IMO Model Course 1.22

Model Course 1.
22
Ship Simulator
and
Bridge Teamwork
2002 Edition
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,
REFERANS
n IMO
( Model course developed under the IMO - Norwegian programme
) 1i
First published in 1991 by the
INTERNATIONAL MARITIME 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: TA122E
ACKNOWLEDGEMENTS
This course on ship simulator and bridge teamwork is based on

material developed for IMO, under contract, by the consultants
MaTech AS - Norcontrol Training, Horten, Norway, and revised
by Seagull AS, Horten, Norway.
IMO wishes to express its sincere appreciation to the

consultants for their expert assistance and co-operation.
Copyright IMO 2003
All rights reserved.

No part of this publication may be reproduced, stored in a
retrieval system or transmitted in any form or by any means,
electronic, electrostatic, magnetic tape, mechanical, photocopying or
otherwise, without prior permission in writing from the
International Maritime Organization.
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
iii
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 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 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 Seafarers, 1978, a 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 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 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 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
skills in certain specialized fields. IMO has therefore developed the current series of model
courses in response to these generally identified needs and with the generous assistance
of Norway.
These model courses may be used by any training institution and the Organization is
prepared to assist developing countries in implementing any course when the requisite
financing is available.
W.A. O'NEIL
Secretary-General
v
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 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 and skills to those being trained 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
in the course framework. The actual level of knowledge and skills and prior technical
education of the trainees should be kept in mind during this review, and any areas within
the detailed syllabus which may cause difficulties because of differences between the
actual trainee entry level and that assumed by the course designer should be identified. To
compensate for such differences, the instructor is expected to delete from the course, or
to reduce the emphasis on, items dealing with knowledge or skills already attained by the
trainees. He should also identify any academic knowledge, skills or technical training
which they may not have acquired.
By analysing the detailed syllabus and the academic knowledge required to allow training
in the technical area to proceed, the instructor can design an appropriate pre-entry course
or, alternatively, insert the elements of academic knowledge required to support the technical
training elements concerned at appropriate points within the technical course.
Degree of obligation to and freedom from the model course

The model course has been designed to specify the technical content and levels of
knowledge and skill necessary to meet the intent of IMO conventions and related
recommendations. However, adjustment of the course objectives, scope and content may
be necessary if in your maritime industry the trainees completing the course are to
undertake duties which differ from the course objectives specified in the model course, or
if they do not fully meet all of the entry requirements. Within the course plan the course
designers have indicated their assessment of the amount of time which should be allotted
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
process of individual and group evaluation.
Implementation
For the course to run smoothly and to be effective, considerable attention must be paid to
the availability and use of:
properly qualified instructors;
support staff;
rooms and other spaces;
equipment;
textbooks, technical papers; and
other reference material.
Thorough preparation is the key to successful implementation of the course. IMO has
produced a booklet entitled "Guidance on the implementation of IMO model courses",
which is included in this publication.
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
1972) and to observe the basic principles of keeping a navigational watch, as set out in
regulation Vlll/2, section A-Vlll/2 and B-Vlll/2 of the STCW 95 Convention and Code. They
will assume the different roles of the bridge watchkeeping team, the roles being rotated to
allow each trainee an opportunity to act as master for some of the exercises.
Each exercise will be preceded by a session for briefing and planning and be followed by
a debriefing.
Objective
The trainees who successfully complete this course will have gained experience in
handling ships under various conditions and will make a more effective contribution to the
bridge team during ship manoeuvring in normal and emergency situations.
In particular, trainees will gain:
- familiarization with the use of engines and helm for ship manoeuvring;
- an understanding of the effects on the behaviour of the ship of wind, current,
shallow water, banks and narrow channels and condition of loading;
- a greater awareness of the importance of planning a passage or manoeuvre and
the need for an alternative plan;
- a greater understanding and awareness of efficient bridge procedures and bridge
teamwork during watchkeeping and ship handling, in normal and in emergency
situations;
3
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
exercise. The two teams are identified as Group A and Group B in the timetables.
When recruiting trainees for this course, consideration should be given to their length of
watchkeeping experience and the sizes and types of ship for which they require training,
so that persons with widely differing experience and training needs are not in the same
group.
Staff requirements
The instructor in charge should hold a certificate as master (or equivalent), have a
minimum of two years' experience in handling ships and have the training and experience
necessary to operate a ship handling simulator as a training aid. An additional instructor
with similar qualifications and experience will be needed to supervise each group of
trainees. All instructors should have a theoretical knowledge of the hydrodynamics of ship
behaviour beyond that required by STCW 1995 Convention. It is recommended that, in
addition to receiving instruction in the operation of the simulator, instructors should have
attended a course in the use of a simulation facility for training purposes.
At least one of the instructors must be the holder of Training Certificate for SAS Bridge
Resource Management Workshop Leader (or equivalent).
4
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
have an overhead projector and a blackboard. Video recording and playback facilities may
also be useful.
There should be a room where lecturing may be held. Preferably, each trainee should have
a personal computer equipped with a Bridge Resource Management interactive CBT
programme (or equivalent products).
Teaching aids (A)

