Tot 6.09

MODEL
COURSE
6.09
TRAINING COURSE
FOR INSTRUCTORS
201X Edition
First published in 1991 by the
INTERNATIONAL MARITIME ORGANIZATION
4 Albert Embankment, London SE1 7SR
Revised edition 2017
Printed by XXXXXXXXXX
XXXXXXXXXX
ISBN 92-801-5115-0
IMO PUBLICATION
Sales number T-609E
ACKNOWLEDGEMENTS
This Training Course for Instructors was developed for IMO by the International Shipping Federation (ISF).
The assistance of the staff of the Faculty of Maritime Studies, Glasgow College of Nautical Studies and Marine
Information Limited in producing the revised edition (2001) is gratefully acknowledged by ISF.
IMO wishes to express its appreciation to ISF.
IMO also wishes to express its sincere appreciation to the International Maritime Lecturers Association (IMLA) an
d the International Association of Maritime Universities (IAMU) for their offer to revise and update this course
in 2017.
The valuable expert assistance of Shanghai Maritime University (SMU) is gratefully acknowledged by IMLA.
Copyright IMO 2017
All rights reserved

No part of this published may, for sales purposes,
be produced, 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 II
Introduction 1
Part A: Course Framework 5
Part B: General Outline 10
Part C: Detailed Outline 14
Part D: Instructor Manual 20
Part E: Evaluation and Assessment 53
Appendix I: Guidance on the implementation of model courses 65
Appendix II: Instructor Feedback on Model Course 85
I
Foreword
Since its inception the International Maritime Organization has recognized the
importance of human resources to the developments of the maritime industry and has
given the highest priority to assisting developing countries in enhancing their
maritime training capabilities through the provision or implement of 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 Malmö, 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 established 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. With the generous assistance of the
Government of Norway, IMO developed model courses in response to these generally
identified needs and now keeps them updated through a regular revision process
taking into account any amendments to the requirements prescribed in IMO
instruments and any technological developments in the field.
These model courses may be used by any training institution and, when the requisite
financing is available, the Organization is prepared to assist developing countries in
implementing any course.
Kitack Lim
Secretary-General
II
Introduction
 Purpose of the model courses

The purpose of the IMO model courses is to assist training providers and their
teaching staff in organizing and introducing new training courses, or in enhancing,
updating or supplementing existing training material, so that 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 the instructor’s presence with audio-visual or programmed
material. As in all training endeavours, the knowledge, skills and dedication of the
instructors are the key components in the transfer of knowledge and skills to those
being trained through IMO model courses.
Because 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 skill necessary to meet the technical intent of
IMO conventions and related recommendations.
 Use of the model course

To use this model course the instructor should review the course outlines and detailed
outline, taking into account the information provided under the entry standards
specified in the course framework. The actual level of knowledge and skills and the
previous technical education of the trainees should be kept in mind during this
review．Any areas within the detailed outline which may cause difficulties because
of differences between the actual trainee instructor entry level and that assumed by the
course designer should also be identified ． To compensate for such differences, the
instructor is expected to delete from the course or reduce the emphasis on, items
dealing with knowledge or skills already attained by the trainee instructors ． The
instructor should also identify any academic knowledge, skills or technical training
which they may not have acquired.
By analyzing the detailed outline and the level of technical education required to the
entry of this model course, the instructor can design appropriate materials to bridge
any gap between existing knowledge and the course content of the trainee instructors.
This may require the instructor to design an appropriate pre-entry course, or
alternatively, insert at appropriate points within the course, the elements of academic
knowledge required to support the technical training elements concerned.
1
Adjustment of the course objectives, scope and content may be necessary if, within
the respective maritime industry, the trainee instructors completing the course are to
undertake duties which differ from the objectives specified in the model course.
Within the General Outline (Part B) the course designers have indicated their
assessment of the time that should be allotted to each area of learning. However, it
must be appreciated that these allocations are arbitrary and assume that the trainee
instructors have fully met all entry requirements of the course. The instructor should
therefore review these assessments and may need to re-allocate the time required to
achieve each specific learning objective or training outcome.
 Lesson plans
Having adjusted the course content to suit the trainee instructor’s intake and any
revision of the course objectives the instructor should draw up lesson plans based on
the detailed outline. The detailed outline contains specific references to textbooks or
teaching material suggested for use in the course. Where no adjustment has been
found necessary in the learning objectives of the detailed outline, the lesson plans may
simply consist of the detailed outline with key words or other reminders added to
assist the instructor in presenting the material.
 Presentation
This model course requires the instructor to use various concepts and teaching
activities repeatedly which are most suitable for the trainee instructor to attain the
learning outcome. The detailed outline is laid out with a learning outcome format, and
each objective specifies what the trainee instructor must be able to do to demonstrate
the achievement of the relevant competence.
 Evaluation or assessment of trainee instructor’s progress

General guidance on the assessment of trainees has been included in this model
course because testing and evaluating trainees’ progress is crucial to the successful
implementation of this model course. Using appropriate evaluation or assessment
skills can provide more reliable and valid information of each trainee instructor’s
performance which can be used to develop specific teaching plans. To enhance
accuracy and reliability the emphasis should be placed on continuous
assessments/evaluations rather than on a final summative assessment.
 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 conducive to learning;
 common teaching facilities and equipment;
2
 textbooks technical papers; and
 other reference materials.
Thorough preparation is the key to successful implementation of the course. IMO has
produced “Guidance on the implementation of model courses”, which deals with this
aspect in greater detail and is included in Appendix I.
 Structure
The standards of competence that have to be met by seafarers are defined in the
International Convention on Standards of Training, Certification and Watchkeeping
for Seafarers, 1978, as amended, and in the Seafarers’ Training and Certification and
Watchkeeping Code (STCW Convention and Code). This IMO model course has been
designed to support the implementation of the STCW Convention and Code and
addresses the requirements of Regulation I/6 and Sections A-I/6, A-I/8, A-I/12 and B-
I/6 of the STCW Code concerning the qualifications of instructors.
Part A of this model course provides the framework for the course, together with its
aims and objectives, and notes on suggested teaching facilities and equipment. A list
of useful teaching aids, IMO references and textbooks is also included.
Part B of this model course provides an outline of lectures demonstrations and

exercises for the course. A suggested timetable is included, but it is more important
that the trainee instructor achieves proficiency in the required skills than that a strict
timetable is followed. Depending on their experience and ability some trainee
instructors will naturally take longer to become proficient in some topics than others.
Guidance notes and additional explanations are also included in this section.
The ability of trainee instructors to evaluate competence is clearly necessary for them
to measure the progress being made by the seafarers who they will eventually be
instructing. This course therefore explains the use of methods by which seafarers can
demonstrate the “competences” required by the STCW Convention, and the criteria
that should be used for evaluating them as specified in the various competence tables
contained in the STCW Code. However, this model course is not intended to teach
trainee instructors about the conduct of official assessments of seafarers’ competence
that may lead to the issue of an STCW certificate. Separate IMO model courses,
Assessment, Examination and Certification of Seafarers (No. 3.12), On-board
Assessment (No. 1.30), and Train the Simulator Trainer and Assessor (No. 6.10)
address this issue.
Part C gives the Detailed Outline based on the theoretical and practical knowledge
required. It is written as a series of topics with learning outcomes; in other words,
what the trainee is expected to be able to do as a result of the teaching and training.
Each of the objectives is expanded to define a required performance of knowledge,
understanding and proficiency. IMO references, textbook references and suggested
3
teaching aids are included to assist the teacher in designing lessons and exercises.
Part D gives guidance notes to the instructor on the topics and sub-topics that are
listed in part C. This part addresses subject matter details, activities, and
recommended presentation and assessment techniques. Potential problems and their
solutions, as well as suggestions on the use of different levels of technology and
teaching techniques, are presented. Part D is numbered and subdivided in the same
manner as part B above.
Part E provides information relating to effective, objective evaluation and assessment.

The focus is on developing techniques that minimize subjective testing. These
suggestions are not inclusive but relevant and give effective assessment strategies.
 Responsibilities of Administrations
Administrations should ensure that training courses delivered by training providers
are adequate to ensure that trainee instructors completing the training course meet the
requirements of STCW Regulation I/6.
4
Part A: Course Framework
 Aims
This model course is designed to facilitate the delivery of training in the competence
standards required by the IMO Convention on Standards of Training, Certification and
Watchkeeping for Seafarers, 1978, as amended, including 2010 Manila Amendments.
Its aim is to provide a useful introduction for those with limited teaching experience
and introduce new approaches or serve as a reminder of skills and techniques for
those who have been teaching for some time. It is not the aim to provide a full course
of trainee instructor training. In addition, it provides a sound basis for the delivery of
other training programmes.
 Objectives
The objectives of the course include the planning and preparation of effective
teaching and instruction, the selection of appropriate methods of instruction and
teaching materials, and the evaluation of the teaching and learning process.
 Entry standards
Trainee instructors wishing to deliver training in the competence standards required
by the STCW Convention and Code should already have the necessary technical
knowledge and be qualified in the task for which training is to be conducted. For
example, trainee instructors intending to teach navigation will normally have had
experience as deck officers, while those wishing to teach marine engineering should
be qualified engineers. This model course assumes that the trainee instructors are
appropriately qualified in the technical aspects of their subjects 1. It would also be
useful if at least some of the group of trainee instructors have had some experience of
training others and can appraise and/or demonstrate basic teaching skills.
 Course certificate
If the course includes an appropriate assessment of the trainee instructor’s ability to
act as an instructor, a certificate or document may be issued to indicate that the holder
has successfully completed a course of training for instructors. If, on the other hand,
formal assessment is not used, then a certificate of attendance is appropriate.
 Course intake limitations

The size of the class should be neither too large nor too small. Ideally, the maximum
number of participants should be 20. When smaller work groups are established, this
will allow for about four in each group. A suggested minimum number for the class
would be 10; otherwise it is difficult to promote discussion in smaller working groups.
1
See STCW Convention and Code, regulation I/6.
5
 Staff requirement
The course should normally be conducted by two experienced instructors with
background knowledge of the shipping industry and experience of maritime education
and training. Ideally, at least one member of staff should have undergone professional
instructor training.
 Teaching facilities and equipment

A suitable classroom is required with desks or tables and chairs. It should be possible
to move the furniture around so that a variety of room arrangements can be used.
Ideally, extra rooms will be available for when the class is split into groups, since
each group should have a separate space in which to work.
The main room should be provided with a whiteboard, a flip overboard (flip chart),
writing materials, and an overhead projector (or computer projector for computer-
based presentations). Electrical sockets should be located so that the equipment can be
positioned safely.
Group rooms should be provided with tables, chairs, some form of board and writing
materials.
A video camera is not an essential requirement for the course but if a video camera is
available it can be a useful aid.
 Teaching Aids (A)

A1 The Instructor Manual (Part D of this course)
A2 Audio-visual equipment
A3 Any new (or contemporary) technology relevant to instruction
A4 Video camera (optional)
 Videos (V)
V1 Videotel: STCW 2010 – The Manila Amendments (Code No.1113)
V2 Videotel: STCW and Flag State Implementation (Code No. 629)
Audio-visual examples listed above may be substituted by other similar material at the
discretion of the training provider and administration.
 IMO References (R)
6
R1 International Convention on Standards of Training, Certification and
Watchkeeping for Seafarers (STCW Convention), 1978, as amended, 2011
Edition (IMO Sales No.: IC938E)
R2 International Convention on Standards of Training, Certification and

Watchkeeping for Seafarers, 1978, as amended (STCW 95) (IMO Sales No.:
IMO-938E)
R3 STCW 95: IMO workshop material on implementation of the revised STCW

Convention (IMO Sales No.: IMO-972E)
R4 IMO model course No.6.10 Train the Simulator Trainer and Assessor (IMO Sales
No.:ET610E)
R5 IMO model course No. 3.12 Assessment, Examination and Certification of

Seafarers (IMO Sales No.: TA312E)
R6 IMO model course No.1.30 On-board Assessment (IMO Sales No.:T130E)
Publications (P)
P1 IMO (2013). STCW: A guide for seafarers, taking into account the 2010 Manila
amendments. London: International Transport Workers’ Federation.
P2 Morrison W.S.G. (1997). Competent crews=safer ships: an aid to understanding

STCW 95. Malmo: WMU Publication.
P3 Paul Burden and David Byrd (2003). Methods for effective teaching. Boston:
Allyn and Bacon.
P4 Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. US:
Open University Press.
P5 Boreen J., Johnson Mary K., Niday D.and Potts J. (2009). Mentoring beginning
teachers, second edition: guiding, reflecting, coaching. 2nd ed.
Portland: Stenhouse Publishers.
P6 Andre, G. (2012). Mentoring at Sea: The 10 minute challenge. London: The

Nautical Institute.
P7 Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education: f

ramework, principles, and guidelines. San Fransisco: Jossey-Bass.
P8 Sharma, P. and Barrett, B. (2007). Blended learning. London: Macmillan
7
Education.
P9 Dept. of Training and Workforce Development (2010). Guidelines for assessing

competence in VET. East Perth, W.A.: Dept. of Training and Workforce
Development.
P10 Kutner, M. (1997). Evaluating professional development. Washington: Pelavin

Research Institute.
P11 Kirkpatrick, D. and Kirkpatrick, J. (2006). Evaluating training programs. San

Francisco: Berrett-Koehler Publishers.
P12 Shavelson, R., Schneider, C. and Shulman, L. (2007). A brief history of student
learning assessment. Washington: Association of American Colleges and
Universities.
P13 Maki, P. (2004). Assessing for learning. Sterling, VA.: Stylus Publishing.
P14 Anderson, L. W., Krathwohl, R. D., Airasian, W. P. , et al. (2013). A taxonomy for
learning, teaching, and assessing: a revision of bloom's taxonomy of educational
objectives, Abridged Edition. London: Pearson Education Limited.
P15 Maki, P. (2010). Coming to terms with student outcomes assessment: faculty and
administrators' journeys to integrating assessment in their work and institutional
culture. Sterling, VA.: Stylus Publishing.
P16 Posner, G. and Rudnitsky, A. (2001). Course design. New York: Longman.
P17 Wiggins, G. and McTighe, J. (2005). Understanding by design. Alexandria, VA.:

