring about appropriate balance between
the pilot's authority and the assertiveness of the bridge
team

12.2 demonstrate that the bridge team members, including the pilot
shall:

12.2.1 seek to achieve an appropriate balance between

assertiveness and authority

12.2.2 if the level of the master's authority is so low as to

threaten the safety of the voyage, the bridge team shall
increase the level of assertiveness to get essential tasks
done and essential decisions made

12.2.3 if the level of the master's authority is so high as to create

excessive stress and workload, the bridge team may - to
avoid interpersonal conflicts - lower their level of 
assertiveness unless safety is threatened

13 Management on the bridge (2 hours) R1- T1-  A1-p. 29

Sec. A-Vlll/2 pp. 7.1-7.8  A2-
13.1 demonstrate that the master shall: Sec. B-Vlll/2 Module 7

13.1.1 manage using a balance between performance- and

people-oriented styles

13.1.2 vary management style, within the balanced range, as

 PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency IMO/STCW Textbooks, Teaching

(Learning Objectives) Reference Bibliography Aid

14.2 demonstrate that the bridge team members shall:

14.2.1 support the master in maintaining a reasonable workload,

especially if the bridge team member tends to deviate
towards high or low workload

14.2.2 maintain workload at a reasonable level of activity

avoiding a false feeling of confidence and habitual thinking

14.2.3 reduce pilot's high workload by all means available

14.2.4 assist the master in pre-planning

14.2.5 encourage delegation and assist the master at the start

during delegation

14.2.6 when appropriate, delegate to other officers correctly, but

not lose responsibility for important tasks normally under 
his/her control

14.3 demonstrate that the pilot shall:

14.3.1 support the bridge team in maintaining a reasonable

workload

14.3.2 assist the bridge team at the start and during delegation

14.3.3 when appropriate, delegate to other officers, but not lose

responsibility for important tasks normally under his/her 
control
SHIP SIMULATOR AND BRIDGE TEAMWORK

Knowledge, understanding and proficiency IMO/STCW Textbooks, Teaching

Reference Bibliography Aid
{Learning Objectives)
15.9 when anchoring is complete, fix the ship's position and check
bearings in the log-book

15.10 prepare a planned approach to a single-buoy mooring, taking A3, A4,

account of relevant factors in objectives 15.2 to 15.4 A5, A7

16 Human Factor in Error (1 hour) R1- T1-  A1-

Sec. A-Vlll/2 pp. 10.1-10.6 p. 30
16.1 demonstrate that the master shall: Sec. B-Vlll/2 A2-
Module 10
16.1.1 take the initiative to apply Bridge Resource Management
throughout each Voyage

16.1.2 establish specific preventive measures to guard against

external and internal errors

16.1.3 establish an open climate for debriefing and learning from

errors

16.2 demonstrate that the bridge team members, including the pilot,
shall support the master in all aspects above

17 Decision Making (1 hour) R1- T1-  A1-p. 30

Sec. A-Vlll/2 pp. 11.1-11.7  A2-
17.1 demonstrate that the master shall: Sec. B-Vlll/2 Module 11

17.1.1 assess the quality of information - verify its relevance and

accuracy
 PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency IMO/STCW Textbooks, Teaching

Reference Bibliography Aid
(Learning Objectives)
19 Planning and carrying out a voyage in R1-  A1-
normal and emergency situations Sec. A-11/1 p. 30
Sec. A-1112  A3, A4,
(10.5 hours)  A5, A6, A7

19.1 prepare a complete passage plan from harbour to harbour, taking

account of the following:

- information from sailing directions and other navigational

publications
- draught, squat and depth of water 
- tide and current
- weather 
- available navigational aids
- means of monitoring progress and determining arrival at critical
points
- expected traffic
- traffic separation schemes
- requirements of vessel traffic services
- contingency plans for critical points of the passage

19.2 make use of checklists for departure, for arrival and for coastal
waters

19.3 use the ship's manoeuvring information, prepare a detailed plan for
approach to and departure from a pilot station

19.4 carry out the planned passage and monitor the progress

19.5 comply at all times with the requirements of regulation Vlll/2 and
SHIP SIMULATOR AND BRIDGE TEAMWORK

Part D: Instructor Manual

1 General
This manual reflects the views of the course designers on methodology and organization,
and what they consider relevant and important in the light of their experience as
instructors. Although the guidance given should be of value initially, the instructor should
work out his own methods and ideas, refine and develop what is successful, and discard
ideas which do not work.