A1 Instructor Manual (Part D of the course).
A2 Bridge Resource Management (BRM) interactive Computer Based

Training programme (developed by SAS Flight Academy, Sweden.
Tel.: +46 8 797 2116, Fax +46 8 797 4241, E-mail: ericw@sasfa.com),
or
Bridge and Engine-room Resource Management programme

(developed by Indian Maritime Training Centre, c/o Indian Ocean
Ship Management Ptc. Ltd, India, Telephone 009 122 834 3210),
or
Bridge Team Management Training, RTMSTARCenter, Dania, Florida, USA.
5
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
(Code No. 639)
V7 Part 7 - WORKING WITH VTS (Code No. 640)
Available from: Videotel Marine International Ltd.

84 Newman Street
London W1T 3EU, UK
Tel: +44 (0) 207 299 1800
Fax: +44 (0) 207 299 1818
e-mail: mail@videotel.co.uk
Web site: www.videotel.co.uk
Audio-visual examples listed above may be replaced by other similar audio-visual

material at the discretion of the training provider and administration.
IMO references (R)

RI International Convention on Standards of Training, Certification and Watch keeping for
Seafarers , 1978, as amended in 1995 (STCW Convention) (IMO Sales No. 938E).
R2 ILO/IMO Document for Guidance, 1985 (IMO Sales No. 935 87.08.E).
R3 International Regulations for Preventing Collisions at Sea, 1972 (COLREG 1972), as

amended (IMO Sales No. 904 85.01.E).
6
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.
7
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
12. Authority 1
13. Management on the bridge 2
14. Workload and stress 2
15. Anchoring and single-buoy mooring 0.5 2.0
16. Human factor in error 1
17. Decision making 1
18. Crisis management 2
19. Planning and carrying out a voyage in normal and emergency situations 1.5 9
20 20
40
* A short demonstration on the simulator could prove useful.
8
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 sessions.
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
12. Workload and the mental state, incl. Stress 2
13. Shallow water effects; Run 4 0.5 2
14. Bank, channel and interaction effects; Run 5 0.5 2
15. Human involvement in error and automation 1.5
16. Decision making; Case 3 1.75
17. Crisis management 2
18. Anchoring and single buoy mooring; Run 6 0.5 2
19. Case 4 1.5
20. Planning and carrying out a voyage in normal and emergency situations;
Run 7 and Run 8 8
Totals 21 19
The hours are estimated, depend on the group under training, and are based on the course model of 2 lecturers or
workshop leaders.
9
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:
lecture
3rd Period 3 Standard 9 Shallow-water 19 Planning a 19.1 Planning a 19.3 Debriefing

(2 hours) manoeuvres: effects: voyage: voyage:
3 Briefing and lecture lecture 19.1 Briefing and 19.4 Planning a
preparation preparation voyage:
3 Simulator 9 Shallow-water 10 Bank, 19.1 Simulator 19.4 Briefing and
exercise effects: channel and exercise preparation
3 Debriefing 9 Briefing and interaction 19.1 Debriefing 19.4 Simulator
preparation effects: exercise
9 Simulator 10 Briefing and
exercise preparation
10 Simulator
exercise
4th Period 4 Wind and 9 Debriefing 10 Debriefing 19.2 Planning a 19.4 Debriefing
(2 hours) current effects: voyage:
4 Briefing and 10 Bank, 15 Anchoring 19.2 Briefing and
preparation channel and 15 Briefing and preparation
4 Simulator interaction preparation 19.2 Simulator
exercise effects: 15 Simulator exercise
4 Debriefing lecture exercise 19.2 Debriefing
15 Anchoring:
lecture
19 Planning a
voyage:
lecture Final debriefing
Extension 15 Debriefing
10
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 13 Management 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
exercise
3rd Period 9 Shallow-water 4 Wind and 10 Bank, 19 Planning a 19.3 Simulator

(2 hours) effects: current effects: channel and voyage: exercise
lecture 4 Simulator interaction lecture 19.3 Debriefing
exercise effects:
10 Bank, 4 Debriefing 10 Simulator 19.1 Planning a 19.4 Planning a
channel and exercise voyage: voyage:
interaction 9 Shallow-water 10 Debriefing 19.1 Briefing and 19.4 Briefing and
effects: effects: preparation preparation
lecture 9 Briefing and 15Anchoring: 19.1 Simulator
preparation 15 Briefing and exercise
3 Standard preparation
manoeuvres:
3 Briefing and
preparation
3 Simulator
4th Period 3 Simulator 9 Simulator 15 Simulator 19.1 Simulator 19.4 Simulator