Association for Supervision and Curriculum Development.
 Recommended reading
Fletcher, S. (1997). Designing competence-based training. London: Kogan Page.
Gibbs, G., Habeshaw, S. and Habeshaw, T. (1992). 53 Interesting things to do in your

lectures. UK: Technical and Educational Services Ltd.
Habeshaw, T. and Gibbs, G. (1993). Do-it-yourself training exercises for interesting

ways to teach. UK: Technical and Educational Services Ltd.
Reece, I., and Walker, S.(1995). A practical guide to the overhead projector and other
visual aids. US: Business Education Publishers.
8
Scrivener, J. (2005). Learning teaching. 2nd ed. London: Macmillan.
Ur, P.(1999). A course in language teaching. Cambridge: Cambridge University

Press.
Kennedy, D. (2006). Writing and using learning outcomes: a practical guide. Ireland:
University College Cork.
The Nautical Institute (1997). Maritime Education and Training: A Practical Guide.
London: The Nautical Institute.
9
Part B: General Outline
 Course Outline
The table which follows lists the areas of knowledge, understanding and proficiency
covered by the course, together with the estimated total hours that are required. These
timings are suggestions only and should be adapted to suit individual groups of
trainees, depending upon their knowledge and experience, as well as the availability
of equipment and resources.
 Implementation
Instructors are strongly advised to familiarize themselves with the Instructor Manual
in Part D of this model course, before implementing the syllabus contained in the
detailed outline. The Instructor Manual suggests various ways of implementing the
material included in the syllabus.
10
Subject: Instruction of competence-based training courses
Competence: Teach a competence-based course effectively using
appropriate methods and teaching aids

Subject area Hours
Lecture Activity
1. Overview of STCW Convention and Code and 2 -
requirements for competence-based training
1.1 Understand the overview and development of STCW
Convention and Code
1.2 Understand STCW Convention and Code requirements
for competence-based training
2. Planning an effective learning environment 5 4
2.1 Identify the factors which influence the teaching and
learning process
2.2 Establish an effective learning environment
3. Training aids 3 9
3.1 Demonstrate the use of a range of teaching aids
3.2 Select the appropriate teaching aids
4. Using teaching activities effectively 6 10
4.1 Demonstrate a range of teaching activities appropriate
to trainees’ needs
4.2 Orient teaching activities to context and trainee needs
5. Producing a subject-related lesson plan 3 6
5.1 Recognise appropriate learning outcomes for a lesson
5.2 Recognise factors to be considered when planning a
lesson
6. Evaluating teaching and learning 2 4
6.1 Understand the purpose of evaluation
6.2 Establish a learning assessment
6.3 Use assessment results
7. Course design 3 3
7.1 Recognise factors to be considered when designing a
learning programme
7.2 Develop a new course
Total 24 36
Note: Instructors should note that outlines are suggestions only as regards sequence
and length of time allocated to each objective ． These factors may be adapted by
lecturers to suit individual groups of trainee instructors depending on their experience,
ability, and the equipment and staff available for training.
11
The lecture hours and practical hours are for guidance only.
12
Course Timetable
Period/Day Day 1 Day 2 Day 3 Day 4 Day 5

1st Period Course Introduction 2.Planning an effective learning 3. Training aids (contd.) 3. Training aids (contd.) 4. Use teaching
(1.5 hours) 1.Overview of STCW environment (contd.) activities
Convention and Code and effectively
requirements for (contd.)
competence-based training
2nd Period 1.Overview of STCW 2.Planning an effective learning 3. Training aids (contd.) 3. Training aids (contd.) 4. Use teaching
(1.5 hours) Convention and Code and environment (contd.) activities
requirements for effectively
competence-based training (contd.)
(contd.)
2.Planning an effective
learning environment
MEAL BREAK
3rd Period 2. Planning an effective 2.Planning an effective learning 3. Training aids (contd.) 3. Training aids (contd.) 4. Use teaching
(1.5 hours) learning environment environment (contd.) activities
(contd.) effectively
(contd.)
4th Period 2. Planning an effective 2.Planning an effective learning 3. Training aids (contd.) 3. Training aids (contd.) 4. Use teaching
(1.5 hours) learning environment environment (contd.) 4. Use teaching activities activities
(contd.) 3. Training aids effectively effectively
(contd.)
Instructors should note that the hours for lectures and exercises are suggestions only as regards sequence and length of time allocated to each objective. These factors
13
may be adapted by lecturers to suit individual groups of trainee depending on their experience, ability and the equipment and staff available for training.
Course Timetable (Continued)
Period/Day Day 6 Day 7 Day 8 Day 9 Day 10

1st Period 4. Using teaching 4. Using teaching activities 5. Producing a subject- 6. Evaluating teaching 7.Course design
(1.5 hours) activities effectively effectively (contd.) related lesson plan (contd.) and learning
(contd.)
2nd Period 4. Using teaching 4. Using teaching activities 5. Producing a subject- 6. Evaluating teaching 7.Course design (contd.)
(1.5 hours) activities effectively effectively (contd.) related lesson plan (contd.) and learning (contd.)
(contd.)
MEAL BREAK
3rd Period 4. Using teaching 5. Producing a subject- 5. Producing a subject- 6. Evaluating teaching 7. Course design (contd.)
(1.5 hours) activities effectively related lesson plan related lesson plan (contd.) and learning (contd.)
(contd.)
4th Period 4. Using teaching 5. Producing a subject- 5. Producing a subject- 6. Evaluating teaching 7. Course design (contd.)
(1.5 hours) activities effectively related lesson plan (contd.) related lesson plan (contd.) and learning (contd.)
(contd.)
Instructors should note that the hours for lectures and exercises are suggestions only as regards sequence and length of time allocated to each objective. These factors
may be adapted by lecturers to suit individual groups of trainee depending on their experience, ability and the equipment and staff available for training.
14
Part C: Detailed Outline
The following detailed outline indicates the performance expected of the trainee
instructors and is presented as a series of learning outcomes. These learning outcomes
describe what a trainee instructor must be able to do, in order to demonstrate specific
skills or knowledge.
All outcomes should be understood to be prefixed by the words “The expected

learning outcome is that the trainee is able to…”.
References are also made to IMO publications, teaching aids and textbooks that
instructors may wish to use in preparing and presenting the course.
The materials listed in the course framework have been used to structure the detailed
outline, in particular：
Teaching aids (indicated by A)

Videos (indicated by V)
IMO references (indicated by R), and
Publications (indicated by P)
In order to assist the instructor, references are shown against the learning outcomes to
indicate those parts of the Instructor Manual and other references that the instructor
may find useful in preparing and presenting course material.
The following are examples of the use of references:

“R1” refers to the International Convention on Standards of Training, Certification
and Watchkeeping for Seafarers (STCW Convention), 1978, as amended, 2011
Edition (IMO Sales No.: IC938E)
“A1” refers to the Instructor Manual in Part D.
15
16
COMPETENCE: Teach a competence-based course IMO Teaching
Publication
effectively using appropriate methods and aids reference Aids
1. OVERVIEW OF STCW CONVENTION AND R1, R2, P1, P2 A1,
CODE AND REQUIREMENTS FOR R3 V1,V2
COMPETENCE-BASED TRAINING
Required performance:
1.1 Understand the overview and development of
STCW Convention and Code
-describe the history and development of the STCW
Convention and Code
-summarize the basic structure and contents of the
STCW Convention, 1978 as amended in 2010
1.2 Understand STCW Convention and Code
-explain the outcome-based approach to
maritime training
-explain how skills required to operate a ship
have been identified as “competence” grouped
together as “functions”
-explain how “competences” are specified by the
competence tables in the STCW Code, and
how the competence are divided into specific
tasks and skills
-explain how the competence tables in the
STCW Code specify the criteria for knowledge,
understanding and proficiency, methods for
demonstrating competence, and the criteria for
evaluating competence
-explain the role of in-service training, simulator
training and onboard training
17
Publication
-state that those responsible for training and
assessment shall be appropriately qualified
2. PLANNING AN EFFECTIVE LEARNING R1 P3, P4 A1, V1，

ENVIRONMENT
2.1 Identify the factors which influence the teaching
and learning process
-list optimum qualities of instructors and trainees
-identify the factors which affect teaching
-identify the factors which influence trainee learning
-demonstrate effective communication practices
-compare individual learning needs within a group
-organise the classroom environment to assist learning
-apply relevant learning and motivational approach
3. TRAINING AIDS R1，R3 P4, P5, P6, A1, A2,
Required performance: P7, P8 A3, A4
-demonstrate the use of various teaching aids
 Boards and flipcharts
 Overhead Projectors (OHP)
 Models
 Electronic slides
 Audio and video
 Slides
 Slide-tape
18
Publication
 Internet
 Handouts
-select appropriate teaching aids to meet class needs
4. USING TEACHING ACTIVITIES R1, R4 P3, P4 A1, V2
EFFECTIVELY
4.1 Demonstrate a range of teaching activities
appropriate to trainees’ needs
-Deliver teaching sessions using a variety of styles
 Questions and answer
 Lecture
 Demonstration
 Role play
 Simulation
 Breakout groups
 Practical work
 Case study
 Brainstorming
 Computer-based teaching
 Distance learning/E-learning
 Mentoring
 Blended teaching
 Seminar/workshop
 Massive Open Online Courses (MOOC)
4.2 Orient teaching activities to context and trainee
19
Publication
needs
-select the right activities to meet the individual needs
5. PRODUCING A SUBJECT-RELATED LESSON R1 P3 A1, A4
PLAN
5.1 Recognise appropriate learning outcomes for a
lesson
-identify the trainees’ likely knowledge and
competence at the start of the lesson
-identify the trainees’ required knowledge and
competence at the end of the lesson
-identify the outcomes to be achieved by the lesson
5.2 Recognise factors to be considered when planning a
lesson
-identify the main planning considerations
-produce a structured lesson plan
6. EVALUATING TEACHING AND LEARNING R1, R5, P3, P4, P9, A1, V1
Required performance: R6 P10, P11,
P12, P13,
P14, P15
-define the desired learning outcomes
-understand opportunities to learn
-develop evaluation questions
-identify the role of quality management in
maintaining a high standard of course delivery
20
Publication
-understand levels of learning evaluation
-describe steps for evaluating learning
-determine evidence of learning
-select methods of assessment
-use the standard for assessing competence
-develop an assessment plan
-describe approaches to encourage feedback
-select methods for data collecting
-apply the assessment results
7. COURSE DESIGN R1 P16, P17 A1, V1
7.1 Recognise factors to be considered when designing
a learning programme
-relate outcomes to identified competence
-determine outcomes for a specific programme
-use the IMO model courses
-develop a learning programme to suit the needs of
the learners
21
Part D: Instructor Manual
 Introduction
Since this Model Course is designed to train maritime instructors, it is important that
it is a model of good practice. This Instructor Manual reflects the opinions of the
course designers on contemporary teaching and learning approaches and
methodologies; the topics and sub-topics chosen are those which the designers
consider to be the most important. However, although the following Guidance Notes
should be useful, those responsible for actually conducting this model course should
develop their own ideas, refining and expanding the course according to practical
experience and feedback.
As with any course, good preparation and planning are essential if this particular
model training course is to be well presented and successfully conducted.
The following Guidance Notes are numbered and subdivided in the same manner as
part B and include the topics and sub-topics that are listed in part C. The specifics
about each topic and sub-topic include subject matter details, recommended
presentation and assessment techniques. Some potential problems, solutions as well as
suggestions on the use of different levels of technology and teaching techniques may
also be presented.
 Guidance Notes
1. OVERVIEW OF STCW CONVENTION AND CODE AND

REQUIREMENTS FOR COMPETENCE-BASED TRAINING
1.1 Understand the overview and development of STCW Convention and Code
 Subject matter details

The purpose of this topic is to provide trainee instructors with the basic knowledge of
the STCW Convention and Code, including its background, development process,
structure and key contents, in order to raise their understanding that the STCW
Convention is one of the most important and influential conventions governing the
training, qualification and certification for seafarers employed to crew the ships, and
has a direct impact on the seafarers themselves, the instructors and the
Administration. The structure and contents of the 2010 Manila Amendments to the
STCW Convention and Code should be briefly covered in particular. However, where
appropriate, the comparisons between the original 1978 STCW Convention and the
STCW Convention and Code as amended in 1995, including the reasons for revision
22
and the pertinent changes, are desirable to be presented.
 Recommended presentation and assessment techniques

Instructors are recommended to present the theoretical lecture of this topic by virtue
of providing trainee instructors with the STCW Convention and Code, as amended in
1995 and 2010. It is quite useful to ensure the effectiveness of lecture delivery is
likely to be enhanced if the classroom is equipped with practical teaching aids such as
a computer, projector and presentation application software.
It is suggested that a written or oral examination may be the preferable way to assess
the trainee instructors’ performance to this end.
1.2 Understand STCW Convention and Code requirements for competence-

based training

The purpose of this topic is to ensure that trainee instructors have a solid grasp of the
concepts underlying a competence-based approach to seafarers’ education and
training. It is best to avoid too much technical jargon so that trainee instructors are
able to fully understand the approach adopted for the development of standards of
competence. However, the definitions of and the relations between “Function”, “Level
of Responsibility”, “Competence” and “Knowledge, Understanding and Proficiency
(KUP)” should be explained in a reasonably substantive way. Trainee instructors
should be made aware that there are some training requirements that do not come with
the competence tables. Nevertheless, the training needed to satisfy the required
standards is no less competence-based. It is essential for Instructors to keep in mind
that in-service training, simulator training and onboard training are integral to
competence-based training and hence the roles of these types of training should be
clearly spelt out. Attention should be drawn to trainee instructors who together with
supervisors and assessors, instructors should be appropriately qualified for the
particular types and levels of training of competence of seafarers, either on board or
ashore, as required under the Regulation I/6 and Section A-I/6.3 of the 2010 Manila
Amendments to the STCW Convention and Code. Where appropriate, parallels may
be drawn to trainee instructors so that the qualifications and experience of instructors
are covered in the quality standards system as required under the Regulation I/8.1.1,
Section A-I/6.7 and Section A-I/8.2 of the 2010 Manila Amendments to the STCW
Convention and Code.