Preparation and planning make a major contribution to effective presentation of the course.
If necessary, the learning objectives should be adjusted to take account of the capabilities
and limitations of the simulator and facilities in use.

1.1 Lectures

The practical exercises and demonstrations on the simulator constitute the main content
of the course.

The BRM modules could be presented by means of one PC and a projector, but preferably
each trainee should have a PC available.

Some maritime technical topics require theoretical explanation, and provisions are made
for classroom lectures.
 PART D: INSTRUCTOR MANUAL

statement of the initial conditions (time, position, course, speed, etc. or the berth where
the ship is moored) and instructions regarding the manoeuvre or the passage to be made.
The planning, preparation and how the desired result is to be achieved will form part of the
exercise to be undertaken by the trainees.

Instructors should ensure that exercises are carried out with due regard to safe
navigational practice and in full compliance with COLREG 1972. The use of checklists as
an aid to preparation should be encouraged. A copy of the ICS Bridge Procedures Guide,
which contains appropriate checklists, should be available during planning and the
exercises.

During each exercise, one trainee should assume the role of master, with the responsibility
of ensuring that the requirements of the exercises are properly carried out. The other 
members of the bridge team should be engaged in the exercise as actively as possible. In
normal and critical situations the bridge team should demonstrate the principles of Bridge
Resource Management.

1.3 Preparing and conducting simulator exercises

The exercises should produce the greatest impression of realism. Exceptions may be
made for the demonstration of particular effects.

 At the beginning of the course the exercises should be simple, so that trainees can
appreciate the realism of the simulator. The exercises should become more complicated
as the course progresses. However, exercises should not be so complicated that trainees
SHIP SIMULATOR AND BRIDGE TEAMWORK

1.4.2 Restricted-water scenario

This scenario should start where the coastal scenario ends and gradually become more
narrow. The scenario should end at the harbour scenario. The restricted-water scenario
will be used for much of the time and should contain a traffic separation scheme (TSS) and
a vessel traffic service (VTS).

1.4.3 Harbour scenario

The harbour scenario should start at the docks and go via narrow channels to join the
restricted-water scenario.

1.5 Monitoring of exercises

During exercises the instructor will be responsible for monitoring and sailing the target
ships, recording the exercise and making a summary for the purposes of debriefing.
Trainees will expect target ships to act in compliance with COLREG 1972, and the
instructor should control the target ships accordingly.

However, even an experienced instructor may occasionally fail to comply when controlling
a number of targets, and any resulting incidents should be recorded and dealt with at the
debriefing. This is realistic inasmuch as some ships do fail to comply with the regulations.

The second instructor should monitor the trainees at work. His task will vary according to
the trainees' abilities and competence. At first he may find it necessary to assist and guide
 PART D: INSTRUCTOR MANUAL

The instructor should refer to the summary made during the exercise to raise important
points and to direct the discussion among the trainees. He should encourage them to
criticize the actions taken during the exercise and to suggest alternative actions which
could have been taken. He should avoid imposing his own views, but should ensure that
trainees follow safe and correct procedures at all times.

1.7 Bibliography (B)

Bl E. S. Maloney, Dutton's Navigation and Piloting, 14th edn. (Annapolis, Maryland,

Naval Institute Press, 1985) (ISBN 0-87021-157-9)

B2 W. Burger, Radar Observers Handbook, 7th edn. (Glasgow, Brown, Son and
Ferguson, 1983) (ISBN 0-85174-443-5)

B3 Exxon International Company Reports, No. E11.4TM.79, "Manoeuvring Trials of the

287,000 dwt 'Esso Osaka' in Shallow and Deep Waters"

B4 C. B. Barrass, "Ship Squat and its Calculation", Safety at Sea, February, 1978

B5 R. A. Cahill, Collisions and their Causes. (London, Fairplay Publications, 1983) (ISBN
0-905045-46-7)

B6 R. A. Cahill, Strandings and their Causes. (London, Fairplay Publications, 1985) (ISBN
0-905045-60-2)
SHIP SIMULATOR AND BRIDGE TEAMWORK

Guidance Notes

1 Review of basic principles 2 hours

The object of this review is to ensure that the trainees are familiar with the charts,
publications and equipment commonly used.