(2 hours) exercise exercise exercise exercise exercise
3 Debriefing 9 Debriefing 15 Debriefing 19.1 Debriefing 19.4 Debriefing
15 Anchoring: 10 Bank, 19.2 Planning a

lecture channel and voyage:
interaction 19.2 Briefing and
4 Wind and effects: preparation
current effects: 10 Briefing and
4 Briefing and preparation
preparation Final debriefing
Extension
11
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
App Appendix
p. page
pp. pages
Para. paragraph
Reg. Regulation
Sec. Section
The following are examples of the use of references:
"R1 - Reg. Vlll/2" refers to Regulation Vlll/2 of the STCW Convention;

"A1 - p. 22" refers to page 22 of the Instructor Manual (Part D of this course).
Instructor manual
The Instructor Manual (Part D) has been used to structure and comment on the detailed
teaching syllabus and will provide valuable information to instructors.
12
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 corrections for datum shift must be applied to the
position obtained by certain navigational 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

sectors
1.7 explain how the characteristics of targets influence their detection

range
1.8 demonstrate how to obtain a fix based on radar observations and

explain possible errors and how to minimize them
1.9 demonstrate the use of parallel indexing techniques for monitoring

a ship's movement
1.10 demonstrate the use of nautical publications, including: A3
- tide tables
- current charts
- notices to mariners
- list of lights
- sailing directions
2 Familiarization with the bridge (1 hour) A1-p. 26

A4
2.1 demonstrate the operation of the different bridge instruments
2.2 demonstrate the uses of the rudder and engine controls
2.3 describe and allows for the parallax in the visual system
13

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 p. 27
4.1 repeat a standard manoeuvre with wind and current present for Sec. A-11/2
the loaded condition
4.2 repeat the manoeuvre in objective 4.1 for the ballast condition
4.3 record times, positions, headings, speed and other relevant data
4.4 plot the manoeuvres from the recorded data
4.5 compare the result with that of the same manoeuvre without wind
and current
4.6 compare the results for loaded and ballast conditions
4.7 compare the difference in ship behaviour under the influence of

wind, of current and of both wind and current
4.8 for various conditions of loading, investigate the effect of wind in

slow speed situations
5 Attitude (1 hour) R1- T1- A1-p. 28

Sec. A-Vlll/2 pp. 1.1-1.4 A2-
5.1 demonstrate the establishment of minimum standards of safety Sec. B-Vlll/2 Module 1
margins
5.2 recognize the importance of using all available human resources
6 Cultural Awareness (1 hour) R1- T1- A1-p. 28

Sec. A-Vlll/2 pp. 2.1-2 .7 A2-
6.1 be sensitive to cultural differences and similarities Sec. B-Vlll/2 Module 2
6.2 be aware of methods for dealing with cultural differences
14

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

operat ional factors with the bridge team
7.1.5 establish an open, interactive and closed loop

communication style
7.1.6 during the voyage, brief the team on any significant

situations encountered
7.1.7 during the voyage or as soon as possible after the voyage,

debrief the team on any significant situations encountered
7.2 demonstrate that the pilot shall:
7.2.1 present a route plan explaining his navigational intentions,

enabling the bridge team to monitor the progress of the
vessel along the planned track
7.2.2 brief the bridge team on local conditions and traffic

regulations
7.2.3 inform the bridge team before making any change of

course and speed
7.2.4 inform the bridge team of any changes or expected

changes regarding traffic , weather, visibility, current etc.
7.3 demonstrate that the bridge team member shall:
7.3.1 actively support and participate in all briefings and

debriefings
7.3.2 ensure that good briefings and communications are used

when changing over the watch
7.3.3 actively participate in a working environment that supports

effective communications principles
7.3.4 should the principles of good briefings and communication

not be used by the master or pilot, the officer on watch
should point this out in a diplomatic way so as not to
threaten the leadership or command
15

(Learning Objectives) Reference Bibliography Aid
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
8.2.1 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

Sec. A-11/1 A7
9.1 define shallow water Sec. A-11/2
9.2 state that, in shallow water, a ship:
- has increased directional stability

- has an increase in turning radius
- carries her way longer and responds slower to changes in
engine speed
- has a smaller fall of speed during turns
- experiences a change of trim, usually by the head for a full hull
form
9.3 state that shallow-water effects become more marked as the

depth decreases
9.4 define squat
9.5 determine the squat in a given set of circumstances from the

manoeuvring information supplied
9.6 repeat a standard manoeuvre in shallow water
9.7 record times, position, headings, speed and other relevant data
9.8 plot the manoeuvre from the recorded data
9.9 compare the resulting plot with that of the same manoeuvre
carried out in deep water
9.10 describe the reduction in under-keel clearance resulting from

rolling and pitching
16

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:
- identify the problem

- build plans to deal with the problem
- check the plans with the bridge team members by an
interactive briefing
- perform a summary briefing on the mutually agreed
combined plan
- monitor that the combined plan is followed
11.1.2 modify and update the combined plan if conditions change
11.2 demonstrate that the bridge team members, including the pilot
shall:
11.2.1 actively support the master in his efforts to develop and

start an emergency plan
11.2.2 start development of an emergency plan, when necessary
12 Authority (1 hour) R1- T1- A1-p. 29

