PONDICHERRY MARITIME ACADEMY, TAMILNADU, FORM NO:

PMA/IM/005
PONDICHERRY -605 111 REVISION NO:00
DATE:22nd APR 2024
INSTRUCTOR MANUAL PREPARED BY:
APPROVED BY:SJ

ELEMENTARY
FIRST AID

INSTRUCTOR MANUAL

1|Page
Introduction:

The purpose of the IMO model courses is to assist maritime training

institutes and their teaching staff in organizing and introducing new training
courses, or in enhancing, updating or supplementing existing training material
where the quality and effectiveness of the training courses may thereby be
improved.
It is not the intention of the model course programme to present
instructors with a rigid "teaching package" which they are expected to "follow
blindly". Nor is it the intention to substitute audiovisual or "programmed" material
for the instructor's presence. As in all training endeavors, the knowledge, skills
and dedication of the instructor are the key components in the transfer of
knowledge and skils to those being trained through IMO model course material.
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 the skill
necessary to meet the technical intent of IMO Conventions and related
recommendations.

Use of the model course

To use the model course the instructor should review the course plan and
detailed syllabus, taking into account the information provided under the entry
standards specified in the course framework. The actual level of knowledge and
skills and prior technical education of the trainees should be kept in mind during
this review, and any areas within the detailed syllabus which may cause
difficulties because of differences between the actual trainee entry level and that
assumed by the course designer should be identified. To compensate for such
differences, the instructor is expected to delete from the course, or reduce the
emphasis on, items dealing with knowledge or skills already attained by the
trainees. He should also identify any academic knowledge, skills or technical
training which they may not have acquired.
By analyzing the detailed syllabus and the academic knowledge required
to allow training in the technical area to proceed, the instructor can design an
2|Page
appropriate pre-entry course or, alternatively, insert the elements of academic
knowledge required to support the technical training elements concerned at
appropriate points within the technical course.
Adjustment of the course objectives, scope and content may also be
necessary if in your maritime industry the trainees completing the course are to
undertake duties which differ from the course objectives specified in the model
course.
Within the course plan the course designers have indicated their
assessment of the time which should be allotted to each learning area. However,
it must be appreciated that these allocations are arbitrary and assume that the
trainees have fully met all the entry requirements of the course. The instructor
should therefore review these assessments and may need to reallocate the time
required to achieve each specific learning objective.

Lesson plans
Having adjusted the course content to suit the trainee intake and any
revision of the course objectives, the instructor should draw up lesson plans
based on the detailed syllabus. The detailed syllabus contains specific references
to the textb0oks or teaching material propose, page 18. Where no adjustment
has been found necessary in the learning objectives of the detailed syllabus, the
lesson plans may simply consist of the detailed syllabus with keywords or other
reminders added to assist the instructor in making his presentation of the
material.

Presentation:
The presentation of concepts and methodologies must be repeated in
various ways until the instructor is satisfied, by testing and evaluating the
trainee's performance and achievement that the trainee has attained each
specific learning objective or training outcome. The syllabus is laid out in learning
objective format and each objective specifies a required performance or what the
trainee has attained each specific learning objective or training outcome. Taken
as a whole, these objectives aim to meet the knowledge, understanding and
proficiency specified in the appropriate tables of the STCW Code.

Implementation
For the course to run smoothly and to be effective. Considerable
3|Page
attention must be paid to the availability and use of:
- properly qualified instructors
- Support staff
- rooms and other spaces
- equipment
- textbooks, technical papers
- other reference material.

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 as an attachment to this course.

Training and the STCW 1995 Convention

The standards of competence that have to be met by seafarers are
defined in Part A of the STCW Code in the Standards of Training, Certification and
Watch keeping for Seafarers Convention, as amended in 1995. This IMO model
course has been revised and updated to cover the competences in STCW 1995. It
sets out the education and training to achieve those standards set out in Chapter
VI Table A-VI/1-3.
Part A provides the framework for the course with its aims and objectives
and notes on the Suggested teaching facilities and equipment. A list of useful
teaching aids, IMO references and textbooks is also included.