Charts

 Attention should be drawn to the various measures used on charts, in what units they are
given and what the datums for the measures are. Trainees should also be taught the habit
of always checking when the chart was last corrected and when the original was made.

Special attention should be drawn to datums. The instructor should make sure that all
trainees have a thorough understanding of datum shift. This is especially important when
using instruments giving positions in latitude and longitude. (The difference in position from
one datum to another may be several hundred metres.)

R adar 

Trainees should be reminded about the normal accuracy of a navigational radar. Attention
should be drawn to the possibility of mistaken identity of buoys or coastal areas when
using the radar as a navigational aid.
 PART D: INSTRUCTOR MANUAL

The scenario should be open water with a glimpse of coastline some 8 n.m. away. The
coastline should be visible both through the windows and on the radar. The familiarization
should continue when the exercises described under "Standard manoeuvres" below are
carried out.

3 Standard manoeuvres 2.5 hours

The main objective of these exercises is to give the trainees a thorough understanding of 
how the manoeuvring data are obtained, thus, making them better able to use this
information. The trainees should also be able to improve or augment these data on board
ships after completion of the course. A brief description of the manoeuvring information
recommended in Assembly resolution A.601 (15) should be included.

When executing these exercises it is of the utmost importance that the initial course and
speed are exact and well established before the manoeuvre starts. Otherwise the results
cannot be compared with other data for the same manoeuvre. If possible, some of these
manoeuvres should be done with two ships, one with a fixed propeller and one with a
controllable-pitch propeller. At least one manoeuvre should be repeated with the ship in
loaded and ballast conditions, to demonstrate the difference in behaviour.

Plotting the data obtained during the exercise onto a wheelhouse poster could be
completed by the trainee on his/her own as an evening assignment. Instructions on how
to do this could be a subject during the debriefing.

Because of the limited time available, the zig-zag manoeuvre may have to be omitted as
an exercise. However, this manoeuvre demonstrates the time it takes to stop a turn and
SHIP SIMULATOR AND BRIDGE TEAMWORK

5 Attitude 1 hour 

The training objectives are that by the end of the lesson the trainees will be able to state
the three "truths":

1. The sea is dangerous,

2. You can't change the laws of nature,
3. We make mistakes,

to recognize common "hazardous" thoughts and state their opposite "safe" thoughts.

6 Cultural awareness 1 hour 

The training objectives are that by the end of the lesson the trainees will be able to explain
the need for cultural awareness, explain how people can vary, explain ways of classifying
national culture and explain what you can do to meet these facts.

7 Briefing and debriefing 1 hour 

The training objectives of this BRM module are that by the end of the lesson the trainees
will be able to state the principles of good Bridge communication, recognize the importance
of briefing (in particular a good master - pilot information exchange and a change of
watch briefing) and to recognize the importance of debriefings.

8 Challenge and response 1 hour 

 PART D: INSTRUCTOR MANUAL

During the exercise the trainees should try to control the forces and to take advantage of
them.

The combination of channel effect and interaction should be demonstrated by having two
ships pass each other in a narrow channel.

11 Planning 1 hour 

The training objectives are that by the end of the lesson the trainees will be able to
remember the five steps of the Short term Strategy:

• identify the problem,

• build the plans,
• check the plans,
• summary briefing and
• monitor.

12 Authority 1 hour 

The training objectives are that by the end of the lesson the trainees will be able to define
 Authority and Assertiveness, recognize the need for a balance between authority and
assertiveness, state possible reasons for extreme personalities and state the dangers of
extreme combinations.