Sec. A-Vlll/2 pp. 6.1-6.8 A2-
12.1.1 coordinate bridge activity so as to bring about an

appropriate balance between his authority and the
assertiveness of the bridge team members
12.1.2 provide corrective management actions when an

imbalance occurs
17

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
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-
13.1.1 manage using a balance between performance- and

people-oriented styles
13.1.2 vary management style, within the balanced range, as

appropriate
13.1.3 encourage officers to ask for challenging duties
shall:
13.2.1 normally use a balanced management style
13.2.2 demonstrate the ability to work with managers of different

styles, so as to maintain safe working conditions, without
threatening the command or leadership roles
14 Workload and stress (2 hours) R1- T1- A-p. 29

Sec. A-Vlll/2 pp. 8.1-8.8 A2-
14.1.1 pre-plan, anticipating too high or too low workload, taking

corrective actions to prevent their development
14.1.2 use delegation to correct too high workload and too low
workload
14.1.3 set priorities to escape from an overload situation
14.1.4 manage the total workload, including that of the pilot
14.1.5 maintain workload at a reasonable level of activity

avoiding a false feeling of confidence and habitual thinking
14.1.6 reduce the pilot's high workload by all means available
14.1.7 use delegation as a method for training of subordinates
18
(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
14.3.1 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
15 Anchoring and single-buoy mooring R1- A1-p. 29

(2.5 hours) Sec. A-11/1
Sec. A-11/2
15.1 select the position to anchor in a given area A3
15.2 take account of advice contained in sailing directions, of the wind

and of current or tidal stream in the approach to the anchorage
15.3 using the ship's manoeuvring data, prepare an anchoring plan A7

containing:
- approach tracks and courses to steer

- wheel-over positions
- points at which to reduce speed
- the position at which to reverse the engine
- the position to drop the anchor
- means of monitoring progress and determining arrival at critical A4
points
15.4 prepare a contingency plan outlining the actions to take in the

event of an engine failure or steering failure at various stages of
the approach
15.5 use a checklist for readiness for anchoring A5
15.6 carry out the prepared anchoring plan R3
15.7 modify the plan, if necessary, to take account of other ships

already anchored
15.8 maintain a record of engine movements and make appropriate A6

entries in the log-book
19

{Learning Objectives) Reference Bibliography Aid
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-
17.1.1 assess the quality of information - verify its relevance and

accuracy
17.1.2 search for missing information that might influence the

decision
17.1.3 involve bridge team members in the process (if time

permits)
17.1.4 be aware of elements of hidden pressure
17.1.5 respond appropriately to hidden pressure keeping safety

the number one priority
17.2 demonstrate that the bridge team members, including the pilot,
shall actively participate in the process if time permits
18 Crisis Management (2 hours) R1- T1- A1-p. 30

Sec. A-Vlll/2 pp. 12.1-12.4 A2-
18.1 demonstrate that the master shall: Sec. B-Vlll/2 pp. 1-14 Modules
12, 13
18.1.1 monitor his/her own and other officer's stress level during
crises
18.1.2 make sure that bridge team members are aware of the
dangers of extreme stress and set standards procedures
in place that allow bridge team members to cover for a
fellow team member
18.2 demonstrate the ability to set in action emergency plans
20

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
section A-Vlll/2 of the STCW 1995 and COLREG 1972
19.6 demonstrate compliance with Rule 1O of COLREG 1972 when

joining, leaving or navigating in a traffic separation scheme
19.7 demonstrate correct procedures when communicating with a

vessel traffic service
19.8 demonstrate the approach to or departure from a pilot station,

using the plan prepared in objective 19.3
19.9 demonstrate skill in approaching or leaving berths under various

conditions of wind and tide
19.10 maintain a record of engine movements and make appropriate

entries in the log-book
21
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.
As far as possible, such lessons should be presented within a familiar context and make
use of practical examples. They should be well illustrated with diagrams, slides and charts,
where appropriate, and be related to matter included in the simulator exercises.
An effective manner of presentation is to develop a technique of giving information and