Part B provides an outline of lectures, demonstrations and exercises for

the course. A suggested timetable is included but from the teaching and learning
point of view, it is more important that the trainee achieves the minimum
standard of competence defined in the STCW Code than that a strict timetable is
followed. Depending on their experience and ability, some students will naturally
take longer to become proficient in Some topics than in others. Also included in
this section are guidance notes and additional explanations.

Part C gives the Detailed Teaching Syllabus. This is based on the

theoretical and practical knowledge specified in the STCW Code. It is written as a
series of learning objectives, 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

4|Page
expanded to define a required performance of knowledge, understanding and
proficiency. IMO references, textbook references and suggested teaching aids are
included to assist the teacher in designing lessons.
The new training requirements for these competences are addressed in
the appropriate parts of the detailed teaching syllabus.
The Convention defines the minimum standards to be maintained in Part
A of the STCW Code. Mandatory provisions concerning Training and Assessment
are given in Section A-\/6 of the STCW Code. These provisions cover: qualification
of instructors; supervisors as assessors; in-service training: assessment of
competence; and training and assessment within an institution. The
corresponding Part B of the STCW Code contains non-mandatory guidance on
training and assessment.
As previously mentioned separate model course addresses Assessment of
Competence and use of various methods for demonstrating competence and
criteria for evaluating competence as tabulated in the STCW Code.

Responsibilities of Administrations
Administrations should ensure that training courses delivered by colleges
and academies are such as to ensure those completing training do meet the
standards of competence required by STCW Regulation VI/1.

Validation
The information contained in this document has been validated by the
Sub-Committee on Standards of Training and Watch keeping for use by technical
advisors, consultants and experts for the training and certification of seafarers so
that the minimum standards implemented may be as uniform as possible.
Validation in the context of this document means that the Sub-Committee has
found no grounds to object to its content. The Sub-Committee has not granted its
approval to the documents, as it considers that this work must not be regarded
as an official interpretation of the Convention.
In reaching a decision in this regard, the Sub-Committee was guided by
the advice of a Validation Group comprised of representatives designated by ILO
and IMO.

Part A: Course Framework

Aims
5|Page
This model Course aims to provide the training for candidates to provide
elementary on board ship, in accordance with Section A-VI/1 of the STCW Code.

Objective
This syllabus covers the requirements of the 1995 STCW Convention
Chapter VI Section a V/1, Table A- -VI/1-3. On meeting the minimum standard of
competence in elementary first aid, a trainee will be competent to take
immediate action upon encountering an accident or medical emergency until the
arrival of a person with medical first aid skills or the person in Charge of medical
care on board.

Entry standards
The course is open to all seafarers who are to serve on board sea-going merchant
Ships. There are no particular educational requirements.

Course certificate
On successful completion of the course and demonstration of
competence, a document may be issued certifying that the holder has met the
standard of competence specified in Table A-VI/1-3 of STCW 1995.
A certificate may be issued only by centers approved by the
Administration.

Course intake limitations

The maximum number of trainees attending each session will depend on
the availability of instructors, equipment and facilities available for conducting
the training. It should not exceed six trainees per instructor.

Staff requirements
The course should preferably be under the control of a qualified first aider
assisted by other appropriately trained staff.

Training facilities and equipment

Ordinary classroom facilities and an overhead projector are required for
the lectures. When making use of audiovisual material such as videos or slides,
make sure the appropriate equipment is available.
Smaller rooms for practical instruction, demonstration and application should be
6|Page
available
The following equipment should be available:
- ship's medical chest with contents (no drugs)
- various splints, braces, etc.
- dressings, bandages
- life-size dummy for practical resuscitation training
- stretcher

Teaching aids (A)

A1 Instructor Manual (Part D of the course)

A2 Videos

First Aid Series:

V1 A Matter of Life and Death (Code No. 564)
V2 Dealing with Shock (Code No. 565)
V3 Bone and Muscle Injuries (Code No. 566)
V4 Dealing with the Unexpected (Code No. 567)
V5 Well Travelled? - Staying Healthy on Working Trips (Code No. 599)
V6 Entering into Enclosed Spaces (Edition 2) (Code No. 534)

Available from:
Videotel Marine International Ltd
84 Newman Street
London W1P3LD, UK
Tel: +44 (0)20 7299 1800
Fax: +44 (0)20 7299 1818
E-mail: mail@videotelmail.com
URL: www.videotel.co.uk

All reference material necessary for the course has been incorporated in the
Course Compendium (T1)

IMO and other references (R)

R1 The International Convention on Standards of Training, Certification and
Watch keeping for Seafarers, 1995 (STCW 1995), 1998 edition (IMO Sales No.