13 Management on the bridge 2 hours

SHIP SIMULATOR AND BRIDGE TEAMWORK

 A contingency plan, outlining the actions to take in the event of something going wrong,
should be included.

The designated master will organize the bridge teams and assign the various tasks for
performing the exercise. The same navigational procedures and record keeping should be
followed as would be done aboard ship.

When the exercise is carried out, realistic difficulties can be introduced by the instructor.
Examples would include a ship heaving up its anchor and manoeuvring in the vicinity of 
the planned approach to the anchoring position and a ship anchoring in or very near to the
position chosen by the trainees. Either of these examples would force the trainees to use
their alternative plans and would emphasize the need for such plans. Failure of the engine
or of the steering gear could exceptionally be introduced to highlight the potential dangers
of a risky manoeuvre undertaken by a trainee.

16 Human factor in error 1 hour 

The training objectives are that by the end of the lesson the trainees will be able to state
some underlying causes of accidents, describe some causes of external errors, state
some causes of internal errors and state a policy for responding to and learning from
errors.

17 Decision making 1 hour 

The training objectives are that by the end of the lesson the trainees will be able to state
 PART D: INSTRUCTOR MANUAL

Each group is timetabled for four one-hour sessions on the simulator for putting the plan
into practice. A suitable stage of the voyage should be chosen for each session.
Suggested stages, dependent upon the simulator facilities, are:

1. leaving a berth, followed by a passage in a narrow channel;

2. setting down a pilot and leaving the port approaches;
3. entering and leaving a TSS, including crossing one lane in heavy traffic;
4. making a port approach and picking up a pilot; and
5. a passage in a narrow channel leading to berthing.

Exercises should run for a reasonable time to give trainees the opportunity to get familiar 
with the situation. The instructor should set up a realistic traffic pattern and when the
trainees are familiar with the situation he should start to introduce difficulties. If the plans
have a weak point this could be the right spot to introduce difficulties. However, the
instructor must keep in mind that the exercise should be realistic. The actual picking up
and setting down of pilots may have to be omitted due to the capabilities of the simulator 
at hand. However, in many simulators this may be done fairly realistically by the instructor 
manoeuvring a small target ship in the same manner as a pilot vessel would manoeuvre.
In order to add to the realism, the officer of the watch should leave the bridge and go to
meet the pilot. Because many institutions that provide courses in nautical training are
located close to harbours, the possibility of having a real pilot embarking the ship
(simulator) should be examined. He could make a valuable contribution to the course by
demonstrating and explaining berthing techniques.

Final comment
GUIDANCE ON THE IMPLEMENTATI ON OF
MODEL COURSES
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

Contents

Part 1 Preparation

Part 2 Notes on Teaching Technique

Part 3 Curriculum Development

 Annex A1 Preparation checklist

 Annex A2. Example of a Model Course syllabus in a subject area

 Annex A3 Example of a lesson plan for annex A2.

 GUIDANCE ON THE IMPLEMENTATI ON OF MODEL COURSES

Part 1 - Preparation

1 Introduction
1.1 The success of any enterprise depends heavily on sound and effective preparations.

1.2  Although the IMO model course "package" has been made as comprehensive as possible, it is
nonetheless vital that sufficient time and resources are devoted to preparation. Preparation not only
involves matters concerning administration or organization, but also includes the preparation of any
course notes, drawings, sketches, overhead transparencies, etc., which may be necessary.

2 General considerations
2.1 The course "package" should be studied carefully; in particular, the course syllabus and associated
material must be attentively and thoroughly studied. This is vital if a clear understanding is to be
obtained of what is required, in terms of resources necessary to successfully implement the course.

2.2  A "checklist", such as that set out in annex A1, should be used throughout all stages of preparation
to ensure that all necessary actions and activities are being carried out in good time and in an
effective manner. The checklist allows the status of the preparation procedures to be monitored,
and helps in identifying the remedial actions necessary to meet deadlines. It will be necessary to
hold meetings of all those concerned in presenting the course from time to time in order to assess
the status of the preparation and "trouble-shoot" any difficulties.