Instructors are recommended to ensure that the latest Amendments to the STCW
Convention and Code are sufficiently available for trainee instructors during the topic
delivery. Presentations given in this topic should include going through the various
tables of standards of competence found in the latest Amendments to the STCW
Convention and Code. It is ideal that trainee instructors are guided on how the
23
standards are related to the competence tables. Case studies may be workable initially
in terms of in-service training, simulator training and onboard training.
It is suggested that developing parts of a quality standards system for a maritime
academic institution in compliance with the requirements of the STCW Convention
and Code is an important competence which could be successfully assessed through
the written or oral group assignments.
2. PLANNING AN EFFECTIVE LEARNING ENVIRONMENT
2.1 Identify the factors which influence the teaching and learning process

This part provides trainee instructors with knowledge concerning the factors that
influence teaching and learning. Such factors allow trainee instructors to optimise
their planning, delivery and assessment methods for enhanced teaching and learning
and to motivate trainees appropriately. Motivation is used to describe those processes
that can arouse and initiate effective student behaviour that gives appropriate direction
and purpose. Motivation is possibly the most important factor in learning. What
motivates one person may not motivate another. For some trainees it is the interest or
the challenge that provides the motivation. This is sometimes referred to as intrinsic
motivation. Other trainees are extrinsically motivated. For them it is the reward such
as certification or increased earnings, the need for the recognition or status, or fear of
the consequences of failure. Strong motivation is an important factor in learning, but
if the trainee becomes too anxious and tense effective learning is unlikely to take
place. Trainee motivation will be affected by the selection of teaching content, the
teaching strategies, tasks that the instructor asks the trainees to complete, the way the
instructor provides feedback, the means of assessment, and other issues.
Activities 2.1.1--- List optimum qualities of instructors and trainees (1 hour)

This activity aims to enable trainee instructors to know that individual differences
need to be taken into account when teaching methods and procedures are selected for
classroom management and discipline.
Activities 2.1.2 --- Identify the factors which affect teaching (0.5 hour)
This activity is intended to enable trainee instructors to be aware of the possible
impacts from the perspective of teaching of a given approach to teaching.
The trainee instructors should discuss the effect upon trainees of the instructor’s
appearance. They should be encouraged to conclude that dress has an effect and that,
since an instructor may be judged by appearance, an appropriate mode of dress is
important.
Activities 2.1.3 --- Identify the factors which influence trainee learning (1 hour)
For this part, trainee instructors are recommended to discuss the importance of the
24
variables that may enhance trainees’ learning interests. Root cause analysis and
integration strategy should be used to facilitate the establishment of teaching
strategies.
Table 1 Motivational Strategies Concerning Evaluation and Recognition

1. Establish evaluation expectation and criteria
a. Develop an evaluation system that focuses on effort, individual
improvement, and mastery, rather than work completion, getting the right
answer, or comparisons to others.
b. Make rewards contingent on effort, improvement, and good performance.
c. Avoid norm-referenced grading system.
d. Describe evaluations as feedback to show how well students are doing.
e. Emphasize the factors that students have control over as affecting their
performance.
f. Minimize the use of competition and comparison to others when evaluating
students.
g. If competition is used, make sure that all students have an equal chance of
winning.
h. Avoid unnecessary differential treatment of high and low achievers.
2. Select procedures for monitoring and judging

a. use several approaches to evaluation to give trainees information about their
accomplishments.
b. provide frequent opportunities for trainees to respond and to receive
feedback about their academic work.
c. provide immediate feedback about trainees performance whenever possible.
d. limit practices that focus trainees’ attention on extrinsic reasons for
engaging in tasks.
e. make evaluation private, not public.
3. Decide when to give feedback and rewards

a. give some rewards early in the learning experience.
b. use motivating feedback following correct responses to maintain the
quantity of trainee performance.
c. provide corrective feedback when it will be immediately useful to improve
the quality of performance.
4. Select the types of feedback and rewards

a. use verbal praise and informative feedback.
b. offer rewards as incentives, but only when necessary.
c. provide substantive, informative evaluation that is based on mastery rather
on social norms.
5. Help trainees to feel satisfied with their learning outcomes

a. draw attention to the success that trainees have achieved.
25
b. help trainees to attribute achievement to effort.
c. help trainees to recognize that knowledge and skill development are
incremental.
6. Use mistakes and redoing work as learning opportunities

a. treat errors and mistakes as a normal part of learning.
b. use mistakes as a way to help students to check their thinking.
c. provide opportunities for improvement or for redoing assignments.
7. Press trainees to think

a. require trainees to explain and justify their answers.
b. prompt, reframe the question, or regroup it into smaller parts when trainees
are unsure, and probe trainees when their understanding is unclear.
c. monitor for comprehension rather than procedural correctness during
activities.
d. encourage responses from all trainees.
e. supplement short-answer assignment in commercial workbooks with
questions that require higher levels of trainee’s thinking.

This topic may best be carried out by simulated teaching which focuses on the varied
degree of influences exerted by instructors with relevance to a given teacher-related
factor. Dealing with complex problem situations in class is a decision-making process
for trainee instructors who have to initiate or respond to a number of classroom
situations. Instructors make decisions to achieve varied academic, social and
behavioural goals. For instance, they might need to know about monitoring trainee
behaviour while working with a single small group. At the same time, they might have
expectations for their trainees’ performances. Instructors need to have a high degree of
sensing the environment, which is the ability to be aware of what is happening in the
classroom and to communicate that awareness to the trainees through their actions.
Trainers should use their experience, knowledge about effective teaching, intuition,
and insight to help understand how events in the classroom influence learning.
It is appropriate if instructors can organize group discussions to know the level of

trainee instructors regarding teaching and learning environment. Trainee instructors
are thus assessed by building up a simulated learning environment.

The objective of this part is to enable the trainee instructors to build up a learning
environment that can deliver teaching effectively. A learning environment is a
classroom designed to help all trainees to feel safe, respected, and valued in order to
learn new skills. Impediments such as anxiety, discomfort, lesser involvement and
lack of confidence to be successful are supposed to be reduced to minimum. A
26
learning environment is usually considered to consist of good classroom management
and discipline, appropriate open communication, shared objectives, and a feeling of
connectedness and trust. Competence to organize a learning environment is a
necessary part for trainee instructors to successfully carry out their teaching.
Activities 2.2.1--- Demonstrate effective communication practices (0.5 hour)

This activity is intended to show trainee instructors the use of various types of
communication skills that take place in the classroom. Effective communication
allows for caring interpersonal interactions as well as for achieving personal and
academic goals.
The instructors should consider communication within the classroom and the
problems that can occur with spoken and written words. Spoken communication can
be difficult. The words that an instructor chooses can be too difficult. Jargon words
and technical words should be introduced with a careful explanation of their
meanings.
Activities 2.2.3 --- Organise the classroom environment to assist learning (0.5 hour)
Emphasis should be put on how to create a comfortable, inclusive classroom to assist
effective learning. A trainee instructor may be asked to consider organizing the
classroom’s environmental factors into an acceptable learning environment that is free
from anxiety and fear and discomfort.
Seating arrangements
Seating arrangements can have an important influence on communications in the
classroom. Different room layouts are appropriate for different sizes of groups. There
are four commonly used classroom arrangements, as shown in the following
diagrams, where L represents the lecturer (teacher or instructor).
(1) Table
Fig. 1
(2) U-shape
27
Fig. 2
(3) Traditional School
Fig. 3
(4) Lecture Theatre
28
Fig. 4
Activities 2.2.4 --- Apply relevant learning and motivational approach (0.5 hour)
This activity requires the trainee instructors to apply the motivating approaches to
their teaching for the purpose of effective learning. The prevailing theory called
constructivist theory may be used to motivate trainees. This holds that individuals
construct meaning and understanding through their prior knowledge and apply this
knowledge in new current situation. From the perspective of an instructor, this
involves instructors, and their trainees, to construct meaning out of the information
they have been exposed to through active participation and interaction. This process
values the trainee’s point of view, instructor/trainee interaction, questioning to
promote trainees thoughts, and the importance of nurturing trainees’ reflection and
thoughts rather than primarily focusing on a single “correct” answer or product.

For this topic, trainee instructors are encouraged to nurture an attitude related to the
constructivist approach in their teaching. Discussions and reflections on constructivist
approach among instructors and trainees should be carried out.
This topic may be evaluated in the form of a survey and questionnaire which revolves
around the activeness of trainees to seek understanding and knowledge; trainee
instructors constantly reflect on their previous teaching and attempt to improve their
understanding of teaching.
3. TRAINING AIDS
29
The objective of this part is to provide trainee instructors with the knowledge of the
various teaching aids and the opportunity to have hands-on experiences. Using
appropriate teaching aids is an integral part of a successful lesson. More importantly,
new technology and teaching aids are effective ways to motivate trainees and increase
the appeal of the classroom.
Trainee instructors should be made to appreciate why different teaching aids are used.
Among other factors, the diversity of learning styles means that the use of different
teaching methods and aids can allow each learner to have an enhanced learning
experience.
Activities 3.1.1 --- Demonstrate the use of various teaching aids (7 hours)
This activity allows trainee instructors to practise using a range of teaching aids as
listed below for the purpose of familiarization. The right use of teaching aids is
essential to a successful lesson delivery.
Trainee instructors need to consider the various ways that can help them grasp the use
of teaching aids.
 Boards and flipcharts

The most commonly used aids are boards and flipcharts, so these are the first aids that
the trainee instructors should consider. Boards of various types are available to most
instructors. The types include chalkboards, whiteboards, magnetic boards and
flipcharts. The instructors should begin to introduce the trainee instructors to the
principles of board work by asking them to make a list of the advantages and the
disadvantages of boards. This should be followed by a review of the different types of
boards and flipcharts that are available.
The trainee instructors should be asked to produce a checklist for the use of boards
and flipcharts in the classroom. This should include most of the following:
 Ensure all of the learners can see the board clearly-check this yourself
 Remove any old work from the board before you start
 Keep any writing or diagrams simple and clear
 Make sure that any writing is large enough to read
 Items can be emphasized by using colour, underlining, using capital letters
 A little colour adds emphasis but too much becomes messy and contusing
 Do not use abbreviations or symbols if these can be avoided
 Do not write words vertically or at odd angles
 Use a template if a frequently drawn diagram has to be accurate
 Do not try and talk to the class while facing the board
 Overhead Projectors (OHP)

The trainee instructor should demonstrate overlay and reveal techniques. Trainees
30
need to compare the advantage and disadvantage of OHP. Practical work in small
groups with trainee instructors making OHP slides is necessary.
 Models
Models can be helpful in allowing trainees to gain a better picture of a process. Some
models such as a ship model and buoyant model can be very elaborate. A simple
model of a derrick can be made to illustrate the operation. It is important that the
model is neither too simple nor too complex.
 Electronic slides
Microsoft PowerPoint is a powerful tool for creating effective presentation
programmes. With PowerPoint you can create slides, notes or printed transparencies.
It provides a teacher with a versatile tool for enhancing visual presentations in
conjunction with projection systems, integrated whiteboards or other facilities.
 Audio and video

Suitable audio-visual material should be provided for the trainee instructors to review.
A list of possible commercial videos is provided in Part B. Trainee instructors should
decide which key points are relevant and make up some suitable questions for trainee
instructors to answer after viewing the material. Training videos, if used in an
interactive way, can stimulate learning, increase enjoyment and enhance the message.
When using a training video, the instructor should have a clear purpose in mind and
understand why it is being shown and how it will contribute to the overall objectives
of the programme or activity.
 Slides
Slides can be useful. They do not have to be expensive ． Reasonable priced
commercial slides are readily available for some subjects. Most seafarers have
pictures that they have taken and these can cheaply be made into slides. Slides taken
during a field trip can be useful when discussing the trip with the trainee instructors. If
slides are shown in a darkened room it is important to ensure that the trainees remain
alert.
 Slide-tape
It is possible to use slides together with an audiocassette to produce a “slide-tape’’
instructional package. To hold the interest of trainees, whose expectations of visual
images is high with what they see from television and films ． The quality of
production needs to be very good.
 Internet
Information technology has become cheaper in recent years, and various presentation
packages are available. The trainee instructor needs to assess how useful an individual
package will be for the trainees and whether it represents an effective use of the
trainee instructors’ time. To do this the trainee instructor must try and use the package
31
in the way in which a trainee would use it.
 Handouts
The purpose and use of handout material should be reviewed. Trainee instructors
should establish why handout material is used in their own teaching.
There should be some theoretical input on the design of handout material. Many
lectures/classes involve some type of handout material and there are several different
styles. Some examples are included for reference and for discussion.
Handout: Example 1 (Extract)
GMDSS: GENERAL REGULATIONS
1. TESTING
Transmitter Testing
When testing or adjusting a transmitter, to reduce interference to other stations, the
operator should not, where possible, use a priority frequency (e.g. they should not) use
an inter-ship working frequency), and should monitor the frequency before use.
Other guidelines are; use low power, use an artificial antenna, ensure that a test call
does not exceed 10 seconds, and include station ID in each call.
Statutory Tests
These must be conducted at the stated regular intervals with the result recorded in the
GMDSS Radio Log. Some of the main checks/tests are as follows.
Daily: internal (non-radiating) DSC tests; battery on/off load voltage check; check
that printers have adequate paper supply.
Weekly: external (to shore station) MF DSC test calls; check of the reserve power
supply, when it is not a battery (e.g. motor generator).
Monthly: EPIRB/SART internal test and check for security and damage to devices
and mountings; battery maintenance including s.g. cell check, condition of
connectors, etc.; check of the condition of antennae systems; survival craft portable
VHF test (not using ch.16).
2. STATION IDENTIFICATION
RT ID is usually a ship’s name and/or alphanumeric call sign, the first two characters
of which identify nationality. Examples of call signs; GPK, PCH33 for CRSs, GVSV,
9KLM, MXCN3 for ships．
Terrestrial telex (Selcal) ID is a number of 4 digits (CRS) or 5 digits (ship). On
32
establishing a telex link stations exchange answerbacks. For example, 32445 GHPE X
is a ship station answerback, with Selcal number and call sign. All ship answerbacks
end in X An example of a CRS answerback is 3220 AUTO G, indicating that the
Portishead Radio autotelex facility has been accessed. CRS answer-backs end in a
nationality-identifying group of 1-2 letters.
DSC uses 9 digit Maritime Mobile Service Identification (MMSI) numbers. Those
commencing with 00 are CRSs, those with 0 group calls. The first three numbers, or
the first three after 00 or 0, identify nationality. This part of the ID is known as the
MID, although this abbreviation is used in Sailor equipment for the MMSI.
Inmarsat Mobile Numbers (IMN) are 7 digit (Sat-A) or 9 digit (all other) numbers,
with the first digit identifying the system．
Thus: 1=Sal-A
3=Sat-B
4=Sat-C
6=Sat-M
3. CONTROL OF WORKING
Control during distress working is the responsibility of the station in distress, or of
another ship or a CRS, as circumstances dictate. In Sea Areas A1/A2 the appropriate
shore station would be expected to assume control shortly after the initial distress
sequence. In Sea Areas A3/A4 a ship in the vicinity may be designated in charge of
on-scene communications by the MRCC for the area.
In routine communications the controlling station determines the frequencies/times for