then reinforcing it. For example, first tell the trainees what you are going to present; then
explain the topic in detail; and, finally, summarize what you have told them. The use of an
overhead projector and the distribution of copies of the transparencies to trainees contribute
to the learning process.
1.2 Simulator exercises
The exercises in subject areas 3 (Standard manoeuvres), 4 (Wind and current effects) and
9 (Shallow-water effects) will need to be structured to demonstrate the particular effects
described in these sections.
It is important to use the briefing period to explain the purpose of the exercises and precisely
what is to be done, what records are to be kept and how the results should be presented.
An overhead projector is a useful training aid during these briefings; copies of the
transparencies used can be given to the trainees for reference during the exercises.
In subject areas 15 (Anchoring and single-buoy mooring) and 19 (Planning and carrying
out a voyage in normal and emergency situations) the briefing will take the form of a
22
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
would have difficulty in carrying out the tasks required. Instructors should avoid inducing
trainees to make mistakes in the early part of the course as this serves only to embarrass
them and to destroy their confidence in their ship-handling ability.
The aim of the course is to provide training in ship handling under normal and emergency
conditions. Trainees should be allowed to develop a satisfactory level of competence
under normal conditions before the introduction of emergency situations resulting from the
breakdown of engines or other equipment.
1.4 Exercise scenarios
The choice of scenario is governed by the simulator facilities available. However, the
following scenarios are recommended.
1.4.1 Coastal scenario
The coastal scenario should be used for the familiarization exercises, which are designed
to make the trainees familiar with the bridge layout and equipment and to allow them some
initial hands-on experience in handling the ship. The manoeuvring trials should also make
use of the coastal scenario, which should have an area in which shallow-water
manoeuvres can be conducted.
23
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
the trainees; later, he should follow their work closely, but should avoid interrupting them
and instead make a summary for the purposes of debriefing.
1.6 Debriefing
The debriefing session is a vital phase of a simulation, since this is when consolidation of
lessons learned is accomplished. An atmosphere of candour must be encouraged, while
participants take responsibility for assessing actions and results of decisions made during
the simulation.
While one group is using the simulator the other group should be debriefed on the previous
exercise and briefed on the following one. In subject areas 15 (Anchoring and single-buoy
mooring) and 19 (Planning and carrying out a voyage) some time will be needed by trainees
for passage planning and preparation for the next exercise. When a group finishes the day
with an exercise, it is preferable to extend the session to include the debriefing while the
exercise is still fresh in the trainees' minds rather than to postpone it until the following
day.
The time spent on debriefing will vary from exercise to exercise and should occupy
between 25 and 30 per cent of the total time used for simulator exercises.
Various facilities may be used to assist in debriefing, such as playback (in which the whole
exercise is recorded and any sequence is available for discussion), plotters (which record
the tracks made by the ships), data-logging equipment and voice recorders.
24
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)
B7 N. H. Norrbin, "Bank effects on a ship moving through a short dredged channel".

(Paper presented at the 10th Symposium on Naval Hydrodynamics in Cambridge,
Mass., March 1974.) Available from N. H. Norrbin, SSPA Maritime Consulting AB,
P.O. Box 24001, S-40022, Goteborg, Sweden.
B8 J. H. A. Paffett, Ships and Water. (London, The Nautical Institute, 1990) (ISBN 1-
870077-06- 7)
B9 SAS Flight Academy, Dutch Maritime Pilots' Corporation, National Board of