2.3 The course syllabus should be discussed with the teaching staff who are to present the course, and
their views received on the particular parts they are to present. A study of the syllabus will
determine whether the incoming trainees need preparatory work to meet the entry standard. The
detailed teaching syllabus is constructed in "training outcome" format. Each specific outcome states
precisely what the trainee must do to show that the outcome has been achieved. An example of a
model course syllabus is given in annex A2. Part 3 deals with curriculum development and explains
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

3.3 Entry standards

3.3.1 1 If the entry standard will not be met by your intended trainee intake, those entering
the course should first be required to complete an upgrading course to raise them to the stated
entry level. Alternatively, those parts of the course affected could be augmented by inserting
course material which will cover the knowledge required.

3.3.2 If the entry standard will be exceeded by your planned trainee intake, you may wish to
abridge or omit those parts of the course the teaching of which would be unnecessary, or which
could be dealt with as revision.

3.3.3 Study the course material with the above questions in mind and with a view to assessing
whether or not it will be necessary for the trainees to carry out preparatory work prior to joining the
course. Preparatory material for the trainees can range from refresher notes, selected topics from
textbooks and reading of selected technical papers, through to formal courses of instruction. It may
be necessary to use a combination of preparatory work and the model course material in modified
form. It must be emphasized that where the model course material involves an international
requirement, such as a regulation of the International Convention on Standards of Training,
Certification and Watchkeeping (STCW) 1978, as amended, the standard must not be relaxed; in
many instances, the intention of the Convention is to require review, revision or increased depth of
knowledge by candidates undergoing training for higher certificates.

3.4 Course certificate, diploma or document

Where a certificate, diploma or document is to be issued to trainees who successfully complete the
course, ensure that this is available and properly worded and that the industry and all authorities
concerned are fully aware of its purpose and intent.

3.5 Course intake limitations

3.5.1 1 The course designers have recommended limitations regarding the numbers of trainees
who may participate in the course. As far as possible, these limitations should not be exceeded;
otherwise, the quality of the course will be diluted.
 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

Equipment 
3.7.2  Arrangements must be made at an early stage for the use of equipment needed in the
spaces mentioned in 3.7.1 to support and carry through the work of the course. For example:
.1 blackboards and writing materials
.2 apparatus in laboratories for any associated demonstrations and experiments
.3 machinery and related equipment in workshops
.4 equipment and materials in other spaces (e.g. for demonstrating fire fighting, personal
survival, etc.).

3.8 Teaching aids

 Any training aids specified as being essential to the course should be constructed, or checked for
availability and working order.

3.9 Audio-visual aids

 Audio-visual aids (AVA) may be recommended in order to reinforce the learning process in some
parts of the course. Such recommendations will be identified in Part A of the model course. The
following points should be borne in mind:
.1 Overhead projectors
Check through any illustrations provided in the course for producing overhead projector (OHP)
transparencies, and arrange them in order of presentation. To produce transparencies, a supply of 
transparency sheets is required; the illustrations can be transferred to these via photocopying.
 Alternatively, transparencies can be produced by writing or drawing on the sheet. Coloured pens
are useful for emphasizing salient points. Ensure that spare projector lamps (bulbs) are available.

.2 Slide projectors
If you order slides indicated in the course framework, check through them and arrange them in
order of presentation. Slides are usually produced from photographic negatives. If further slides are
considered necessary and cannot be produced locally, OHP transparencies should be resorted to.
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

3.10 IMO references

The content of the course, and therefore its standard, reflects the requirements of all the relevant
IMO international conventions and the provisions of other instruments as indicated in the model
course. The relevant publications can be obtained from the Publication Service of IMO, and should
be available, at least to those involved in presenting the course, if the indicated extracts are not
included in a compendium supplied with the course.

3.11 Textbooks
The detailed syllabus may refer to a particular textbook or textbooks. It is essential that these books
are available to each student taking the course. If supplies of textbooks are limited, a copy should
be loaned to each student, who will return it at the end of the course. Again, some courses are
provided with a compendium which includes all or part of the training material required to support
the course.