the exchange of traffic. In ship-shore working, the CRS controls. In intership working,
the ship has been called controls. A ship which causes interference to another ship-
shore working must cease transmission at the first request of a CRS.
The Order of Priority is used to decide the order in which traffic on hand is to be dealt
with as shown below. Types 1-3 are often referred to as priority, or SOLAS,
communications.
1) distress,
2) urgency,
3) safety,
4) direction-finding,
5) SAR aircraft,
6) ship’s business, ship-shore OBS weather reports,
7) UN traffic,
8) priority government traffic,
9) service traffic relating to the working of the radio system,
10) all other communications.
33
Handout: Example 2
Table 2 Use of Pesticides in Ships
Introduction
Prevention of infestation
Chemical control of infestation
Control of rodent pests
Regulations for use of
pesticides
Safety precautions-General
Annex 1-Pesticides suitable for
shipboard use
Annex 2-“TLVs” for vapours
in air
Annex 3-Fumigation warning
sign
Annex 4-IMDG code class 9
schedule for “CTUS” etc．
Annex 5-Model checklist for
in-transit fumigation

It is important that the instructor should demonstrate the use of various teaching aids.
It is appropriate for the instructor to operate all the teaching aids available from the
very beginning. It is strongly recommended that trainee instructors try out teaching
aids; adding to their hand-on experiences of such tools.
It is desirable that trainee instructors are evaluated in their usage of different teaching
aids as required. Ideally, the proficiency and appropriateness in using selected
teaching aids should be the focus.

The aim of this part is to offer trainee instructors a chance to demonstrate their
abilities to select appropriate teaching aids in a given context. It is self-evident that
teaching aids can maximize a classroom’s effectiveness if they are combined or used
appropriately. It is easy to see that a carefully chosen teaching aid may outweigh a
randomly selected one.
34
Activities 3.2.1--- Select appropriate teachings aids to meet class needs (2 hours)
This activity is to allow the trainee instructor to choose the optimal teaching aids that
can maximize the facilitation of class teaching.
Trainee instructors need to consider various factors that may influence the actual
effect of teaching, particularly the one that may obstruct or derail the implementation
of class teaching.

It is recommended that instructors should demonstrate the use of various teaching
aids. It is wonderful if instructors can operate or try out teaching aids personally from
the very beginning. If trainee instructors are asked to discuss and share the
experiences in using some of the teaching aids, this can facilitate and deepen their
understanding of the various teaching aids. Comparing the advantages and
disadvantages of different teaching aids is a good approach.
It is desirable that trainee instructors are evaluated in their selection of different

teaching aids as required; their selection is supposed to cater for the specific class
needs.
4. USING TEACHING ACTIVITIES EFFECTIVELY
4.1 Demonstrate a range of teaching activities appropriate to trainees’ needs

This part is to nurture the trainee instructors to understand and use adeptly a host of
teaching activities in their classroom. Effective teaching can be achieved largely by
the activities that are in proportion to the levels and features of trainees. All too often,
trainees complain that instructors do not take their characteristics into account and
thus teach in the same way for every trainee. In particular, the teaching activities used
in the classroom are not tedious, old styled and lack of interaction. In one word,
instructors do not differentiate their teaching to meet the needs of the trainees and the
content. A desirable teaching activity is the result of the trainees who respond timely
to and adapt to the tasks, the flexible grouping and the ongoing assessment and
adjustment.
Activities 4.1.1 --- Deliver teaching sessions using a variety of styles (9 hours)
This activity is designed to ensure the trainee instructor to have a real command of
teaching methods, old or new, to satisfy the class needs. This also supplements
flexibilities to the trainee instructors’ toolbox so that they can have more options at
hand to deal with one or two subject matters instead of only one unpopular method.
 Questions and answer

Asking questions is a very powerful method of teaching. The trainee instructors
35
should be introduced to this method and its benefits. It forces trainees to participate in
the lesson and promotes thinking and understanding. The trainee instructors will need
to think about the types of questions that they would ask. The words used in the
questions are very important. Some questions can be answered in a single word such
as yes or no. These are called closed questions. Simple closed questions can be useful
at the beginning of a lesson as the whole class knows the answers and can respond
with confidence. For more complicated topics closed questions are not as useful as
open questions. Open questions require the trainees to shape an answer in their own
words ． This requires a deeper understanding; so answers to open questions should
usually be one or more sentences long．
Questions may be used to provide a framework for a lesson, but when used they must
be carefully controlled. In such a situation the instructor should know the answer to
the question before it is asked. Probable wrong answers and strategies to deal with
them should also be considered．
Consider which of the following questions would be most useful for testing a trainee’s
knowledge.
1) What is meant by the abbreviation VLCC?

2) What is SOLAS?
3) What is meant by the term “pitch” when discussing a propeller?
4) What is the difference between a rope and a line?
5) How does a four-stroke engine work?
6) What is inert gas for?
7) At what temperature should bananas be transported?
8) Why is crude oil washing carried out?
9) How often should a ship be surveyed in a dry dock?
10) What are the benefits of an immersion suit?
11) What does it mean if a VHF message begins with the word “Mayday”?
12) How does a refrigerator work?
When using questions, the trainee instructor must decide how to control the class. If
all of the class tries to speak at once and then nothing is achieved. The question may
be put to the class as a whole or the question may be put to an individual. Some
trainees may be more willing than others to answer questions. The trainee instructor
must try to get as many responses from as many trainees as possible; so the questions
should be spread around the class. Questions should be clear and asked in a language
that the trainees can understand. Simple questions should be asked before complicated
ones. The answers should be treated tactfully. A correct answer should be praised. If
an answer is partly correct, the correct elements should be praised before the incorrect
elements are addressed. It is important to find the reason behind an incorrect answer.
No one should be made to look or feel stupid as this may affect his or her willingness
to participate ． Sometimes asking in a different way, breaking the question into
36
smaller sections or offering simple clues, may help.
When a trainee asks a question the instructor will not always know the answer. In this
situation the instructor should respond by advising the trainee where to find the
answer or offering to find the information. There is no point in providing incorrect
information.
 Lecture
In this situation the instructor will do most of the talking, usually uninterrupted.
Lectures are one traditional means of effectively conveying information to a large
group of learners. There are three parts the lecturing process, the preparation, giving
the lecture and the outcome. In the preparation part the instructor is supposed to
understand the objectives, prepare the outline, structure and relevant materials. The
effect of lecture is largely dependent on the clarity, logic, the way the lecture is
presented.
 Demonstration
A demonstration involves a visual presentation to examine processes, information and
ideas. The demonstration allows students to see the teacher as a active learner and a
model. It allows students to observe real signs and how they work. It can be used to
illustrate points or procedures efficiently, stimulate interest in a particular topic,
provide a model for teaching specific skill, and provide a change of pace. To carry out
an effective demonstration, the following should be taken into account:
 Carefully plan the demonstration;
 Break down complex procedures into separate components that can be
adequately demonstrated; introduce the demonstration to focus attention;
 Permit students to practise;
 Provide individual corrective feedback.
 Role play
The role play is a student-directed activity in which students act out or dramatize a
particular situation, circumstance, or idea. The teacher structures and facilitates the
role playing and conducts the follow-up discussion. The majority of the class will be
involved in observing and analyzing the enactments. This can be particularly useful in
helping students to understand the perspectives and feelings of other people
concerning a variety of personal and social issues. In addition, role playing can be
used to clarify and demonstrate attitudes and concepts, plan and test solutions to
problems, help students to prepare for a real situation, and deepen the understanding
of real situations. To ensure a successful role play, it is necessary to consider:
 Warming up the group
 Selecting the participants
 Setting the stage
 Preparing the observers
 Enacting
 Discussing and evaluating
37
 Re-enacting
 Generalizing
 Simulation
Simulation is exercise the pace students in situations the model a real life
environment. It requires students to assure playing the role, make decisions, and face
consequences. It has been used with great success in maritime education. Simulation
can be used to show the real effects of alternative conditions and courses of action. In
the simulator context, skill implies a combining of mental and physical dexterity in
the face of audio and visual cues to perform tasks to meet specific objectives, with the
implication that such skills will transfer to the real world. The teacher’s role is to
structure the simulation, introduce it to the students, assign students roles, facilitate
the actual simulation and conduct the debriefing session after the simulation has been
completed.
 Breakout groups
Breakout groups are effective in enhancing intellectual problem solving skills where
the trainees have the chance to talk together and improve self-understanding. It is
believed that small group work is one of the most effective ways to develop insight
into a task and hone a trainee’s competence. To be successful it requires proper
management that involves the appropriate layout of seating, the task, the expectations
from the students etc.
 Practical work
Practical work or laboratory work is seen as an integral part of most science and
engineering courses and offers an environment different in many ways from that of
the “traditional” lecture or discussion of theoretical issues. Practical work involves the
teaching of manual and applied skill, developing problem solving skills and
improving understanding of science enquiry methods.
 Case study
It is important to discuss the pros and cons of using case studies. Sample case studies
of containing a certain degree of complexity should be provided.
In this approach learning takes place by discussing the various aspects of a situation
or problem. This could be real or imaginary and needs to be well organized if it is to
be used effectively. A case study is often assesses why something went wrong. Marine
accidents can provide an extensive source of useful case studies.
The general technique to be introduced to the trainee instructors is that the

background theoretical knowledge should be introduced and key aspects should be
highlighted. The information provided for the case study should be read through and
any points that the trainees raise should be clarified. The situation should be assessed
from more than one view point to illustrate different aspects of the case study.
38
If the case study is being used as a group activity a good atmosphere for discussion
must be developed. Trainees must be made to feel confident that they can express
their opinions freely. The management of the discussion of the case study is not easy
and requires practice.
Key points: For example:

 Advantages:
 uses relevant, real situations
 develops problem solving skills
 encourages trainee instructors to think about situations
 Disadvantages:
 needs a clear purpose
 can sometimes seem false
 needs to be properly structured
 Brainstorming
Brainstorming can be used to generate many ideas in a short space of time and can be
effectively used as part of a training session, course, or management meeting. The
activity is also a key element of hazard identification within risk management.
Trainees can get some time to start thinking creatively and then list on a flipchart or
white board as many ideas as possible. The brainstorm team can single out the most
appealing ideas.
 Computer-based teaching
Computer-based teaching is a method of presenting a pre-programmed schedule of
events using a computer. The events can comprise audio, text, photographs, graphics
and moving pictures in the form of video and animations in any combination.
Instructors need to know the size of trainees, identify their needs and interaction.
 Distance learning/E-learning
With the development of internet, distance-learning (E-learning) has gained its
popularity because it opens up a new avenue of educational delivery and
communication. A typical distance learning unit may consist of a unit guide, a study
guide supplemented by a book of selected readings. E-learning links for trainee and
trainee instructor are an increasing feature of modern approaches. The World Wide
Web and internet has created a new kind of delivering lectures at a distance (E-
learning). It can be synchronous or asynchronous in form. It can transcend the space,
reduce the education cost and offers a trainee an opportunity to learn at his/her free
time. Programmed software, computer and internet are considered as the most
important conditions to carry out E-learning.
 Mentoring
39
Mentoring is a tool that organizations can use to nurture and grow the trainees. It can
be an informal practice or a formal programme. Mentors demonstrate, explain and
model. The mentor's job is to promote intentional learning, which includes capacity
building through methods such as instructing, coaching, providing experiences,
modelling and advising. Successful mentoring means sharing responsibility for
learning. Regardless of the facilities, the subject matter, the timing, and all other
variables.
 Blended teaching
Blended Learning is a kind of learning where a trainee blends or mixes via a range of
methods involving instruction, digital and online media learning.
 To combine or mix modes of web-based technology (e.g., live virtual

classroom, self-paced instruction, collaborative learning, streaming video,
audio, and text) to accomplish an educational
 To combine various pedagogical approaches (e.g., constructivism, behaviorism,
cognitivism) to produce an optimal learning outcome with or without
instructional technology.
 To combine any form of instructional technology (e.g., videotape, CD-ROM,
web-based training, film) with face-to-face instructor-led training.
 To mix or combine instructional technology with actual job tasks in order to
create a harmonious effect of learning and working.
 Seminar/workshop
This activity involves an individual trainee or group of trainees carrying out research
into a topic and then presenting the results to the others, followed by a discussion or
questions. Sufficient time has to be given to the trainee in advance so that he/she can
research the topic properly and prepare the presentation.
 Massive Open Online Courses (MOOC)

It is an online course aimed at unlimited participation and open access via the web. In
addition to traditional course materials such as filmed lectures, readings, and problem
sets, many MOOCs provide interactive user forums to support community interactions
among students, professors, and teaching assistants (TAs).