Navigation, Finland, National Maritime Administration, Sweden, Norwegian
Shipowner's Association, Silja Line AB, Swedish Club, Swedish Shipowner's
Association, Bridge Resource Management Student's Workbook
1.8 Guidance on specific subject areas
The guidance notes which follow contain advice on the treatment of the subject areas
listed in the course outline. The instructor should develop a methodology based on his
own experience, but at the same time he should bear in mind the recommendations in the
ILO/IMO Document for Guidance, 1985, and the requirements of regulation Vlll/2 and
section A-Vlll/2 of STCW 95.
25
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.)
Radar
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.
The different methods of position fixing should be reviewed. The importance of periodically
checking the position by different methods should be stressed. For example, if position
fixing by radar bearing and range is the method in use, every now and then the position
should be checked by another means (e.g GPS, Loran-C, visual).
This is mainly a classroom session, but a brief demonstration on the simulator would
reinforce the lesson. The danger of over-reliance on radar when measuring the distance to
a sloping coastline is a useful demonstration. If possible, a demonstration of datum shift
should be done by fixing with two different methods using different datums. (Satellite fix in
WGS84 and radar fix in the local datum of the chart for instance.)
Publications
Regarding publications, different volumes and issues of pilot books, tide tables and
current charts must be available. The instructor should avoid ranking them and rather point
out the advantages and disadvantages of the various volumes. The instructor should use
the opportunity to lead a discussion between the trainees based on their own experience.
2 Familiarization with the bridge 1 hour
The main objective of this session is to make the trainees familiar with the layout of the
bridge, where the different instruments are located and how to operate them. The instructor
should introduce the trainees to the bridge and then let them operate the engine and rudder
as well as the other instruments.
26
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
the time it takes to get back on course, and it is recommended that it is, at least,
demonstrated. Similarly, it is recommended that the coasting stop is only demonstrated or
that only one group carries out the manoeuvre. The results of these exercises can be
exchanged between the groups, provided that both groups are using the same ship model.
It is recommended that these exercises are performed in the vicinity of a coastline.
4 Wind and current effects 2.5 hours
The instructor should show the trainees how wind and current affect the manoeuvrability
of the ship. It is recommended that some of these exercises are exactly the same as those
executed under "Standard manoeuvres" above. By plotting the results of the same
manoeuvre executed under different circumstances the trainees will get a visual impression
of the effect.
When it comes to the slow speed situations the trainees should be given a short exercise
demonstrating how difficult it may be to handle a ship under conditions of slow speed,
wind and current. Preferably, an exercise demonstrating this should be performed in a
narrow channel.
During the classroom session, in addition to the general topic, attention should be drawn
to how the turning point of the ship is affected by the wind.
27
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
The training objectives are that by the end of the lesson the trainees will be able to define
Challenge and Response, recognize the importance to safety of establishing a Challenge
and Response environment and to recognize that the whole team is involved in Challenge
and Response.
9 Shallow-water effects 2.5 hours
It is recommended that some theory concerning shallow-water effects is dealt with. Useful
examples may be found in reference B3.
It is recommended that some of these exercises are exactly the same as those executed
under "Standard manoeuvres" above. By plotting the results of the same manoeuvre
executed under different circumstances the trainees will get a visual impression of the
effect.
10 Bank, channel and interaction effects 2.5 hours
In the classroom session the forces involved should be explained. The three effects, bank,
channel and interaction, are principally the same. The channel has a bank on each side
and interaction can be regarded as the effect of a moving bank. While describing these
forces it should be pointed out how a skilled master can use the forces to his advantage
in some cases.
28
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
different management styles, state how to identify them and state how to respond to them.
14 Workload and stress 2 hours
The training objectives are that by the end of the lesson the trainees will be able to
recognize the whole range of workloads:
underload,
normal,
high and
overload,
to recognize the importance of pre-planning, state the problems at the start and during
delegation and to state how to delegate correctly.
15 Anchoring and single-buoy mooring 2.5 hours
The instructor should stress the importance of making plans for anchoring and single-buoy
mooring. Trainees will be required to use the manoeuvring data in planning the approach.
The plan should contain details of approach tracks and courses, wheel-over positions and
the points at which to reduce speed and to reverse engines. It should also indicate the
method of monitoring progress and determining when those positions have been reached.
29
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
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 factors affecting judgement and decision making, state the process of decision making
and state how hidden pressure can negatively influence judgement and decision making.
18 Crisis management 2 hours
The training objectives are that by the end of the lesson the trainees will be able to explain
Reptile and Controlling Brain functions, identify signs of stress and how it degrades
performance, explain a strategy for managing a crew through crisis phases, explain
important factors in managing a crowd in a crisis and understand how to conduct a
personal crisis debriefing.
19 Planning and carrying out a voyage 10.5 hours
The training elements in subject areas 1 to 18 lead up to the last training element. In the
last subject all that has been learned during the other lessons will be practised in
combinations in a realistic manner. The trainees will work in bridge teams in order to add
to the realism and to learn the advantages of well-planned teamwork.
The teams should now be given a route which they must plan in detail, taking into account
all relevant aspects such as tide, time of arrival at the pilot station, reorganizing the team
when the pilot is on board, alternative plans, special dangers, whether day or night, etc.
The plans could partly be done as evening assignments. Some of the plans should be
discussed among all of the trainees and instructors, but the instructors must be aware of
the possibility of trainees getting embarassed.
30
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
As may be seen, tugs, thrusters and other special manoeuvring tools have been omitted,
because most ship-handling simulators do not cover these effects in their models or do it
in an unrealistic manner. Should the simulator at hand cover these effects realistically, they
should, by all means, be included in the course.
31
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.
34
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
how a syllabus is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or lesson plans to achieve
these outcomes. A sample lesson plan for one of the areas of the sample syllabus is provided in
annex A3.
2.5 It is important that the staff who present the course convey, to the person in charge of the course,
their assessment of the course as it progresses.
3 Specific considerations
3.1 Scope of course
In reviewing the scope of the course, the instructor should determine whether it needs any adjustment
in order to meet additional local or national requirements (see Part 3).
3.2 Course objective

3.2.1 1 The course objective, as stated in the course material, should be very carefully considered
so that its meaning is fully understood. Does the course objective require expansion to encompass any
additional task that national or local requirements will impose upon those who successfully complete
the course? Conversely, are there elements included which are not validated by national industry
requirements?
3.2.2 It is important that any subsequent assessment made of the course should include a review
of the course objectives.
35
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.
3.5.2 It may be necessary to make arrangements for accommodating the trainees and providing
facilities for food and transportation. These aspects must be considered at an early stage of the
preparations.
3.6 Staff requirements

3.6.1 It is important that an experienced person, preferably someone with experience in course
and curriculum development, is given the responsibility of implementing the course.
3.6.2 Such a person is often termed a "course co-ordinator" or "course director". Other staff,
such as lecturers, instructors, laboratory technicians, workshop instructors, etc., will be needed to
implement the course effectively. Staff involved in presenting the course will need to be properly
briefed about the course work they will be dealing with, and a system must be set up for checking
the material they may be required to prepare. To do this, it will be essential to make a thorough
study of the syllabus and apportion the parts of the course work according to the abilities of the
staff called upon to present the work.
3.6.3 The person responsible for implementing the course should consider monitoring the quality
of teaching in such areas as variety and form of approach, relationship with trainees, and
communicative and interactive skills; where necessary, this person should also provide appropriate
counselling and support.
3.7 Teaching facilities and equipment

