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Author Hinno, Tanel Date 23/07/2018 Version 16 Page Page 1 of 3 Reval Marine & Offshore Training Doc No DCD0001260 Manual MARINE & AVIATION TRAINING Section QUALITY MANUAL Sub Sect ÕPPEKAVAD/TRAINING SYLLABUS Title 711 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS POLAARVETES NAVIGEERIMISE BAASÕPE Vastavalt STCW A-VI/4 ja STCW koodeksi A-V/4-1 "Specification of minimum standard of competence in basic training for ships operating in polar waters". Õppekava täpsem sisu vastavalt IMO Model course 7.11. Õppe eesmärk: Kursus on välja töötatud järgima polaarvetes tegutsevate laevade kaptenite ja tüürimeeste koolituse ja kvalifikatsiooni kohustuslikke miinimumnõudeid vastavalt STCW koodeksi tabel A-V/4-1. Hariduse liik: Täiendusharidus Koolituse liik: Tööalane koolitus Õppekava maht: 27 akadeemilist tundi (3 päeva) Õppetöö korraldus: õppetöö toimub kella üheksast hommikul kuni kella viieni koos lõunavaheajaga. Õpingute alustamise tingimused: Kapteni, vanemtüürimehe või vahitüürimehe kvalifikatsioonitunnistus vastavalt STCW reegel II/1; II/2, II/3 või ekvivalent. Lõpetamise tingimused: kirjaliku testi (valikvastustega) edukas sooritamine. Lõpetamisel antav dokument: tunnistus õppe eduka läbimise kohta vastavalt A-V/4-1 Soovituslik kestvus Õppe teema akad. tundides. Course Introduction, Ice nomenclature, characteristics and detection/ 1 kursuse sissejuhatus, jääandmete klassifikatsioon, omadused ja avastamine 1,1 Course introduction/ kursuse sissejuhatus Ice physics formation, growth, ageing and stages of melt/ Jää füüsika, moodustumine, 1,2 kasv, vananemine ja sulamise etapid 1,3 Snow covered ice/ lumega kaetud jää Ice types (incl. icberg), concentrations and features /Jäätüübid (s.h. jäämägi), 1,4 kontsentratsioonid ja omadused 5,0 1,5 Ice reports, ice reporting, coding and terminology/ Jääaruanded, jääarvestus, kodeerimine ja terminoloogia 1,6 Signs of ice in the vicinity/ jää lähedust tähistavad märgid 1,7 Ice imagery/ jää kujutised 1,8 Effects of weather patterns, current, tide and wind on ice formation and  Author Hinno, Tanel Date 23/07/2018 Version 16 Page Page 2 of 3 Reval Marine & Offshore Training Doc No DCD0001260 Manual MARINE & AVIATION TRAINING Section QUALITY MANUAL Sub Sect ÕPPEKAVAD/TRAINING SYLLABUS Title 711 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS motion overview/Ilmastikuolude mõju, hoovused, loodete ja tuule mõju jäätumisele ja jää liikumise ülevaade 1,9 Ice pressure and distribution/Jää surve ja jaotumine 2 Regulations and standards/Määrused, reeglid ja standardid 2,1 Regulations/Määrused ja reeglid 4,0 2,2 Standards/Standardid 3 Vessel characteristics/Laeva omadused 3,1 Vessel types/Laeva tüübid 3,2 Hull design/Laevakere disain 2,0 3,3 Enhanced icebreaking design features/ Täiustatud jäämurde disainielemendid 3,4 Propulsion/Jõuseadmed Subdivision and stability for ice strengthened vessels/Tugevdatud laevade püstuvus ja 3,5 ruumijaotus 4 Manoeuvring In Ice/Manööverdamine jääs 4,1 Approaching and entering ice/Jääjoonele lähenemine ja sisenemine 4,2 Manoeuvring astern/Manööverdamine tagurpidi 4,3 Transiting ice/Jää läbimine 6,0 4,4 Vessel damage/Laeva vigastus 4,5 Vessel manoeuvring capabilities in ice/Laeva manöövriomadused jääs 4,6 Bridge watchkeeping/Navigatsioonivaht 5 Passage planning and reporting/Reisi planeerimne ja teavitamine 5,1 Passage planning/Reisi planeerimine 2,0 5,2 Communications/Side 5,3 Provisioning and vessel services/Laeva varustatus (varustamine) ja laeva teenused 6 Icebreaker assistance/Jäämurdeabi 6,1 Icebreaker requirement/Jäämurdja vajadus 2,0 6,2 Safe speed and distance/Ohutu kiirus ja vahemaa Vessel performance in polar waters/low air temperatures 7 Laeva