7|Page
938E)
R2 Medical section (pages 111 to 148) of International Code of Signals, 1987
edition (IMO Sales No. 994E)
R3 Assembly Resolution A.438(XI) - Training and qualification of persons in
charge of medical care aboard ship
R4 IMO/ILO Document for Guidance, 1985 (IMO Sales No. 935E)
R5 ILO/IMO/WHO International Medical Guide for Ships (IMGS), 2nd ed., (Geneva,
World Health Organization, 1988) (|SBN 92 4 154231 4)
R6 Medical First Aid Guide for use in Accidents Involving Dangerous Goods
(MFAG) (IMO Sales No. 251E)

T1 A Course Compendium is provided for use as a textbook. This contains

selected extracts from ILO/IMOWHO International Medical Guide for Ships (Ref R5)

Part B: Course Outline and Timetable

Lectures
As far as possible, lectures should be presented within a familiar context
and should make use of practical examples. They should be well illustrated with
diagrams. Photographs and charts where appropriate, and be related to life at
sea.
An effective manner of presentation is to develop a technique of giving
information and then reinforcing it. For example, first tell the trainees briefly what
you are going to present to them; then cover the topic in detail; and, finally.
Summarize what you have told them. The use of an overhead projector and the
distribution of copies of the transparencies as trainees' handouts
Contribute to the learning process.

Course Outline
The tables that follow list the competencies and areas of knowledge,
understanding and proficiency, together with the estimated total hours required
for lectures and practical exercises. Teaching staff should note that timings are
suggestions only and should be adapted to suit individual groups of trainees
depending on their experience, ability, equipment and staff available for training.

Course Outline
Competence: Take immediate action upon encountering an accident or
8|Page
other medical emergency.
1. General Principles
2. Body structure and functions
3. Positioning of casualty
4. The unconscious casualty
5. Resuscitation
6. Bleeding
7. Management of shock
8. Burns and scalds, and Accidents caused by electricity
9. Rescue and transport of casualty
10. Other Topics

Part C : Detailed Teaching Syllabus

Introduction
The detailed teaching syllabus has been written in learning objective
format in which the objective describes what the trainee must do to demonstrate
that knowledge has been transferred.
All objectives are understood to be prefixed by the words, "The expected
learning outcome is that the trainee
In order to assist the instructor, references are shown against the
learning objectives to indicate IMO references and publications, textbooks,
additional technical material and teaching aids, which the instructor may wish to
use when preparing course material. The material listed in the course framework
has been used to structure the detailed teaching syllabus: in particular,
 Teaching aids (indicated by A),
 IMO references (indicated by R), and
 Textbooks (indicated by T)
Will provide valuable information to instructors.

The following are examples of the use of references:

"R4– Sect.17, App.2" refers to Appendix 2 of Section 17 of IMO/ILO Document for
Guidance, 1985.

Competence: Take immediate action upon encountering an accident or

other medical emergency
Knowledge, understanding and proficiency
9|Page
Assessment of needs of casualties and threats to own safety
Appreciation of body structure and functions
Understanding of immediate measures to be taken in Cases of emergency,
including the ability to:
 position casualty
 apply resuscitation techniques
 Control bleeding
 apply appropriate measures of basic shock management
 Apply appropriate measures in event of burns and scalds, including
accidents caused by electric Current.
 rescue and transport of casualty
 improvise bandages and use materials in emergency kit

Objectives are:
1. The manner and timing of raising the alarm is appropriate to the
circumstances of the accident or medical emergency
2. The identification of probable cause, nature and extent of injuries is prompt
and complete and the priority and sequence of actions is proportional to any
potential threat to life
3. Risk of further harm to self and casualty is minimized at all times.