Rooms and other services
3. 7.1 It is important to make reservations as soon as is practicable for the use of lecture rooms,
laboratories, workshops and other spaces.
36
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.
.3 Cine projector
If films are to be used, check their compatibility with the projector (i.e. 16 mm, 35 mm, sound, etc.).
The films must be test-run to ensure there are no breakages.
.4 Video equipment
It is essential to check the type of video tape to be used. The two types commonly used are VHS
and Betamax. Although special machines exist which can play either format, the majority of
machines play only one or the other type. Note that VHS and Betamax are not compatible; the
correct machine type is required to match the tape. Check also that the TV raster format used in the
tapes (i.e. number of lines, frames/second, scanning order, etc.) is appropriate to the TV equipment
available. (Specialist advice may have to be sought on this aspect.) All video tapes should be test-
run prior to their use on the course.
.5 Computer equipment
If computer-based aids are used, check their compatibility with the projector and the available
software.
.6 General note
The electricity supply must be checked for voltage and whether it is AC or DC, and every precaution
must be taken to ensure that the equipment operates properly and safely. It is important to use a
proper screen which is correctly positioned; it may be necessary to exclude daylight in some
cases. A check must be made to ensure that appropriate screens or blinds are available. All material
to be presented should be test-run to eliminate any possible troubles, arranged in the correct
sequence in which it is to be shown, and properly identified and cross-referenced in the course
timetable and lesson plans.
37
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.
38
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
apparatus are ready for use and that any support staff are also prepared and ready. In particular,
check that all blackboards are clean and that a supply of writing and cleaning materials is readily
available.
2 Delivery
2.1 Always face the people you are talking to; never talk with your back to the group.
2.2 Talk clearly and sufficiently loudly to reach everyone.
2.3 Maintain eye contact with the whole group as a way of securing their interest and maintaining it (i.e.
do not look continuously at one particular person, nor at a point in space).
2.4 People are all different, and they behave and react in different ways. An important function of a
lecturer is to maintain interest and interaction between members of a group.
2.5 Some points or statements are more important than others and should therefore be emphasized. To
ensure that such points or statements are remembered, they must be restated a number of times,
preferably in different words.
2.6 If a blackboard is to be used, any writing on it must be clear and large enough for everyone to see.
Use colour to emphasize important points, particularly in sketches.
2.7 It is only possible to maintain a high level of interest for a relatively short period of time; therefore,
break the lecture up into different periods of activity to keep interest at its highest level. Speaking,
writing, sketching, use of audio-visual material, questions, and discussions can all be used to
accomplish this. When a group is writing or sketching, walk amongst the group, looking at their
work, and provide comment or advice to individual members of the group when necessary.
39
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.
40
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.
4 Course plan
Following definition of the course objective and scope, a course plan or outline can be drawn up.
The potential students for the course (the trainee target group) must then be identified, the entry
standard to the course decided and the prerequisites defined.
5 Syllabus
The final step in the process is the preparation of the detailed syllabus with associated time scales;
the identification of those parts of textbooks and technical papers which cover the training areas to
a sufficient degree to meet, but not exceed, each learning objective; and the drawing up of a
bibliography of additional material for supplementary reading.
6 Syllabus content
The material contained in a syllabus is not static; technology is continuously undergoing change
and there must therefore be a means for reviewing course material in order to eliminate what is
redundant and introduce new material reflecting current practice. As defined above, a syllabus can
be though of as a list and, traditionally, there have always been an "examination syllabus" and a
"teaching syllabus"; these indicate, respectively, the subject matter contained in an examination
paper, and the subject matter a teacher is to use in preparing lessons or lectures.
7 Training outcomes
7.1 The prime communication difficulty presented by any syllabus is how to convey the "depth" of
knowledge required. A syllabus is usually constructed as a series of "training outcomes" to help
resolve this difficulty.
41
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.
7.10 As an example, a syllabus in training-outcome format for the subject of ship construction appears in
annex A2. This is a standard way of structuring this kind of syllabus. Although, in this case, an
outcome for each area has been identified - and could be used in an assessment procedure - this
stage is often dropped to obtain a more compact syllabus structure.
8 Assessment
Training outcomes describe an outcome which is to be achieved by the trainee. Of equal
importance is the fact that such an achievement can be measured OBJECTIVELY through an
evaluation which will not be influenced by the personal opinions and judgements of the examiner.
Objective testing or evaluation provides a sound base on which to make reliable judgements
concerning the levels of understanding and knowledge achieved, thus allowing an effective
evaluation to be made of the progress of trainees in a course.
42
Annex A1- Preparation checklist
Ref. Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK
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2 Timetable
3 Syllabus
4 Scope
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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)
45
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
46
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
concerned. A function means a group of tasks, duties and responsibilities as
specified in the STCW Code. It describes related activities which make up a
professional discipline or traditional departmental responsibility on board.
The header of the first column denotes the COMPETENCE concerned. Each
function comprises a number of competences. For example, the Function 3,
Controlling the Operation of the Ship and Care for Persons on board at the
Management Level, comprises a number of COMPETENCES. Each competence is
uniquely and consistently numbered in this model course.
In this function the competence is Control trim, stability and stress. It is