Instructors are recommended to demonstrate some teaching activities on the premise
of adequate knowledge of various teaching activities. The classroom is proposed to be
equipped with the teaching aids such as computer, projector, presentation application
software and videos, etc. It is better to ask trainee instructors to compare and contrast
the pros and cons of different teaching activities so that a full picture is established.
Sharing with each other the individual practice and experiences would be desirable.
Written or oral form of feedback and comments on the simulated teaching may be
40
used to evaluate this activity. Assessment should take account of the suitability of the
various teaching arrangements which will promote a cooperative effort between
instructors and trainees.
4.2 Orient teaching activities to context and trainee needs

The purpose is to provide trainee instructors with the ability to recognize the trainee
differences and modify class delivery in order to help each trainee to reach his
potential. With differentiated teaching, each trainee is helped to grow academically.
Differentiation work such as respectful tasks, flexible grouping and ongoing
assessment and adjustment is critical to modification. The heart of this orientation is
that trainee instructors can adapt one or more of the course elements based on the
trainee characteristics at any point in a lesson or unit using a range of teaching and
management strategies.
Activities 4.2.1 --- Select the right activities to meet the individual needs (1 hour)
The purpose of this activity is to allow trainee instructors to adjust the teaching
methods to the actual situation. There are various teaching methods available now,
such as explaining learning, demonstrating learning, communicating learning, task-
based learning, interactive learning, and etc. However, the choice of teaching methods
to be used depends largely on the content or the aptitude and enthusiasm of the
trainee. Therefore, choosing the appropriate teaching methods that can maximize the
effect of learning is essential.

This topic may best be carried out by simulated teaching which focuses on selecting
the appropriate teaching activities to meet the needs of effective teaching. Dealing
with complex problem situations in classroom is actually a decision-making process
for instructors who have to cover through a series of practice. Effective instructors
need to have a high degree of sensing the environment, which is the ability to be
aware of what is happening in the classroom and to apply right activities to the real
situation of classroom and trainees.
Written or oral form of feedback and comments on the simulated teaching may be
used to evaluate trainee instructors. Assessment should consider how effectively the
various teaching activities can promote the interaction and communication between
trainers and trainees.
5. PRODUCING A SUBJECT-RELATED LESSON PLAN
5.1 Recognise appropriate learning outcomes for a lesson
41
The purpose of this part is to provide trainee instructors with basic knowledge on
learning outcome identification. It would be helpful if the instructors could introduce
theories on and approaches to lesson planning at the very beginning. The introduction
should be conducted in a broad way to provide a general knowledge picture.
Considering trainees in maritime domain usually have quite different backgrounds
and skill levels, instructors are suggested to focus the theories introduction on the
assessment or diagnosis of trainees’ needs. Therefore, it is important to equip the
trainee instructors with the knowledge of how to diagnose the backgrounds of their
trainees and recognize the desired learning outcomes for the purpose of developing a
lesson plan successfully.
This part intends to provide the trainee instructors with the opportunities to learn
sample STCW Competence Tables and the approaches to produce a suitable work
schedule. It is probably best done by the instructor using an IMO model course as an
example and then using another section of the STCW Competence Tables for some
practical work with the trainee instructors.
Activities 5.1.3 --- Identify the outcomes to be achieved by the lesson (2 hours)
This activity intends to allow trainee instructors to familiarize themselves with the
process of formulating the competence-based learning outcomes. The important
consideration is to understand the genuine link between learning outcomes and the
STCW Competence Tables.
It is better to have the activity performed in groups composed of trainee instructors

from similar discipline, if possible. This will encourage sharing viewpoints on the
understanding of the transferring from competence requirement to specific learning
outcomes.

Instructors are recommended to give series of lectures on the lesson planning theories
and approaches. IMO model courses could be used as key examples to support the
theory introduction. It would be helpful if trainee instructors could access the STCW
Convention and Code and IMO model courses covering a variety of subjects, which
enable trainee instructors to establish a general appreciation on the genuine links
between them. Group discussions focusing on the diagnosis of trainees’ needs are
highly encouraged in order to put the theories and approaches into practices and share
understanding.
Group presentation is recommended to be used for assessing trainee instructors. Other

forms of evaluation such as assignment, written or oral test are also suitable.
5.2 Recognise factors to be considered when planning a lesson

The purpose of this topic is to allow the trainee instructors to produce a quality lesson
plan by combining the identified learning outcomes with other factors. These factors
42
involve the internal and external environment of the training activity. The internal
environment refers to a training venue like a classroom, laboratory, workshop and
ship. It is recommended that trainee instructors list and evaluate the main
considerations with regards to the suitability and availability of the venue and other
resources. The external environment basically means the requirements of different
stakeholders in the shipping industry. These requirements may vary according to the
development of the industry, and may have great impact on what to be taught and
what competence level to be reached. Desirably, a clear picture should be provided
with regards to the concerns of different stakeholders and how they might influence
maritime training.
Activities 5.2.1 --- Identify the main planning considerations (2 hours)

This activity is to arm the trainee instructors with the ability to identify the influences
of an effective lesson plan. The trainee instructors should identify and discuss the
internal environment and external environment influences in order to realize their
impacts and concerns on maritime training.
This activity may be carried out in groups of trainee instructors with the same or
similar background.
Activities 5.2.2 --- Produce a structured lesson plan (2 hours)

This activity aims to enable the trainee instructors, especially those new candidates to
the work, to produce a suitable lesson plan. In combination with a section chosen
from the STCW Competence Tables, the trainee instructor should determine the
appropriate length of the course and the suitable equipment. The following lesson plan
samples could be used as a reference.
Table 3 A sample lesson plan for a lesson involving numerical work

Title
Class
Time
Starting knowledge
Objectives
Content Instructor Trainee Teaching Aids Time Allocation

Asking questions Answering
Introduction OHP 10 minutes
Stating objectives Listening
New ideas
Explanation Listening Hand-out 10 minutes
developed
Assisting with Individual
Tutorial individual tutorial Hand-out 30 minutes
tutorial work work
43
Conclusion and Questioning OHP/
Answering 10 minutes
review Summarising Chalkboard
Table 4 Based upon a traditional lecture format with increased trainee
participation
Title
Class
Time
Starting knowledge
Objectives
Time
Content Instructor Trainee Teaching Aids
Allocation
Asking questions Answering
Introduction OHP 10 minutes
Stating objectives Listening
Main point Explanation Listening OHP/Chalkboard 15 minutes
Review of Asking questions Answering
OHP/Chalkboard 5 minutes
main point Summarising Listening
Second point Explanation Listening OHP/Chalkboard 5 minutes
Review of main & Asking questions Answering
OHP/Chalkboard 10 minutes
secondary points Summarising Listening
Trainee questions Answering Asking questions 10 minutes
Conclusion
Summarising Listening 5 minutes
and review
Table 5 A practical lesson: Personal survival techniques

Title Personal survival techniques: practical work
Class Pre-sea trainees
Time 2 hours 30min
Starting knowledge Theoretical knowledge gained during theory classes
To allow the trainees to gain the practical skills necessary to survive at
Objectives
sea. Refer to the STCW Convention and Code.
Equipment Swimming pool, life raft, lifejackets
Activity Instructor Trainees Time

Introduction Exposition Questioning Listening
Transferring & securing life raft Observing, commenting Answering Observing, 10min
Life raft launch launching life raft
Revision of methods of Questioning Observing, Answering 10min
boarding life raft “dry” Commenting Floating, swimming
Group enters pool to Observing, Moving, wearing
float/swim Commenting, lifejacket
44
Group puts on lifejackets
while in water & assess
problems with moving
Group investigates the Swimming
ability of the lifejacket to self-
righting, try swimming
as normal & on backs
Demonstrations,
followed by trainees
trying best position to
Demonstrating Observing，listening
conserve heat in water Forming
Observing Moving, swimming, 20min
circle to aid
commenting towing
visibility/morale
Towing an unconscious
person
Layout & actions on Questioning,
Answering,
boarding life raft Observing, 5 min
boarding life raft
commenting
Jumping into water from a Demonstrating, Jumping, observing, 5 min
height observing, commenting listening
Activity Instructor Trainees Time

Jumping from poolside
board，Actions on entering Demonstrating, Jumping, observing,
15min
cold water, boarding raft via observing, commenting listening
ramp
Jumping from poolside
board，Actions on entering Demonstrating, Jumping, observing,
15min
cold water, Boarding raft via observing, commenting listening
other access point using ladder
Assisting fellow trainee
Assistance using quoit &line Demonstrating
to board using quoit
Recovery of unconscious Observing 20min
&line Recovering
person commenting
unconscious person
Demonstrating
Performing correct
Righting upturned life raft Observing 35 min
action to “right” life raft
commenting
Abandoning ship via
high board, calling
Practice Exercise：abandon Demonstrating,
correct actions, securing 10 min
ship using high board observing, commenting
raft, manoeuvring raft
with paddles.
Conclusion Questioning，summari Answering, listening 5 min
45
sing

Class room lectures are necessary to clarify the main considerations when developing
a lesson plan. It is helpful to organize group discussions among trainee instructors by
role playing the specific shipping stakeholder to identify their concerns on maritime
training.
A written test regarding factors affecting the production of a lesson plan as well as the
relationship between the STCW Convention requirement and learning outcomes could
be used. It is also suggested that practical activities, such as producing a lesson plan
and group presentation, should be used for the assessment of the trainees’ required
performance.
6. EVALUATING TEACHING AND LEARNING

The major objective of this part is to enable trainee instructors to understand the
necessity of learning and training evaluation. The desired learning outcomes and the
opportunities to learn constitute the integrated learning needs for a trainee of a course
or programme. The trainee instructors should demonstrate their abilities to develop
the evaluation questions that reflecting the purpose of evaluation as well as priorities
and needs of trainees. Keep in mind that the quality management is an important
factor so as to maintain a high standard of course delivery.
Activities 6.1.1--- Define the desired learning outcomes (0.25 hour)

This activity is intended to enable trainees to be aware of the desired learning
outcomes that would indicate course effectiveness. Trainee instructors need to
consider the learning outcomes that may influence the course effectiveness. The
instructors are recommended to show the process for developing desired learning
outcomes in class with a checklist for outcomes and organize the discussion between
trainee instructors.
Activities 6.1.2 --- Understand opportunities to learn (0.25 hour)

This activity is to enable trainee instructor to understand the concept of the
opportunities to learn for the perform-based evaluation. The definition of opportunity
to learn includes the quality of resources, school conditions, curriculum, and teaching
that students experience. The necessity of analyzing the strengths and weaknesses of
trainees should be discussed accordingly. All of these issues are considered critical for
ensuring that students are able to meet the increased demands of performance-based
accountability systems. The instructors are recommended to introduce the positive
46
relationship between opportunities to learn and trainee’s achievement. Keep in mind
that opportunity to learn is the overlap between the information that trainees were
taught and the information on which they were tested. The trainee instructors should
be encouraged to indicate the significances of opportunities to learn for the evaluation
process.
Activities 6.1.3 --- Develop evaluation questions (0.25 hour)

This activity aims to provide trainee instructors with the knowledge of developing
evaluation questions in the evaluation process. The instructors are recommended to
introduce the steps for developing questions with the real-world sample. The trainee
instructors should think about the priority of evaluation questions considering the
relevance of the questions to the purpose of the evaluation and available recourses to
answer the questions. The instructors could take advantage their experiences and
knowledge to give appropriate guidance during discussion and brainstorming process.

Instructors are recommended to present the theoretical lecture of this topic in
conjunction with materials related to the student’s evaluation in classroom. The
classroom is proposed to be equipped with teaching aids such as a computer,
projector, presentation application software and videos. Ideally, appropriate examples
of evaluation could be demonstrated accordingly. In-class exercises and case studies
may be preferable during the lecture delivery.
It is suggested that the form of written or oral examinations should be taken to assess
the trainee instructors’ performances for this topic. A feedback or questionnaire is also
possible to evaluate a trainee’s ability to solve a more complex problem.