1 General Principles (1 hour)

Required performance:
1. Demonstrates how to raise the alarm
2. States that in emergency first consideration are for own Safety
3. Describes the sequence of immediate measures to be taken in cases of
emergency
4. States the content of an emergency checklist as:
 assessment of the accident situation
 assessment of own hazards to self
 unconsciousness
 respiratory arrest
 cardiac arrest
 severe bleeding
 rescue of casualty and notification of emergency
10 | P a g e
2. Body Structure and Functions (2 hours)
Required performance:
1. Describes body structure in terms of:
 skeleton
 joints, muscles and tendons
 major organs (brain, heart, lungs, etc)
 circulatory systems
2. States in simple words the functions of the parts forming
the body structure

3. Positioning of Casualty (1.5 hours)

Required performance:
1. Describes appropriate procedures for positioning a casualty in an
emergency, in particular:
 the recovery position
 the resuscitation position
2. Demonstrates the correct procedure for positioning casualties

4. The Unconscious Casualty (1 hour)

Required performance:
1. Recognizes the signs and hazards of unconsciousness
2. Applies appropriate measures, including:
 keeping air passages clear
 positioning of an unconscious casualty
 action in the case of respiratory or cardiac arrest
 no food, liquid or other substances by mouth

5 .Resuscitation (2 hours)
Required performance:
1. Recognizes the necessity of immediate resuscitation in appropriate
emergency situations.
2. Applies resuscitation procedures alone and with the assistance of a
further person for a minimum period of ten minutes, including:
 control of respiration
 function of reclined position of head
11 | P a g e
  mouth-to-mouth respiration
 mouth-to-nose respiration
 cardiac arrest
3. In cases of cardiac arrest states the methods and limiting factors of:
 cardiac massage
 cardiopulmonary resuscitation (CPR)

6 Bleeding (1.5 hours)

Required performance:
1. Recognizes the hazards of bleeding
2. applies appropriate basic measures to limit bleeding, in particular
dealing with:
 internal/external bleeding
 shock (also refers to section 7)
 Management of Shock (1 hour)
 application of external pad and pressure to site
 positioning of patient
 application and dangers of a tourniquet

7.Management of shock (1 hour)

Required performance:
1. States the main factors causing shock
2. Recognizes the signs of shock as:
 color of face
 rate and character of pulse
3. Applies the appropriate measures of basic shock management
4. States the essential measures of shock management as:
 stopping of bleeding
 protection from cooling
 no smoking
 early intake of ample fluids if the patient is conscious
 positioning of the patient
 no alcohol
 no active rewarming

8 Burns and Scalds, and Accidents Caused by Electricity (1 hour)

12 | P a g e
Required performance:
1. Recognizes the signs of burns and scalds and of accidents caused by
electric current
2. Applies the appropriate measures for burns and scalds:
 Cooling of the area as quickly as possible
3. Applies the appropriate measures for chemical burns:
 removal of clothes
 rinsing with ample water
4. Applies the appropriate measures for chemical burns of eyes:
 rinsing of eyes with ample water
5. Applies the appropriate measures for accidents caused by electric
current:
 noting hazards to rescuers
 isolation of the casualty
 protection from collapse
 control of vital functions

9. Rescue and Transport of Casualty (1.5hours)

Required performance:
1. Applies appropriate transportation alone and with the assistance of a
further person, taking into account the confined spaces and varying heights on
board ship
2. Identifies and uses:
- Temporary and ad hoc aids for transport
- Stretcher transport
- Transport on a chair
- Transport with a triangular cloth
- transport as illustrated in IMGS
3. Recognizes the hazards of transporting a patient with injury of pelvis
and/or spine and demonstrates the Correct procedures for the transport of such
casualties.

10 Other Topics (2.5 hours)

Required performance:
1. Bandaging:
 improvises bandages by means available
13 | P a g e
  Uses bandaging materials in the emergency kit
 demonstrates the correct use of bandages
2. enclosed spaces:
 recognizes the dangers when making entry
 States that the internal atmosphere may contain dangerous gases
or lack sufficient oxygen
 takes all necessary and appropriate precautions
3. Infectious diseases:
 recognizes the dangers from blood and other excretion from
persons suffering from infectious diseases, particularly hepatitis,
and from HIV-positive persons
 takes all necessary precautions for self-protection when dealing
with such cases
 describes the correct procedures for disposing of blood and other
excretions in such cases
4. Personal health and hygiene:
 applies simple rules for maintaining health and personal cleanliness