3.12 Bibliography
 Any useful supplementary source material is identified by the course designers and listed in the
model course. This list should be supplied to the participants so that they are aware where
additional information can be obtained, and at least two copies of each book or publication should
be available for reference in the training institute library.

3.13 Timetable
If a timetable is provided in a model course, it is for guidance only. It may only take one or two
presentations of the course to achieve an optimal timetable. However, even then it must be borne in
mind that any timetable is subject to variation, depending on the general needs of the trainees in
any one class and the availability of instructors and equipment.
 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

Part 2 - Notes on Teaching Technique

1 Preparation
1.1 Identify the section of the syllabus which is to be dealt with.

1.2 Read and study thoroughly all the syllabus elements.

1.3 Obtain the necessary textbooks or reference papers which cover the training area to be presented.

1.4 Identify the equipment which will be needed, together with support staff necessary for its operation.

1.5 It is essential to use a "lesson plan", which can provide a simplified format for co-ordinating lecture
notes and supporting activities. The lesson plan breaks the material down into identifiable steps,
making use of brief statements, possibly with keywords added, and indicating suitable allocations
of time for each step. The use of audio-visual material should be indexed at the correct point in the
lecture with an appropriate allowance of time. The audio-visual material should be test-run prior to
its being used in the lecture. An example of a lesson plan is shown in annex A3.

1.6 The syllabus is structured in training outcome format and it is thereby relatively straightforward to
assess each trainee's grasp of the subject matter presented during the lecture. Such assessment
may take the form of further discussion, oral questions, written tests or selection-type tests, such
as multiple-choice questions, based on the objectives used in the syllabus. Selection-type tests
and short-answer tests can provide an objective assessment independent of any bias on the part of 
the assessor. For certification purposes, assessors should be appropriately qualified for the particular
type of training or assessment.

REMEMBER - POOR PREPARATION IS A SURE WAY TO LOSE THE INTEREST OF A GROUP

1.7 Check the rooms to be used before the lecture is delivered. Make sure that all the equipment and
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

2.8 When holding a discussion, do not allow individual members of the group to monopolize the
activity, but ensure that all members have a chance to express opinions or ideas.

2.9 If addressing questions to a group, do not ask them collectively; otherwise, the same person may
reply each time. Instead, address the questions to individuals in turn, so that everyone is invited to
participate.

2.10 It is important to be guided by the syllabus content and not to be tempted to introduce material
which may be too advanced, or may contribute little to the course objective. There is often
competition between instructors to achieve a level which is too advanced. Also, instructors often
strongly resist attempts to reduce the level to that required by a syllabus.

2.11 Finally, effective preparation makes a major contribution to the success of a lecture. Things often
go wrong; preparedness and good planning will contribute to putting things right. Poor teaching
cannot be improved by good accommodation or advanced equipment, but good teaching can
overcome any disadvantages that poor accommodation and lack of equipment can present.
 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

Part 3 - Curriculum Development

1 Curriculum
The dictionary defines curriculum as a "regular course of study", while syllabus is defined as "a
concise statement of the subjects forming a course of study". Thus, in general terms, a curriculum
is simply a course, while a syllabus can be thought of as a list (traditionally, a "list of things to be
taught").

2 Course content
The subjects which are needed to form a training course, and the precise skills and depth of 
knowledge required in the various subjects, can only be determined through an in-depth
assessment of the job functions which the course participants are to be trained to perform Uob
analysis). This analysis determines the training needs, thence the purpose of the course (course
objective). After ascertaining this, it is possible to define the scope of the course.

(NOTE: Determination of whether or not the course objective has been achieved may quite possibly
entail assessment, over a period of time, of the "on-the-job performance" of those completing the
course. However, the detailed learning objectives are quite specific and immediately assessable.)

3 Job analysis
 A job analysis can only be properly carried out by a group whose members are representative of the
organizations and bodies involved in the area of work to be covered by the course. The validation of 
results, via review with persons currently employed in the job concerned, is essential if undertraining
and overtraining are to be avoided.
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

7.2 Thus, curriculum development makes use of training outcomes to ensure that a common minimum
level and breadth of attainment is achieved by all the trainees following the same course,
irrespective of the training institution (i.e. teaching/lecturing staff).