The major objective enables trainee instructors to understand how to create a teaching
and learning assessment plan. It is an important preparatory process to determine the
assessment and evaluation methods for learning outcomes. Trainee instructors should
be advised to record evidence of learning when developing a learning assessment.
Typically, assessment efforts are divided into two types, formative and summative.
Levels of evaluation as well as the model of learning and teaching should be

introduced in order to improve the efficiency of evaluation. Meanwhile, the evidence
of learning and use of criteria for competence-based assessment should be discussed
accordingly.
Activities 6.2.1 --- Understand levels of learning evaluation (0.25 hour)
47
This activity aims to enable the trainee instructor to understand the concept of levels
of learning evaluation. A model developed by Kirkpatrick (see P11) could be used as a
reference.
In this activity, the instructors are recommended to introduce the goal of each level as
well as its advantages. It is important that the trainee instructors consider how to apply
this model in their teaching practices.
Activities 6.2.2 --- Describe steps for evaluating learning (0.25 hour)
This activity aims to introduce the steps for learning evaluation. Preferably, the 3P
model of Teaching and learning developed by Bigg (see P4) could be used to
introduce the connection between different approaches to teaching evaluations. It is
recommended that the instructors provide a practical example with the nature and
sequence of assessment tasks so as to give a clear picture of the overall design of
assessment items taking the model of teaching and learning into consideration.
Activities 6.2.3 --- Determine evidence of learning (0.25 hour)

This activity aims to enable the instructor trainees to understand the evidence of
learning. It is suggested that the instructors could provide an example to show he
importance of evidence of learning for future teaching and learning assessment. The
trainee instructors are recommended to consider the methods for collecting the
evidence of learning.
Activities 6.2.4 --- Select methods of assessment (0.25 hour)

This activity is used for the appropriate selection of the assessment methods.
Instructors are recommended to introduce the types of assessment such as formative
assessment and summative assessment, in the beginning of the class. Trainee
instructors are suggested to consider the validity, reliability and practicality relating to
the most commonly used assessment methods provided by the instructors. The trainee
instructors need to demonstrate their abilities to choose the appropriate assessment
methods according to the specific topics given by the instructors.
Activities 6.2.5 --- Use the standard for assessing competence (0.25 hour)
This activity aims to enable trainee instructors to understand the application of
assessment standards in teaching practices to gauge a reasonable range and level of
performance to be expected from a competent student. Keep in mind that all
dimensions of competence should be assessed within the context of the required
performance. It is suggested a training package with competence standards should be
provided to the trainee instructors for the better understanding.
Activities 6.2.6 --- Develop an assessment plan (0.5 hour)

The objective of this activity is to enable trainee instructors to develop an assessment
plan with overall lesson design in mind. The instructors are recommended to provide
48
samples of assessment plan to show those common shortcomings in designing. The
necessary resources relating to a specific topic may be provided by the instructors so
that the trainee instructors could develop an assessment plan individually in class.
Ideally, the instructors could provide the corresponding comments and suggestions.

It is recommended that the instructor presents the theoretical lecture of this topic with
materials related to the levels and steps for the teaching and learning assessment in the
classroom. The classroom is proposed to be equipped with the teaching aids such as
computer, projector, presentation application software and video set. Trainee
instructors are encouraged to identify the evidences of learning. Discussion and
brainstorming may be a better way to select the most appropriate methods of
assessment because some basic requirements are necessary for the implementation of
assessment. A case study concerning developing an assessment plan under the
assistance of instructors may be preferable during the lecture delivery. Instructors
should use their experience and knowledge about teaching and learning assessment to
help improve the assessment plan.
The written or oral form of feedback and comments on the assessment plan may be
used to evaluate this activity. It is suggested that the written or oral group assignments
concerning developing an assessment plan for a specific competency chosen from the
STCW Convention and Code should be taken into account to assess the trainees’
performances for this topic.

This topic aims to enable the trainee instructors to appropriately use the assessment
results. At the end of a lesson an instructor should always think about the
effectiveness of the teaching. A systematic approach is needed if the trainee instructor
is to gain useful information. It is better that the instructors could introduce the
approaches to encourage feedback from the trainees and show the advantages and
disadvantages of them. It is important for the trainee instructor to identify the factors
to be considered when choosing a method for data collecting. It is recommended that
instructors could provide a real-world example so as to give a clear picture of the
application of the assessment results.
Activities 6.3.1 --- Describe approaches to encourage feedback (0.5 hour)

This activity is to equip the trainee instructors with the knowledge of how to
encourage feedback. In this activity, the trainee instructors will learn different
approaches to encourage feedback from the trainees considering different types of
trainees’ survey. For further discussion in the classroom, the instructors are suggested
to provide trainee instructors with samples relating to their teaching practices.
49
Activities 6.3.2 --- Select methods for data collecting (0.5 hour)
This activity aims to enable the trainee instructors to choose appropriate methods for
data collecting. In this activity, the instructors are recommended to introduce the
strategies for the collection of evaluation data. It is better to provide a sample with all
relevant course materials for further discussion among trainee instructors. Keep in
mind that the discussion should give the priority for collecting data to promote
assessment effectiveness.
Activities 6.3.3 --- Apply the assessment results (0.5 hour)

This activity aims to enable the trainee instructors to apply the assessment results. It is
suggested that the instructors introduce the core elements by using a course evaluation
template (see Table 6). Keep in mind that the best practices for assessment results
could be used to highlight the important findings in the data collected. The trainee
instructors are recommended to brainstorm how the assessment results are able to
improve the assessment process, teaching and learning process or both.
Table 6 Course evaluation

Course: Class: Date:
Completion of this questionnaire is voluntary.
Write down your expectations:
INSTRUCTIONS: Fill in bubbles darkly and completely. Erase errors cleanly.
1=Excellent, 3=Good, 6=Very poor
1 2 3 4 5 6
1 The course as a whole was ○ ○ ○ ○ ○ ○
2 The course content was ○ ○ ○ ○ ○ ○
3 The Instructor’s contribution to the course was ○ ○ ○ ○ ○ ○
4 The instructor's effectiveness in teaching the subject matter was ○ ○ ○ ○ ○ ○
5 The instructor’s knowledge was ○ ○ ○ ○ ○ ○
6 The opportunity for practicing what was learned was ○ ○ ○ ○ ○ ○
7 The sequential development of skills was ○ ○ ○ ○ ○ ○
8 Explanations of underlying rationales for new skills were ○ ○ ○ ○ ○ ○
9 Demonstrations of expected skills were ○ ○ ○ ○ ○ ○
10 The instructors confidence in student ability was ○ ○ ○ ○ ○ ○
11 Recognition of student progress by the instructor was ○ ○ ○ ○ ○ ○
50
12 The instructor’s ability to deal with student difficulties was ○ ○ ○ ○ ○ ○
13 Tailoring of instruction to varying student abilities was ○ ○ ○ ○ ○ ○
14 Availability of extra help when needed was ○ ○ ○ ○ ○ ○
15 Use of class time was ○ ○ ○ ○ ○ ○
16 Instructor’s interest in student learning was ○ ○ ○ ○ ○ ○
17 Amount you learned on the course was ○ ○ ○ ○ ○ ○
18 Relevance of course content was ○ ○ ○ ○ ○ ○
19 Level of expectations achieved ○ ○ ○ ○ ○ ○

Instructors are recommended to present the theoretical lecture of this topic in
conjunction with materials related to the course in classroom. Appropriate examples
of evaluations shall be demonstrated accordingly. In-class exercises, case study as
well as group work concerning the evaluation may be preferable during the lecture
delivery.
Written or oral examinations on the methods to encourage and collect feedback from
the trainees could be used. It is also suggested that practical activities such as applying
the assessment results, group presentations and assignments should be suitable for the
assessment of trainees’ performance. An essay is also a possible tool to evaluate a
trainee’s ability to solve a more complex problem.
7. COURSE DESIGN
7.1 Recognise factors to be considered when designing a learning programme

The objective of this part is to enable trainee instructors to identify the factors that
will have an impact on designing a learning programme. The trainee instructor should
introduce how to relate the learning outcomes of a specific programme to the
specified competence.
When designing a new course for seafarer trainees, the trainee instructor should
identify the specific competences required by the STCW Convention and Code. The
learning outcomes are an essential parameter to demonstrate these competences. The
planned outcomes of this new course should be consistent with the identified
competence from the STCW Convention and Code. Therefore, the teaching contents
should cover not less than all the knowledge listed in the STCW Convention and
Code and also appropriate teaching aids should be selected accordingly to facilitate
the trainees’ mastery of competence.
Activities 7.1.1--- Relate outcomes to identified competence (0.75 hour)

This activity aims to enable trainee instructors to connect the learning outcomes with
51
specified competence. In this activity, the instructors are recommended to demonstrate
the differences between the competences and outcomes. The trainee instructors will
be capable of identifying the key distinction between learning outcome and
competence. It is suggested that the competence tables of the STCW Convention and
Code should be provided to indicate the connection between competence and learning
outcome.
Activities 7.1.2 --- Determine outcomes for a specific programme (0.75 hour)
This activity aims to enable the trainee instructors to develop relevant learning
outcomes. It is suggested that the basic principles and rules be introduced by the
instructors. The instructors are recommended to give an in-class exercise for trainee
instructors to write several learning outcomes that match the content, teaching
strategies and assessment for a specified learning programme. It is better that the
instructors could provide a lesson sample of learning outcomes development and
conclude some tips to assist trainee instructor to finish the work.

The classroom is proposed to be equipped with teaching aids such as a computer,
projector, applicable software and videos. A new course equipped with a teaching
syllabus, teaching aids and teaching outcomes could be used to explain and simulate
the process of course design for trainee instructors.
It is suggested that the written or oral group assignments concerning developing a

module learning programme with a designated competence chosen from the STCW
Convention and Code should be taken to assess the trainees’ performance for this
topic. It might be better for trainee instructors to deliver written feedback or oral
comments at the end of the course.

The objective of this topic is to enable the trainee instructors to develop a new training
course. The trainee instructors should be informed that IMO model courses could be
used as useful tools in their course development process. With the completed selective
competences and the corresponding planned outcomes, other factors should also be
considered before developing a learning programme. If the instructor is familiar with
the detailed backgrounds of the learners and their needs of theoretical knowledge and
practical working skills, the learning programme will be more applicable and
effective.
Activities 7.2.1 --- Use the IMO model courses (0.5 hour)
This activity is to enable the trainee instructors to appropriately use IMO model
courses during the course design process. It is suggested that the instructor should
52
introduce the purposes and principles of the IMO model courses with an example to
illustrate how they work in course design.
Activities 7.2.2 --- Develop a learning programme to suit the needs of the learners
(1 hour)
This activity aims to demonstrate the ability of trainee instructors to develop a
learning programme considering the specific needs of the learner. The instructors are
recommended to summarize the whole process of course design considering the
knowledge that the trainee instructors have obtained from the previous training
sections. The trainee instructors need to develop a course syllabus following the
template provided by the trainer for course design considering those key factors such
as learning outcomes, activities and assessment.

Group discussions or brainstorming could be used as an appropriate teaching method
in presenting this topic. It is suggested that IMO model courses could be used as a tool
to promote teaching effectiveness. Instructors are recommended to deliver a specific
sample in detail, for instance in conjunction with materials related to the process of
designing a new course in front of trainee instructors.
It is suggested that the written or oral group assignments under the guidance of a
specified IMO model course could be conducted. It is recommended that the
instructors could deliver a written feedback or oral comments at the end of the course.
53
Activities 2.1.1 List optimum qualities of instructors and trainees 1 hour
Activities 2.1.2 Identify the factors which affect teaching 0.5 hour
Activities 2.1.3 Identify the factors which influence trainee learning 1 hour
Activities 2.2.1 Demonstrate effective communication practices 0.5 hour
Activities 2.2.3 Organise the classroom environment to assist learning 0.5 hour
Activities 2.2.4 Apply relevant learning and motivational approach 0.5 hour
Activities 3.1.1 Demonstrate the use of various teaching aids 7 hours
Activities 3.2.1 Select appropriate teachings aids to meet class needs 2 hours
Activities 4.1.1 Deliver teaching sessions using a variety of styles 9 hours
Activities 4.2.1 Select the right activities to meet the individual needs 1 hour
Activities 5.1.3 Identify the outcomes to be achieved by the lesson 2 hours
Activities 5.2.1 Identify the main planning considerations 2 hours
Activities 5.2.2 Produce a structured lesson plan 2 hours
Activities 6.1.1 Define the desired learning outcomes 0.25 hour
Activities 6.1.2 Understand the opportunities to learn 0.25 hour
Activities 6.1.3 Develop evaluation questions 0.25 hour
Activities 6.2.1 Understand levels of learning evaluation 0.25 hour
Activities 6.2.2 Describe steps for evaluating learning 0.25 hour
Activities 6.2.3 Determine evidence of learning 0.25 hour
Activities 6.2.4 Select methods of assessment 0.25 hour
Activities 6.2.5 Use the standard for assessing competence 0.25 hour
Activities 6.2.6 Develop an assessment plan 0.5 hour
Activities 6.3.1 Describe approaches to encourage feedback 0.5 hour
Activities 6.3.2 Select methods for data collecting 0.5 hour
Activities 6.3.3 Apply the assessment results 0.5 hour
Activities 7.1.1 Relate outcomes to identified competence 0.75 hour
Activities 7.1.2 Determine outcomes for a specific programme 0.75 hour
Activities 7.2.1 Use the IMO model courses 0.5 hour
Develop a learning programme to suit the needs of the
Activities 7.2.2 1 hour
learners
List of Activities
54
Part E: Evaluation and Assessment
The effectiveness of any evaluation depends largely on the accuracy of the description
of what is to be evaluated. Thus, to assist instructors, the detailed teaching syllabus
uses descriptive verbs for the specific learning outcomes, mostly taken from the
widely used revised Bloom’s taxonomy. These learning outcomes provide a sound
base for the construction of suitable tests for evaluating participant progress. Even
though this course is not aimed at developing measurable skills for seafarers’
qualifications per the requirements of the STCW Convention 1978, as amended, the
principles of a more formal evaluation are included, as is standard for most IMO
model courses.
Evaluation/assessment is a way of finding out if learning has taken place. It helps the
assessor (instructor), to establish whether the learner has got the required skills and
knowledge at a given point during a course or towards a qualification.
Evaluation/assessment can also be used:

 to assist a trainee’s learning.
 to identify a trainee’s strengths and weaknesses.
 to assess the effectiveness of a specific instructional strategy.
 to assess and improve the effectiveness of curriculum programmes.
 to assess and improve teaching effectiveness.
The criteria for evaluating competences specified in column four of the competence
table in the STCW Code are the main reference for the implementation of assessment,
and should be clearly understood and referred to when performing such action. The
demonstration of competence for compliance with different function requirements can
be different. For some skills such as the calculation of trim and stability for a specific
loading condition, a written exam is most likely the proper way to check the trainee’s
ability. For testing passage design, on the other hand, a practical test with a nautical
chart is the recommended way to evaluate the candidate. Therefore, the trainee
instructor needs to realize that there is no uniform way of evaluation. However, there
is some guidance in the competence table of the STCW Code, which could be used to
develop the proper evaluation methods of an institution. Generally, in order to select
the proper assessment measures, the training instructor should first be aware of the
expected learning outcome in terms of the scope of knowledge, understanding and
competence required.
Types of evaluation/assessment
The ideal types of evaluation/assessment for a specific subject or topic depend on
various aspects including internal and external conditions. The internal conditions
55
may include the outcome of the subject, the number of students, the available staff
and teaching facilities. The external conditions and influential factors are mainly the
impact of industry expectations, for instance the competence requirement set out in
the STCW Convention and Code. Therefore, the best practice is to balance these
conditions in order to reach practical evaluation and assessment measures. This
section will review and examine different evaluation/assessment measures for the
trainee instructor to consider. The different types of evaluation/assessment can be
classified as:
 Initial/Diagnostic assessment
Diagnostic assessment is an evaluation of a trainee’s skills, knowledge, strength and
areas for development, which aims to generate a general view of the trainee’s
knowledge and skill level for the planning of the course or to assess the effect of the
training in the middle of a course. It is recommended that this kind of assessment
should be carried out before the start of a course/qualification to ensure trainees are on
the right path. Depending on the available resources in the training institution, this
assessment could be conducted individually and/or collectively.
 Formative assessment
Formative assessment, where the instructor conducts on-going, in-process evaluation,
is an integral part of the teaching/learning process. The result of this assessment
provides information on a trainee’s progress and may also be used to encourage and
motivate.
Formative assessment is a basic assessment skill that should be mastered by trainee

instructors. The proper use of it not only helps trainee instructors to assess the impact
of their teaching but also gives them a clear view of their own learning results.
Therefore, the purpose of formative assessment is to provide feedback to trainees,
motivate them, diagnose their strengths and weaknesses and help them develop self-
awareness.
 Summative assessment
Summative assessment is a final assessment aiming to check the performance of the
trainee where the result could be used to qualify or certify a trainee. It is designed to
measure the trainee’s achievement against defined objectives and targets. Therefore,
one of the purposes of summative assessment is to pass/fail or grade a candidate. It
may take the form of a written exam or an assignment and usually takes place at the
end of a course. Meanwhile, the result of the assessment is also a valuable form of
feedback on the teaching itself; this should be examined carefully by the trainee
instructor in order to identify deficiencies in the training. Such feedback shows the
trainee instructor the areas where additional emphasis or further study may be needed
for the teaching to improve.
56
Evaluation for Quality Assurance
Evaluation can also be required for quality assurance reasons. The purpose of
assessment with respect to quality assurance is to provide feedback to an Instructor on
the trainees’ learning, the strengths and weaknesses of a module, and the teaching
quality.
 Assessment Planning
Assessment planning should be specific, measurable, achievable, realistic and time
bound (SMART). Some methods of assessment that could be used depending upon the
course/qualification are as follows and should all be adapted to suit individual needs.
 Observation (In Oral examination, Simulation exercises, Practical
demonstration).
 Questions (written or oral).
 Tests.
 Assignments, activities, projects, tasks and/or case studies.
 Simulations (also refer to section A-I/12 of the STCW Code).
 Computer Based Training (CBT).
 Validity
The evaluation methods should be based on clearly defined objectives, and truly
represent what is meant to be assessed; for example the relevant criteria and the
syllabus or course guide. There should be a reasonable balance between the subject
topics involved and also in the testing of a trainee’s KNOWLEDGE,
UNDERSTANDING AND PROFICIENCY of the concepts.
 Reliability
Assessment should also be reliable (if the assessment was done again with a similar
group/learner the evaluator would receive similar results). The same trainee instructor
may have to deliver the same subject to different groups of learners at different times.
If other assessors are assessing the same course/qualification, then the outcome should
be the same or similar depending on the task.
To be reliable, an evaluation procedure should produce consistent results no matter

which set of papers or version of the test is being used.
If instructors assess their own trainees, they need to know what they are to assess and
how to do it. The “what” will be evident from the standards and learning outcomes of
the course/qualification they are delivering. The “how” may already be decided for
them if it is an assignment, test or examination.
The instructors need to consider the best way to assess the skills, knowledge and
attitudes of their learners, whether this is formative and/or summative, as well as how
the assessment ensures validity and reliability.
57
 All work assessed should be valid, authentic, current, sufficient and reliable;
this is often known as VACSR - valid assessments create standard results.
Where:
 Valid – the work is relevant to the standards/criteria being assessed:
 Authentic – the work has been produced solely by the learner;
 Current – the work is still relevant at the time of assessment;
 Sufficient – the work covers all the standards/criteria;
 Reliable – the work is consistent across all learners, over time and at the
required level.
It is important to note that no single method can satisfactorily measure knowledge and
skills over the entire range of matters to be tested for the assessment of competence.
Care should therefore be taken to select the method most appropriate to the particular
aspect of competence to be tested, bearing in mind the need to frame questions which
relate as realistically as possible to the requirements of an officer's job at sea.
 Calculations
The ability to perform calculations and to resolve such problems can be tested by
having the candidates carry out the calculations in their entirety. Since a large variety
of technical calculations are involved, and the time necessary to complete all the
solutions is considerable, it is not possible to test all the abilities of candidates within
a reasonable examination time.
Thus, one solution is to use a sampling technique, as is the case with the assessment
of knowledge, comprehension and application of principles and concepts in other
subject fields.
In examinations conducted on a traditional essay-type basis, one common sampling

technique applied in respect of calculation requirements is to attempt to cover as much
of the subject area as possible within the examination time available. This is
frequently done by using questions involving shorter responses and testing in depth on
one or two topics by requiring the completion of more complex answers. The
employment of this ‘gross sampling’ technique reduces the reliability of the
examination when compared to what is achievable with a more detailed sampling
technique.
In order to develop a series of ‘step test items’, covering an entire answer, it is

necessary to identify each intermediate step in each calculation which are accepted as
being correct in principle. These questions, after they have been reviewed for clarity
and brevity, form the standard ‘step test items’ in that calculation topic.
This approach allows questions to be posed which sample the candidate's knowledge
and ability to perform parts of various calculations, which takes less time than having
58
the candidate perform entire calculations. The assumption is made that if the
candidate can or cannot correctly complete a calculation step leading to the solution;
they can or cannot successfully carry out the entire calculation. Such detailed
sampling allows a larger number of questions to be answered by the candidate within
the time allotted for the examination, thus allowing a broader sampling of the
candidate’s knowledge and abilities, and thereby increasing the reliability of the
examination.
It should be pointed out that because of the greater number of test items, more time
will be spent by the candidates in reading the questions and in appreciating the precise
step which each question involves.
However, the ability to correctly answer questions that are based on each intermediate
step leading to the solution does not necessarily indicate competence in the
application of the calculation methodology or in the interpretation of the intermediate
or final results. Further questions must therefore be developed which are of a
“procedural” and principle nature.
Such ‘step test’ and ‘procedural’ items may be drawn up as ‘essay-type’ items, supply
type items or multiple-choice items. Marking or scoring is easier if multiple-choice
test items are used, but in some cases difficulties may arise in creating plausible
distracters.
Detailed sampling can allow immediate identification of errors of principle and those
of a clerical nature. It must be emphasized that this holds true, in general, only if the
test item is based on a single step in the overall calculation. Multiple-choice items
involving more than one step may, in some cases, have to be resorted to in order to
allow the creation of a sufficient number of plausible distracters, but care must be
exercised to ensure that distracters are not plausible for more than one reason if the
nature of the error made (and hence the distracter chosen) is to affect the scoring of
the test item.
 Compiling tests
While each examining authority establishes its own rules, the length of time that can
be devoted to assessing the competence of candidates for certificates is limited by
practical, economic and sociological restraints. Therefore, a prime objective of those
responsible for the organization and administration of the examination system is to
find the most efficient, effective and economical method of assessing the competency
of candidates. An examination system should effectively test the breadth of a
candidate's knowledge of the subject areas pertinent to the tasks he is expected to
undertake. It is not possible to examine candidates fully in all areas, so in effect the
examination samples a candidate's knowledge by covering as wide a scope as is
possible within the time constraints and testing his depth of knowledge in selected
areas.
59
The examination as a whole should assess each candidate’s comprehension of
principles, concepts and methodology; their ability to apply principles, concepts and
methodology; their ability to organize facts, ideas and arguments and their abilities
and skills in carrying out those tasks they will be called upon to perform in the duties
they are to be certificated to undertake.
All evaluation and testing techniques have their advantages and disadvantages. An
examining authority should analyse precisely what it should be testing and can test. A
careful selection of test and evaluation methods should then be made to ensure that
the best of the variety of techniques available today is used. Each test shall be that
best suited to the learning outcome or ability to be tested.
 Quality of test items

No matter which type of test is used, it is essential that all questions or test items used
should be as brief as possible, since the time taken to read the questions themselves
lengthens the examination. Questions must also be clear and complete. To ensure this,
it is necessary that they should be reviewed by a person who is not the originator. No
unrelated information should be incorporated into questions; such additions can waste
the time of knowledgeable candidates and tend to be regarded as ‘trick questions’. In
all cases, the questions should be checked to ensure that they measure an objective
that is essential to the job concerned.
 Scoring tests
The assessment of seafarers is concerned with judging whether they are competent, in
terms of meeting sufficient specified learning outcomes, to perform the tasks required
by the qualifications they are seeking. In other words, they should be tested against
predetermined criteria rather than against the performance of other examinees or the
norm for the group as a whole, as is the case in many examinations.
To achieve that end in subjective testing, an analytical scoring scheme should be

drawn up where a model answer that attracts full marks is produced for each question.
This model answer is then critically reviewed for the definitions, facts, explanations,
formulae, and calculations it contains and marks are allocated to each item; the aim
being to make the scoring as objective as possible. A subjective element is still likely
to exist in the original allocation of marks to the various sections and, to some extent,
in the scoring of incomplete or partially correct sections.
In addition, either credit scoring or deductive scoring may be used. In credit scoring,
marks are awarded in accordance with the scoring scheme for each correctly
completed part of the answer. However, no marks shall be credited for incorrect parts
or omissions. With deductive scoring, marks are deducted for errors and omissions
from the total mark for the question or part question (where a question has been
divided into two or more sections). When applied to essay questions, the two methods
60
should produce virtually the same score. Deductive scoring is usually confined to the
marking of calculations.
Deductive scoring can be weighted to take account of the relative seriousness of

different types of error. Errors are commonly classed and weighted as follows:
1. errors of principle: for example, using the formula for righting moment in a
calculation of list; deduct 50% of the mark for the question or part question;
2. major errors: for example, extracting data for the wrong day or time from a
publication; deduct 30% of the marks for the question or part question; and
3. clerical errors: for example, the transposition of numbers from tables or the
question paper, careless arithmetic; deduct 10% of the marks for the question or part
question for each error.
In the case of clerical errors, only one deduction for a single error should be made. No
deductions are made for incorrect answers that follow through from the original error.
If deductions exceed the total mark for a question or part question, a zero score is
given; negative scores are not carried over to other parts.
The different types of error can be taken into account in credit scoring schemes by
suitably weighting the marks allocated to the method, to the extraction of data and to
clerical accuracy at each step of the calculation. The steps need to be smaller and
more detailed than the division into parts used in deductive marking. As a result,
marks lost for errors of principle tend to be smaller in credit scoring than in deductive
scoring.
A small percentage of the total mark, to be credited only for the correct final answer,
is sometimes included in a credit scoring scheme; the answer must lie within the
stated accuracy limits to qualify for that credit. In deductive schemes, an answer that
has otherwise been correctly calculated, but which falls outside the accuracy limits, is
treated as a clerical error.
Where tests are to be marked locally at more than one test centre, a well-defined
scoring scheme that gives the same score when applied to the same paper by different
markers is essential for the uniform and fair treatment of candidates. To aid in any
subsequent review of marks, possibly resulting from an appeal, the marker should
make brief marginal notes on the paper to indicate the reasons for deductions.
Guidance on the treatment of answers produced by pocket calculators is required.