PART D: Instructor Manual

Introduction

The instructor manual provides guidance on the material that is to be presented

during the Course. The course structure follows the requirements of the STCW
1995 Convention and the recommendations in section 17 of the IMO/ILO
Document for Guidance, 1985. The detailed teaching syllabus is based on
Appendix 1 of that section.
The course should be under the control of a qualified medical practitioner or
professional trainer meeting Red Cross, Red Crescent or equivalent standard. The
precise structure and content of the lectures and practical work and the way in
which the course work is arranged and developed is left to the discretion of that
person.
The Document for Guidance advises that the IMGS or the appropriate
national medical guide may be used to implement the course.
A Course Compendium (T1) has been compiled, making use of extracts from
IMGS, and this should be used to implement and support the course work,

14 | P a g e
introducing specific national requirements as appropriate.
The detailed teaching syllabus is arranged in ten main sections which
reflect the requirement in IMO/ILO Document for Guidance, 1985. Where
supporting material is available in the Course Compendium (T1) an appropriate
reference to it is indicated in the detailed teaching syllabus.
The times allocated for each section are suggested values, and the
instructor should adjust them as necessary. In particular, it may be found
necessary to increase the times allocated for practical applications to ensure that
the trainees can demonstrate their competence to carry out the procedures and
measures effectively.

Guidance Notes
Section A-VI/1, paragraph 2, requires seafarers employed or engaged in any
capacity on board a ship on the business of that ship as part of the ship
complement with designated safety or pollution prevention duties in the
operation of the ship, to complete approved basic training before being assigned
to any shipboard duties. The basic training includes elementary first aid.
The minimum standard of competence set out in Table A-VI/1-3 of the STCW 1995
code is based on recommendations originally contained in Section 17, Appendix 1
of the IMOILG Document for Guidance. All seafarers should receive this
elementary first aid training as pre- sea training, i.e. before service aboard any
ship. It provides the seafarer with some preparedness for the potentially
hazardous environment on board ship.
The training enables effective immediate action to be taken at the scene of
an accident or other medical emergency pending the arrival of a person with
medical first aid skills or until the person in charge of medical care aboard ship
arrives.
The aim should be to familiarize the trainees with the accidents, injuries,
and illnesses commonly found aboard ship and the actions and procedures that
can be immediately applied in any given situation. In particular the training
should ensure that all seafarers are able, in accident situations, to assess both
the needs of any casualties and the hazards to themselves. The training also
includes basic instruction in healthy living and personal hygienic.
Although the lectures based on the detailed teaching syllabus are important
in informing and explaining and making sure that emphasis is placed on critical
15 | P a g e
aspects, the practical sessions are of equal importance in establishing that
understanding and knowledge have been properly answered and, therefore,
wherever it is practicable to do so, the trainees should demonstrate the actual
procedures involved.
To support the objectives of the syllabus, a compendium has been
compiled; a copy of this should be provided to each trainee taking the course.
The compendium for this course consists of the following extracts from the
lMOWHO/ILO International Medical Guide for Ships (IMGS)

Extracts from IMGS used in the Compendium

The following table shows the relevant pages and figures from IMGS used to
support each section of the syllabus

Section of the syllabus Extract used from IMGS

General Principles Chapter 1, pages 1-3
Body structure and functions Pages 314-348
Positioning of casualty Chapter 1, page 6
The Unconscious Casualty Chapter 1, pages 3-6
Resuscitation Chapter 1, pages 6-14
Bleeding Chapter 1, pages 14-17
Management of shock Chapter 1, pages 17-18
Burns & scalds, and accidents caused Chapter 1, pages 18-19
by electricity
Rescue and transport of Casualty Chapter 1, pages 44-48
Other topics Chapter 1,page 43

16 | P a g e
GUIDANCE ON THE IMPLEMENTATION OF
MODEL COURSES

17 | P a g e
Part 1 -Preparation
1 Introduction
1.1 The success of any enterprise depends heavily on sound and effective
preparations.
1.2 Although the MO model course "package" has been made as comprehensive
as possible, it is nonetheless vital that sufficient time and resources are devoted
to preparation. Preparation not only involves matters concerning administration
or organization, but also includes the preparation of any Course notes, drawings,
sketches, overhead transparencies, etc., which may be necessary.