7.3 Training outcomes are trainee-oriented, in that they describe an end result which is to be achieved
by the trainee as a result of a learning process.

7.4 In many cases, the learning process is linked to a skill or work activity and, to demonstrate properly
the attainment of the objective, the trainee response may have to be based on practical application
or use, or on work experience.

7.5 The training outcome, although aimed principally at the trainee to ensure achievement of a specific
learning step, also provides a framework for the teacher or lecturer upon which lessons or lectures
can be constructed.

7.6  A training outcome is specific and describes precisely what a trainee must do to demonstrate his
knowledge, understanding or skill as an end product of a learning process.

7.7 The learning process is the "knowledge acquisition" or "skill development" that takes place during a
course. The outcome of the process is an acquired "knowledge", "understanding", "skill"; but these
terms alone are not sufficiently precise for describing a training outcome.

7.8 Verbs, such as "calculates", "defines", "explains", "lists", "solves" and "states", must be used when
constructing a specific training outcome, so as to define precisely what the trainee will be enabled
to do.

7.9 In the IMO model course project, the aim is to provide a series of model courses to assist
instructors in developing countries to enhance or update the maritime training they provide, and to
allow a common minimum standard to be achieved throughout the world. The use of training
outcomes is a tangible way of achieving this desired aim.
  Annex A 1- Preparation checklist

Ref. Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
supply

Course plan

2 Timetable

3 Syllabus

4 Scope

5 Objective

6 Entry standard (j)

c
7 Preparatory 0
>
course z
()
m
8 Course
0
certificate z
-I
I
m
9 Participant
numbers "U
r 

10 Staffing m
z

Co-ordinator z
Lecturers 6

Instructors
,,
0

0
Technicians
0
m
r 
Other  ()
0

c
:I)
CJ)
.j::>. m
w CJ)
L
 G)
t
Annex A 1 - Preparationchecklist (continued) c
0
z
Ref. Component Identified Reserved Electricity Purchases Tested  Accepted Started Finished Status OK 0
supply m
0
z-I
11 Facilities I
m
(a) Rooms
""O
Lab r 
m

Workshop m
z
Other g
Class 6
z
(b) Equipment 0
"Tl
Lab
0
Workshop 0
m
r 
Other  0

0
 AVA Equipment c
:0
12 (/)
and materials m
(/)

OHP

Slide

Cine

Video

13 IMO reference

14 Textbooks

15 Bibliography
 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

Annex A2 - Example of a Model Course syllabus in a subject area

Subject area: Ship construction

Prerequisite: Have a broad understanding of shipyard practice

General aims: Have knowledge of materials used in shipbuilding, specification of 

shipbuilding steel and process of approval

Textbooks: No specific textbook has been used to construct the syllabus, but the
instructor would be assisted in preparation of lecture notes by referring to
suitable books on ship construction, such as Ship Construction by Eyres
(T12) and Merchant Ship Construction by Taylor (T58)
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

COURSE OUTLINE

Total hours
for each
Total hours for subject area
Knowledge, understanding and proficiency
each topic of Required
performance

Competence:
3.1 CONTROL TRIM, STABILITY and STRESS
3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP
CONSTRUCTION, TRIM AND STABILITY

.1 Shipbuilding materials 3

.2 Welding 3

.3 Bulkheads 4
.4 Watertight and weathertight doors 3

.5 Corrosion and its prevention 4

.6 Surveys and dry-docking 2
.7 Stability 83 102
 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

Part C3: Detailed Teaching Syllabus

Introduction
The detailed teaching syllabus is presented as a series of learning objectives. The
objective, therefore, describes what the trainee must do to demonstrate that the
specified knowledge or skill has been transferred.

Thus each training outcome is supported by a number of related performance

elements in which the trainee is required to be proficient. The teaching syllabus
shows the Required performance expected of the trainee in the tables that follow.

In order to assist the instructor, references are shown to indicate IMO references
and publications, textbooks and teaching aids that instructors may wish to use in
preparing and presenting their lessons.