numbered 3.1; that is, the first competence in Function 3. The term "competence"
should be understood as the application of knowledge, understanding, proficiency,
skills, experience for an individual to perform a task, duty or responsibility on
board in a safe, efficient and timely manner.
Shown next is the required TRAINING OUTCOME. The training outcomes are the
areas of knowledge, understanding and proficiency in which the trainee must be
able to demonstrate knowledge and understanding. Each COMPETENCE
comprises a number of training outcomes. For example, the above competence
comprises three training outcomes. The first is concerned with FUNDAMENTAL
PRINCIPLES OF SHIP CONSTRUCTION, TRIM AND STABILITY. Each training
outcome is uniquely and consistently numbered in this model course. That
concerned with fundamental principles of ship construction, trim and stability is
uniquely numbered 3.1.1. For clarity, training outcomes are printed in black type on
grey, for example TRAINING OUTCOME.
47
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
(Ax), videos 0Jx) and textbooks (fx) relevant to the training outcome and required
performances are placed immediately following the TRAINING OUTCOME title.
It is not intended that lessons are organized to follow the sequence of Required
performances listed in the Tables. The Syllabus Tables are organized to match
with the competence in the STCW Code Table A-11/2. Lessons and teaching
should follow college practices. It is not necessary, for example, for ship building
materials to be studied before stability. What is necessary is that all of the material
is covered and that teaching is effective to allow trainees to meet the standard of
the Required performance.
48
FUNCTION 3: CONTROLLING THE 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
ductility
hardness
toughness
- defines strain as extension divided by original length
- sketches a stress-strain curve for mild steel
- explains:
yield point
ultimate tensile stress
modulus of elasticity
- explains that toughness is related to the tendency to brittle fracture
- explains that stress fracture may be initiated by a small crack or
notch in a plate
- states that cold conditions increase the chances of brittle fracture
- states why mild steel is unsuitable for the very low temperatures
involved in the containment of liquefied gases
- lists examples where castings or forgings are used in ship
construction
- explains the advantages of the use of aluminium alloys in the
construction of superstructures
- states that aluminium alloys are tested and graded by classification
society surveyors
- explains how strength is preserved in aluminium superstructures in
the event of fire
- describes the special precautions against corrosion that are needed
where aluminium alloy is connected to steelwork
49
01
0
Annex A3 - Example of a lesson plan for annex A2 I )>
z
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Subject area: 3.1 Control trim, stability and stress Lesson number: 1 Duration: 3 hours Iz
-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
s:
Specific training outcome in teaching sequence, with method reference guidelines notes (minutes)
m
memory keys
z
1.1 Shipbuilding materials (3 hours) I s
0
"Tl
Compiled
I
States that steels are alloys of iron, with properties Lecture T12, T58 STCW 11/2, V5 to V7 A1 10
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

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Model Course 1.

Doku l:y!o..'. .'-J1-" ,. "'; --

( Model course developed under the IMO - Norwegian programme

Revised edition 2002

Printed in the United Kingdom by lntype Libra Ltd

Sales number: TA122E

This course on ship simulator and bridge teamwork is based on

IMO wishes to express its sincere appreciation to the

Copyright IMO 2003

All rights reserved.

Part A: Course Framework 3

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

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

Purpose of the model courses

Use of the model course

Degree of obligation to and freedom from the model course

Evaluation or assessment of trainee progress

Part A: Course Framework

In particular, trainees will gain:

Course certificate, diploma or document

Course intake limitations

Teaching facilities and equipment

Teaching aids (A)

A2 Bridge Resource Management (BRM) interactive Computer Based

Bridge and Engine-room Resource Management programme

Bridge Team Management Training, RTMSTARCenter, Dania, Florida, USA.

Each group will require the following:

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

A5 International Chamber of Shipping, Bridge Procedures Guide, 3rd edn. (London,

A7 Manoeuvring information for the ship model in use.

BRIDGE PROCEDURES AND BRIDGE RESOURCE MANAGEMENT SERIES

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

Available from: Videotel Marine International Ltd.

Audio-visual examples listed above may be replaced by other similar audio-visual

IMO references (R)

R3 International Regulations for Preventing Collisions at Sea, 1972 (COLREG 1972), as

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

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

Internet website references

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

To be extended whenever suitable textbooks are available.

Part B: Course Outline and Timetable

Training area Hours

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

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

13. Management on the bridge 2

14. Workload and stress 2

15. Anchoring and single-buoy mooring 0.5 2.0

16. Human factor in error 1

17. Decision making 1

18. Crisis management 2

* A short demonstration on the simulator could prove useful.

Training area Lecturer Simulator

I. Introduction and review of basic principles 2

2. Attitude and situational awareness l