2. General considerations
2.1 The course "package" should be studied carefully: in particular, the course
syllabus and associated material must be attentively and thoroughly studied. This
is vital if a clear understanding is to be obtained of what is required, in terms of
resources necessary to successfully implement the course.
2.2 A "checklist", such as that set out in annex A1, should be used throughout all
stages of preparation to ensure that all necessary actions and activities are being
carried out in good time and in an effective manner. The checklist allows the
status of the preparation procedures to be monitored, and helps in identifying the
remedial actions necessary to meet deadlines. It will be necessary to hold
meetings of all those concerned in presenting the course from time to time in
order to assess the status of the preparation and "trouble-shoot" any difficulties.
2.3 The course syllabus should be discussed with the teaching staff who are to
present the course, and their views received on the particular parts they are to
present. A study of the syllabus will determine whether the incoming trainees
need preparatory work to meet the entry standard. The detailed teaching
syllabus is constructed in "training outcome" format. Each specific outcome
states precisely
18 | P a g e
what the trainee must do to show that the outcome has been achieved. An
example of a model course syllabus is given in annex A2. Part 3 deals with
curriculum development and explains how a syllabus is constructed and used.
2.4 The teaching staff who are to present the course should construct notes or
lesson plans to achieve these outcomes. A sample lesson plan for one of the
areas of the sample syllabus is provided in annex A3.
2.5 It is important that the staff who present the course convey, to the person in
charge of the course, their assessment of the course as it progresses.

3 Specific considerations
3.1 Scope of course
In reviewing the scope of the course, the instructor should determine
whether it needs any adjustment in order to meet additional local or national
requirements (see Part 3).

3.2 Course objective

3.2.1 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 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.

19 | P a g e
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 tor the trainees to carry out
preparatory Work prior to joining the course. Preparatory material for the trainees
can range from refresher notes, selected topics from textbooks and reading of
selected technical papers, through to formal courses of instruction. It may
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.

3.3.3 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

3.5.1The course designers have recommended limitations regarding the numbers
of trainees who may participate in the course. As far as possible, these limitations
should not be exceeded: otherwise the quality of the course will be diluted.
3.5.2 It may be necessary to make arrangements for accommodating the trainees
and providing facilities for food and transportation. These aspects must be
considered at an early stage of the preparations.

3.6 Staff requirements

3.6.1 It is important that an experienced person, preferably someone with
experience in course and Curriculum development, is given the responsibility of
implementing the course.
3.6.2 Such a person is often termed a "course CO-coordinator" or "course
director. Other staffs 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
20 | P a g e
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 d
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 counseling an 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. tor 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 Projector
21 | P a g e
Check through any illustrations provided in the course for producing overhead
projector (OHP) transparencies, and arrange them in order of presentation. To
produce transparencies, a supply of transparency sheets is required; the
illustrations can be transferred to these via photocopying. Alternatively,
transparencies can be produced by writing or drawing on the sheet. Coloured
pens are useful for emphasizing salient points. Ensure that spare projector lamps
(bulbs) are available.

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

3 Cine projectors
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
22 | P a g e
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 reference

The content of the course, and therefore its standard, reflects the relevant
IMO international conventions and the provisions of other instruments as
indicated in the model. 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 include, in a compendium
supplied with the course.

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

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

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

Part 2 – Notes on Teaching Technique

1. Preparation
1.1 identify the section of the syllabus which is to be dealt with.
1.2 Read and study thoroughly all the syllabus elements.
1.3 Obtain the necessary textbooks or reference papers which cover the training
area to be presented.
1.4 identify the equipment which will be needed, together with support staff
necessary for its operation.
1.5 It is essential to use a "lesson plan", which can provide a simplified format for
co-coordinating 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 tor each step.
The use of audio-visual material should be indexed at the correct point in the
Lecture with an appropriate allowance of time. The audio-visual material should
be test-run prior to its being used in the lecture. An example of a lesson plan is
shown in annex A3.
1.6 The syllabus is structured in training outcome format and it is thereby
relatively straightforward to assess each trainee's grasp of the subject matter
presented during the lecture. Such assessment may take the form of further
discussion, oral questions, written tests or selection-type tests, such as multiple-
choice questions, based on the objectives used in the syllabus. Selection-type
tests and short-answer tests can provide an objective assessment independent of
any bias on the part of the Assessor. For certification purposes. Assessors should
be appropriately qualified for the particular type of training or assessment.