The material listed in the course framework has been used to structure the
detailed teaching syllabus; in particular,
Teaching aids (indicated by A)
IMO references (indicated by R) and
Textbooks (indicated by T)
will provide valuable information to instructors.

Explanation of information contained in the syllabus tables

The information on each table is systematically organized in the following way. The
line at the head of the table describes the FUNCTION with which the training is
GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

Finally, each training outcome embodies a variable number of Required

performances - as evidence of competence. The instruction, training and learning
should lead to the trainee meeting the specified Required performance. For the
training outcome concerned with fundamental principles of ship construction, trim
and stability there are three areas of performance. These are:
3.1.1.1 Shipbuilding materials
3.1.1.2 Welding
3.1.1.3 Bulkheads

Following each numbered area of Required performance there is a list of activities

that the trainee should complete and which collectively specify the standard of 
competence that the trainee must meet. These are for the guidance of teachers
and instructors in designing lessons, lectures, tests and exercises for use in the
teaching process. For example, under the topic 3.1.1.1, to meet the Required
performance, the trainee should be able to:
- state that steels are alloys of iron, with properties dependent upon the
type and amounts of alloying materials used
- state that the specifications of shipbuilding steels are laid down by
classification societies
- state that shipbuilding steel is tested and graded by classification
society surveyors who stamp it with approval marks
and so on.

IMO references (Rx) are listed in the column to the right-hand side. Teaching aids
 GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES

FUNCTION 3: CONTROLLING TH E OPERATION OF THE SHIP AND CARE FOR

PERSONS ON BOARD AT THE MANAGEMENT LEVEL

COMPETENCE 3.1 Control trim, stability and stress IMO reference

3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP

CONSTRUCTION, TRIM AND STABILITY

Textbooks:T11, T12, T35, T58, T69

Teaching aids: A 1, A4, V5, V6, V7
Required performance:

1.1 Shipbuilding materials (3 hours) R1

- states that steels are alloys of iron, with properties dependent upon
the type and amounts of alloying materials used
- states that the specifications of shipbuilding steels are laid down by
classification societies
- states that shipbuilding steel is tested and graded by classification
society surveyors, who stamp it with approval marks
- explains that mild steel, graded A to E, is used for most parts of the
ship

- states why higher tensile steel may be used in areas of high stress,
such as the sheer strake

- explains that the use of higher tensile steel in place of mild steel
results in a saving of weight for the same strength
- explains what is meant by:
•tensile strength
01

I
0
Annex A3 - Example of a lesson plan for annex A2
)>
z
0

Subject area: 3.1 Control trim, stability and stress Lesson number: 1 Duration: 3 hours I
z
-i

Training Area: 3.1.1 Fundamental principles of ship construction, trim and stability
I s:
"'O

Main element Teaching Textbook IMO  AN aid Instructor  Lecture Time r 
m
Specific training outcome in teaching sequence, with method reference guidelines notes (minutes) s:
m
memory keys

s
z

1.1 Shipbuilding materials (3 hours) I

0
"Tl

I
States that steels are alloys of iron, with properties Lecture T12, T58 STCW 11/2, V5 to V7  A1 omp e
dependent upon the type and amounts of alloying materials  A-11/2 by the
used lecturer 
r 
0
0
States that the specifications of shipbuilding steels are laid Lecture T12, T58 STCW 11/2, V5 to V7  A1 Compiled 20 c
down by classification societies  A-11/2 by the :a
(j)
lecturer  m
(j)

Explains that mild steel, graded A to E, is used for most parts Lecture T12, T58 STCW 11/2, V5 to V7  A1 Compiled 15
of the ship  A-11/2 by the
lecturer 

States why higher tensile steel may be used in areas of high Lecture T12, T58 STCW 11/2, V5 to V7  A1 Compiled 10
stress, such as the sheer strake  A-11/2 by the
lecturer 

Explains that use of higher tensile steel in place of mild steel Lecture T12, T58 STCW 11/2, V5 to V7  A1 Compiled 15
results in a saving of weight for the same strength  A-11/2 by the
lecturer