Examination rules usually warn candidates that all work must be shown to gain full
marks for a question. The marks to deduct when insufficient work is shown but a
correct answer is produced, or when all work is correctly shown but the answer is
wrong, need to be known by the marker.
61
In papers in which all questions are to be answered, the marks may be weighted to
reflect the importance or difficulty of individual questions or the length of time that
will be needed to answer them. Where this is done, it is usual to indicate the mark for
each question on the question paper. Optional questions should all be of a similar
standard and carry equal marks, so that the standard of the complete test is the same
regardless of the questions chosen.
Use can be made of compulsory and optional sections in the same paper. Here,
questions where it is felt that all candidates should be tested, can be placed in the
compulsory section and suitably weighted. The remainder of the paper would then
offer a choice of questions, each of a similar standard.
A problem that arises with optional papers is how to deal with cases where more than
the required numbers of questions are to be answered. Here, the different examining
boards adopt various solutions. Many mark all questions and discard the lowest
marked question or questions; this is not generally advertised as it may encourage
candidates to attempt extra questions. Others take the mandatory number of answers
in the order in which they appear on the question paper and ignore the remainder.
A similar problem arises in papers where candidates are required to answer a given
number of questions and include at least some stated number from each of several
sections.
The pass mark should be set at the lowest score for which the skill sets and knowledge
satisfactorily demonstrate competency in each subject. In practice, this score is
difficult to determine exactly for any individual paper and could vary slightly from
one examination to another. Such an arrangement is difficult to administer and would
be considered unfair by candidates, so the pass mark is fixed and published in the
examination regulations. It is therefore essential when preparing papers to maintain a
consistent standard, such that the pass mark is an appropriate measure of competency.
The following instructions are typical of those produced as guidance for examiners on
the marking of examinations.
In order to achieve uniformity in marking among Examiners in various centres, and to

facilitate the review of papers, the following guidelines are to be used:
1. When several candidates write the same examination, papers, other than multiple-
choice, should be marked question by question. That is to say, question 1 of paper 1
should be marked for all applicants before proceeding to question 2; this giving more
uniformity in the marking.
2. All questions should be marked even if it becomes apparent that the candidate
62
cannot achieve the pass mark.
3. Neatness and Orderly Layout of Work:

Where work is not properly laid out or is not neat, marks should be deducted without
regard to the correctness of the answer. The number of marks deducted should vary
according to the quality of the work up to a maximum of 10% where the correct
answer is obtained.
4. Important Engineering and Technical Terms:

Where, in general calculations or general questions, an incorrect term is used and such
a term is incidental to the work, the Examiners should exercise their judgment as to
whether or not marks should be deducted, but in any case, a deduction should not
exceed 10% of the allotted marks. This does not apply to direct answers involving
definitions or to answers involving the naming of parts.
5. Types of Errors:
Errors can be divided into 3 types:
(a) P - error in principle; 50% of the marks allotted for the whole or part of the
question should be deducted.
(b) M - major error; 30% of the marks allotted for the question or part of the
question should be deducted.
(c) C - clerical error; 10% of the marks allocated should be deducted for each such
error.
NOTE: Large mark questions should be considered in their main sections and
percentages of the sections deducted. Candidates should be given the benefit of any
doubt that may exist.
6. Drawings:
Too much importance should not be attached to elaborate drawings. Often a simple
sketch with captions is sufficient and indicative of a good understanding.
7. Incomplete Answers:
Where a problem or distinct section of a large problem is only partly worked, and a
principle step remains, marks allotted should not exceed 50% of the total marks or the
split marks allotted, as the case may be.
8. Marking papers:
When marking papers, examiners should enter appropriate and brief marginal notes
showing why marks have been deducted, using the abbreviations in Paragraph 5 of
this section. The actual error should be ringed and marked with a short statement of
the reason for the error, e.g., ‘wrong answer’. A paper should be so marked that any
63
reviewing Examiner can see at a glance what has happened, and include a marginal
note to indicate the verdict of a ‘benefit of doubt’.
In the case of marginal failure, the paper concerned should be carefully reviewed.
This review is not to be regarded as having the purpose of passing the candidate; it is
to ensure that the foregoing marking standards have been correctly applied and are
consistent with those of other responses to the same examination. It may result in
either an increase or a decrease in the marks assigned.
This review having been completed, the examiner should issue a fail result if it is still
below the pass mark.
9. Use of Calculators:
When a non-programmable calculator is used by a candidate in an examination all the
necessary formulae and transpositions must be shown for a full mark to be allotted. In
the case of a correctly set out answer, or partial answer, which has an incorrect final
result, 30% of the whole or part should be deducted on the major error rule.
Advantages and disadvantages of oral and practical tests

Some aspects of competency can only be properly judged by having candidates
demonstrate their ability to perform specific tasks in a safe and efficient manner. The
safety of the ship and the protection of the marine environment are heavily dependent
on the human element. In general, all proficiencies require a practical demonstration,
which in some cases can be performed whether within training or in service. It is
important that any practical testing used to evaluate competence is valid. This means
that where this is to be conducted during a training course, the assessor needs to create
an environment that has the key features of the shipboard work environment present.
The advantage of an oral/practical test is that this checks the performance of the
trainee in a distinct and interactive way. In this respect, the ability of candidates to
react in an organized, systematic and prudent way can be more easily and reliably
judged through an oral/practical test.
One disadvantage of oral/practical tests is that they can be time-consuming and

require expensive equipment and facilities. Each test should take 1 to 2 hours if it is to
comprehensively cover the topics concerned. Equipment must also be available in
accordance with the competences that are to be tested. Some items of equipment can
economically be dedicated solely for use in examinations.
Theoretical and Practical Examinations

When developing the examining questions, the critical verbs of any question should
be carefully considered in order to indicate to the trainees how they should react. Such
key verbs may include: describe, discuss, explain, consider, examine are used in
questions to direct the trainee instructor to develop a thorough discussion about the
64
topic based on the knowledge and skills that have been taught. There is usually room
for creativity in how a question may be approached and what may be the focus. These
kinds of questions are suitable for evaluating the understanding of the KUPs in the
Code. However, key words like describe, review, state, and summarize call for an
answer rich in information, but lighter on analysis, which is useful when checking the
extent of the teaching skills.
Practical examinations provide an effective way to evaluate the trainee instructor in

terms of knowledge, understanding, skills and proficiency. Depending on the items to
be examined, the practical examination could be given in the form of an oral interview
and/or role-play. Table 7 below provides a guide for the Instructor when preparing and
conducting theoretical and practical examinations.
Table 7 Recommended theoretical and practical examinations

1. Overview of STCW Convention and Code and requirements for competence-
based training
1.1 Understand the overview and development

Written or oral examination
of STCW Convention and Code
1.2 Understand STCW Convention and Code

Written or oral group assignment
2. Planning an effective learning environment

2.1 Identify the factors which influence the
Group presentation
teaching and learning process
2.2 Establish an effective learning environment Survey and questionnaire
3. Training aids
3.1 Demonstrate the use of a range of teaching
Practical demonstration
aids
3.2 Select the appropriate teaching aids Practical demonstration
4. Using teaching activities effectively

4.1 Demonstrate a range of teaching activities Written or oral form of feedback
appropriate to a trainee’s needs and comments
4.2 Orient teaching activities to context and Written or oral form of feedback
trainee needs and comments
5. Producing a subject-related lesson plan
5.1 Recognise appropriate learning outcomes for
Group presentation
a lesson
65
5.2 Recognise factors to be considered when
Written test
planning a Lesson
6. Evaluating teaching and learning
6.1 Understand the purpose of evaluation Written or oral examination; essay

Written or oral form of feedback
and comments; group assignment
6.3 Use assessment results Written or oral examination
7. Course design
7.1 Recognise factors to be considered when
Written or oral group assignment
designing a learning programme
7.2 Develop a new course Written or oral group assignments
66
Appendix I GUIDANCE ON THE IMPLEMENTATION OF
MODELCOURSES
67
CONTENTS
Part 1 Preparation 67
Part 2 Notes on Teaching Technique 72
Part 3 Curriculum Development 74
Annex A1 Preparation checklist 77
Annex A2 Example of a Model Course syllabus in a subject area 79
Annex A3 Example of a lesson plan for annex A2 84
68
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 detailed
teaching outline 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 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 detailed teaching outline 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
69
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 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.
3.3 Entry standards

3.3.1 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 form all 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 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.
70
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.
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 firefighting,
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
71
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.
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 teaching outline 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.
72
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.
73
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 formal 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 AGROUP
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
74
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.
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.
75
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 (job 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 thought 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
76
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.
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
0BJECTIVELY through an evaluation which will not be influenced by the personal
opinions and judgements of the examiner. Objective testing or evaluation provides a
77
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.
78
Annex A1-Preparation checklist
Electricity
Ref Component Identified Reserved Purchases Tested Accepted Started Finished Status OK
supply
1 Course plan
2 Timetable
3 Syllabus
4 Scope
5 Objective
6 Entry standard
7 Preparatory
Course
8 Course
Certificate
9 Participant
numbers
10 Staffing
Co-ordinator
Lecturers
Instructors
Technicians
Other
79
Annex A1-Preparation checklist (continued)
Electricity
Ref Component Identified Reserved Purchases Tested Accepted Started Finished Status OK
supply
11 Facilities
(a) Rooms
Lab
Workshop
Other
Class
(b) Equipment
Lab
Workshop
Other
12 AVA
Equipment
And materials
OHP
Slide
Cline
Video
13 IMO reference
14 Textbooks
15 Bibliography
80
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)
81
COURSE OUTLINE
82
Knowledge, understanding and Total hours for Total hours
proficiency each topic for each
subject area of
Required
performance
Competence:
3.1 CONTROL TRIM, STABILITY and STRESS
3.1.1 FUNDAMENTAL PRINCIPLES OF
SHIPCONSTRUCTION, 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
Part C 3: Detailed Teaching Outline
83
Introduction
The detailed teaching outline 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
training 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. Each competence is uniquely and
consistently numbered on 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.
84
Finally, each training outcome embodies a variable number of Required performance
-as evidence of competence. The instruction, training and learning should load to the
trainee meeting the specified Required performance. For the training outcome
concerned with the 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
amount of alloying materials used
— state that the specification 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 approved marks
and so on.
IMO references (Rx) are listed in the column to the right-hand side. Teaching aids
(Ax), videos (Vx) and textbooks (TX) 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 tha teaching is effective to allow trainees to meet the standard of the Required
performance.
FUNCTION 3:CONTROLLING THE OPERATION OF THE SHIP AND CARE

FORPERSONS ON BOARD ATTHE MANAGEMENT LEVEL
85
COMPETENCE 3.1Control 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: A1, A4, V5, V6, V7
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
surveyors, who stamp it with approved marks
— explains that mild steel, graded A-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 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
aplate
— slates that cold conditions increase the chances of bridle fracture
— slates 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
86
Annex A3-Example of a lesson plan for annex A2
Subject area: 3.1 Control trim, stability and stress Lesson number: 1 Duration: 3 hours
Training Area: 3.1.1 Fundamental principles of ship
construction, trim and stability
Main element
Teaching IMO Instructor Lecture Time
Specific training outcome in teaching sequence, with Textbook A/V aid
method reference guidelines notes (minutes)
Memory keys
1.1 Shipbuilding materials (3 hours)
States that steels are alloys of iron, with properties Compiled
STCW II/2,
dependent upon the type and amounts of alloying Lecture T12, T58 V5to V7 A1 bythe 10
A-II/2
materials used lecturer
States that the specifications of shipbuilding steels Compiled
STCW II/2,
are laid down by classification societies Lecture T12, T58 V5to V7 A1 bythe 20
A-II/2
lecturer
Explains that mild steel, graded A to E, is used for Compiled
STCW II/2,
most parts of the ship Lecture T12, T58 V5to V7 A1 bythe 15
A-II/2
lecturer
States why higher tensile steel may be used in areas Compiled
STCW II/2,
of high stress, such as the sheer strake Lecture T12, T58 V5to V7 A1 bythe 10
A-II/2
lecturer
Explains that use of higher tensile steel in place of Compiled
STCW II/2,
mildsteel results in a saving of weight for the same Lecture T12, T58 V5to V7 A1 bythe 15
A-II/2
strength lecturer
87
Appendix II Instructor Feedback on Model Course
Personal Information
Full name: Country:
Phone number: E-mail address:
Place of work: Occupation:
Title/Position: Certification:
Teaching Experience
Teaching years: Subjects/course(s) you teach:
Size of class: Your Trainees (cadets, ratings, officers,

administrators , others):
Teaching methods: Assessment techniques:
Suggestions and Comments
Thank you for your cooperation

Please return this feedback to
imla@shmtu.edu.cn
88

Tot 6.09

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Tot 6.09

Uploaded by

Copyright:

Available Formats

MODEL

Revised edition 2017

IMO wishes to express its appreciation to ISF.

Copyright IMO 2017

All rights reserved

Following the earlier adoption of the International Convention on Standards of

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

 Purpose of the model courses

Because educational systems and the cultural backgrounds of trainees in maritime

 Use of the model course

 Evaluation or assessment of trainee instructor’s progress

Part B of this model course provides an outline of lectures demonstrations and

Part E provides information relating to effective, objective evaluation and assessment.

 Course intake limitations

 Teaching facilities and equipment

 Teaching Aids (A)

A3 Any new (or contemporary) technology relevant to instruction

A4 Video camera (optional)

V2 Videotel: STCW and Flag State Implementation (Code No. 629)

 IMO References (R)

R2 International Convention on Standards of Training, Certification and

R3 STCW 95: IMO workshop material on implementation of the revised STCW

R5 IMO model course No. 3.12 Assessment, Examination and Certification of

R6 IMO model course No.1.30 On-board Assessment (IMO Sales No.:T130E)

P2 Morrison W.S.G. (1997). Competent crews=safer ships: an aid to understanding

P6 Andre, G. (2012). Mentoring at Sea: The 10 minute challenge. London: The

P7 Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education: f

P8 Sharma, P. and Barrett, B. (2007). Blended learning. London: Macmillan

P9 Dept. of Training and Workforce Development (2010). Guidelines for assessing

P10 Kutner, M. (1997). Evaluating professional development. Washington: Pelavin

P11 Kirkpatrick, D. and Kirkpatrick, J. (2006). Evaluating training programs. San

P17 Wiggins, G. and McTighe, J. (2005). Understanding by design. Alexandria, VA.:

Gibbs, G., Habeshaw, S. and Habeshaw, T. (1992). 53 Interesting things to do in your

Habeshaw, T. and Gibbs, G. (1993). Do-it-yourself training exercises for interesting

Ur, P.(1999). A course in language teaching. Cambridge: Cambridge University

Competence: Teach a competence-based course effectively using

appropriate methods and teaching aids

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

Course Timetable (Continued)

Period/Day Day 6 Day 7 Day 8 Day 9 Day 10

All outcomes should be understood to be prefixed by the words “The expected

Teaching aids (indicated by A)

The following are examples of the use of references:

“A1” refers to the Instructor Manual in Part D.

1. OVERVIEW OF STCW CONVENTION AND R1, R2, P1, P2 A1,

CODE AND REQUIREMENTS FOR R3 V1,V2

1.1 Understand the overview and development of

STCW Convention and Code

-describe the history and development of the STCW

Convention and Code

-summarize the basic structure and contents of the

STCW Convention, 1978 as amended in 2010

1.2 Understand STCW Convention and Code

requirements for competence-based training

-explain the outcome-based approach to

-explain how skills required to operate a ship

have been identified as “competence” grouped

-explain how “competences” are specified by the

competence tables in the STCW Code, and

how the competence are divided into specific

tasks and skills

-explain how the competence tables in the

STCW Code specify the criteria for knowledge,