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

GROUP
1.7 Check the rooms to be used before the lecture is delivered. Make sure that all
the equipment and apparatus are ready for use and that any support staff are
also prepared and ready. In particular, check that all blackboards are clean and
that a supply of writing and cleaning materials is readily available.

2: Delivery
2.1 Always face the people you are talking to; never talk with your back to the
24 | P a g e
group.

2.2 Talk clearly and sufficiently loudly to reach everyone.

2.3 Maintain eye contact with the whole group as a way of securing their interest
and maintaining it (i.e. do not look continuously at one particular person, nor at a
point in space).

2.4 People are all different, and they behave and react in different ways. An
important function of a lecturer is to maintain interest and interaction between
members of a group.

2.5 Some points or statements are more important than others and should
therefore be emphasized. To ensure that such points or statements are
remembered, they must be restated a number of times, preferably in different
words.

2.6 If a blackboard is to be used, any writing on it must be clear and large

enough for everyone to see. Use color 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 reply each time. Instead, address the questions to individuals in turn, so
that everyone is invited to participate.
25 | P a g e
2.10 It is important to be guided by the syllabus content and not to be tempered
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
accommodations or advanced equipment, but good teaching can overcome any
disadvantages that poor accommodation and lack of equipment can present.

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 p0ssible 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
26 | P a g e
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
7.1 The prime communication difficulty presented by any syllabus is how to
convey the "depth knowledge required. A syllabus is usually constructed as a
series of Training Outcome s” to help resolve this difficulty.
7.2 Thus, curriculum development makes Use of training outcomes to ensure that
27 | P a g e
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 stat).
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 use, or on work experience.
7.5 The training outcome, although aimed principally at the trainee to ensure
achievement of a specific step, also provides a framework for the teacher or
lecturer upon which lessons or lectures learning 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 Assessments
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
28 | P a g e
measured OBJECTIVELY through an evaluation which will not be influenced by the
personal opinions and judgments of the examiner. Objective testing evaluation
provides a sound base on which to make reliable judgments concerning the levels
of understanding and knowledge achieved, thus allowing an effective evaluation
to be made of progress of trainees in a course.

Annex A1 - Preparation checklist

R Comp Ide Res Elec Purc T Acc St Fin St

e onent ntifi erv trici has es ept ar ish at
f ed ed ty es te ed te ed u
. sup d d s
ply
O
K

1 Cours
e
plan

2 Timet
able

3 Sylla
bus

4 Scop
e

5 Objec
tive

6 Entry
stand
ard

7 Prepa
rator
y
cours
e

8 Cours
e
certifi
cate

9 Partic
ipant
numb
ers

1 Staffi
0 ng

coord
inator

Lectu
rers

29 | P a g e
 Instru
ctors

Tech
nician
s

Other

Facilit
ies

Room
s

Lab

Work
shop

1 Other
1
Class

Equip
ment

Lab

Work
shop

Other

AVA
Equip
ment
and
mate
1 rials
2 OHP

Slide

Cine

Video

1 IMO
3 ref

1 Textb
4 ooks

1 Biblio
5 graph
y

Annex A2 - Example of a Model Course Syllabus in a Subject Area

Subject area: Ship construction

Prerequisite: Have a broad understanding of shipyard practice

30 | P a g e
 General aims: Have knowledge of materials used in shipbuilding, specification of
shipbuilding steel and process of approval
Books: 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 Eyre’s (T12)
and Merchant Ship Construction by Taylor (T58)

COURSE OUTLINE
Knowledge, understanding and proficiency Total hours Total hours for
for each subject
each topic area of
Required
performance
Competence:
3.1 CONTROL TRIM, STABILITY and STRESS
1. Shipbuilding materials 3
2. Welding 3
3. Bulkheads 4
4. Watertight and weather tight doors 3
5. Corrosion and its prevention 4
6. Surveys and dry-docking 2
7. Surveys and dry-docking 83 102

Explanation of information contained in the syllabus tables

The information on each table is systematically organized in the following way. ·

The line at the head of the table describes the FUNCTION with which the training
is concerned. A function means a group of tasks, duties and responsibilities as
specified in the STCW Code. It describes related activities which make up a
professional discipline or traditional departmental responsibility on board.

The header of the first column denotes the COMPETENCE concerned. Each
function comprises a number of competences. For example, the Function 3,
controlling the Operation of the Ship and Care for Persons on board at the
Management Level, comprises a number of COMPETENCES. Each competence is
uniquely and consistently numbered in this model course.

31 | P a g e
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.

Finally, each training outcome embodies a variable number of required

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

3.1.1.1 Shipbuilding materials

3.1.1.2 Welding
3.1.1.3 Bulkheads

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

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

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 the
32 | P a g e
material is covered and that teaching is effective to allow trainees to meet the
standard of the required performance.

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

PERSONS ON BOARD AT THE MANAGEMENT LEVEL

COMPETENCE 3.1 Control trim, stability and stress IMO reference

Textbooks:T11, T12,T35,T58,T69

Teaching aids: A1, A4, VS, V6, V?

Required performance
1.1 Shipbuilding materials (3 hours) R1
states that steels are alloys of iron, with properties
dependent upon the type and amounts of alloying materials
used
states that the specifications of shipbuilding steels are laid
down by classification societies
states that shipbuilding steel is tested and graded by
classification society surveyors, who stamp it witt, approval
marks
explains that mild steel, graded A to E, is used for most
parts of the ship
states why higher tensile steel may be used in areas of high
stress, such as the sheer strake
explains that the use of higher tensile steel in place of mild
steel
results in a saving of weight for the same strength
-explains what is meant by:
- tensile strength
-ductility
-hardness
-toughness
defines strain as extension divided by original length

sketches a stress-strain curve for mild steel

explains:
yield point
ultimate tensile stress
modulus of elasticity
explains that toughness is related to the tendency to brittle
fracture

33 | P a g e
 explains that stress fracture may be initiated by a small
crack or notch
states that cold conditions increase the ch·,a. nces of brittle
fracture
states why mild steel is unsuitable for the very low
temperatures
involved in the containment of liquefied gases

lists examples where castings or forgings are used in ship

construction
explains the advantages of the use of aluminium alloys in
the construction of superstructures
states that aluminium alloys are tested and graded by
classification society surveyors
explains how strength is preserved in aluminium
superstructures in the event of fire
describes the special precautions against corrosion that are
needed where aluminium alloy is connected to steelwork

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: a:1.1 Fundamental principles of ship construction, trim and stability

Main Teachi Textb IM A/ Instruc Lectu Time

element ng ook O Vaid tor re (minut
metho ref. guideli notes es)
d nes

1.1 Shipbuilding materials (3 hours)

States Lectur T12, STC VS A1 Compi 10
that e T58 W to led by
steels are 11/ V7 the
alloys of 2, lectur
iron, with A- er
properties
11/
dependen
2
t upon'
the type
and
amounts
of
alloying
materials
used

34 | P a g e
States Lectur T12, STC VS A1 Compi 20
that the e T58 W to led by

specificati 11/ V7 the

2, lectur
ons of
A- er
shipbuildi
ng steels 11/
2
are laid
down by
classificat
ion
societies
Explains Lectur T12, STC VS A1 Compi 15
that mild e T58 W to led by
steel, 11/ V7 the
graded A 2, lectur
to E, is A- er
used for 11/
most
2
parts of
the ship
States Lectur T12, STC VS A1 Compi 10
why e T58 W to led by
higher 11/ V7 the
tensile 2, lectur
steel may A- er
be used 11/
in areas
2
of high
stress, s
ch as the
sheer
strake
Explains Lectur T12, STC VS A1 Compi 15
that use- e T58 W to led by
of higher 11/ V7 the
tensile 2, lectur
steel in A- er
place of 11/
mild steel
2
reiuas in
a saving
of weight
for the
same
strength

35 | P a g e
36 | P a g e