jõudlus polaarvetes ja madalatel õhutemperatuuridel 7,1 Classification society rules for vessel winterization/ Laevade talvitumisest lähtuvad klassifikatsiooniühingu reeglid Ship's preparations for low air temperatures/ 7,2 Laeva ettevalmistused madalal õhutemperatuuril töötamiseks 7,3 Freezing of equipment/Seadmete külmumine 2,0 7,4 Ship equipment & systems in a cold environment/ Laevaseadmed ja -süsteemid külmas keskkonnas 7,5 Cargo operations in polar waters/ Laadimistegevus polaarvetel 7,6 Passenger embarkation and disembarkation in polar waters/ Reisijate pardalevõtmine ja väljumine polaarvetel  Author Hinno, Tanel Date 23/07/2018 Version 16 Page Page 3 of 3 Reval Marine & Offshore Training Doc No DCD0001260 Manual MARINE & AVIATION TRAINING Section QUALITY MANUAL Sub Sect ÕPPEKAVAD/TRAINING SYLLABUS Title 711 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Vessel superstructure or deck icing due to freezing spray/ 7,7 Vee pihustumisest tekkiv laeva pealisehituse või teki jäätumine Crew preparation, working conditions and safety/ 8 Meeskonna ettevalmistus, töötingimused ja ohutus Safe working procedures for crew, specific to polar environments/ 8,1 Polaarvete spetsiifiline ohutu töökorraldus meeskonnale 2,0 8,2 Cold weather survival in polar waters/ Külma ilmaga ellujäämine polaarvetes 8,3 Search and Rescue in polar waters/ Otsing ja pääste polaarvetes 9 Environment/Keskkond 9,1 Pollution prevention in polar waters/ Reostuse vältimine polaarsetes vetes 1,0 9,2 Oil spills and pollution/ Õlireostus ja reostus 9,3 Garbage and waste/ Prügi ja jäätmed Hindamine 1,0 Summa 27 El ect roni cedi ti on This electronic edition is licensed to MSCA LTD for 1 copy. © International Maritime Organization MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 2017 EDITION Electronic edition London, 2017 Licensed to MSCA LTD for 1 copy. © IMO  Print edition (ISBN 978-92-801-1673-1) published Published in 2017 by the in 2017 by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR www.imo.org Printed by CPI Colour Electronic edition 2017 IMO PUBLICATION Sales number: ET711E ISBN 978-92-801-1673-1 IMO PUBLICATION Sales number T711E ACKNOWLEDGEMENTS This model course on Basic Training for Ships Operating in Polar Waters is based on material developed by the Centre for Marine Simulation, Marine Institute (CANADA) with the assistance of an international committee of experts coordinated by ACKNOWLEDGEMENTS the Company of Master Mariners of Canada. This model course on Basic Training for Ships Operating in Polar Waters is based on material developed by the Centre for Marine Simulation, Marine Institute (CANADA) IMO with thewishes to express assistance of an its sincere appreciation international committeeto ofthe course experts developersby coordinated for their assistance and cooperation. the Company of Master Mariners of Canada. IMO wishes to express its sincere appreciation to the course developers for their assistance and cooperation. Copyright © International Maritime Organization 2017 Copyright © International All rightsMaritime reserved.Organization 2017 No part of this publication may be reproduced, stored in a retrieval system,All orrights transmitted in any form or by any means, reserved. without prior permission in writing from the No part of this publication may be reproduced, International Maritime Organization. stored in a retrieval system, or transmitted in any form or by any means, without prior permission in writing from the International Maritime Organization. Reproduction and/or translation rights may be available for this title. For further For further details, details please please contact contact IMO IMO Publishing Publishing at at [email protected]. [email protected]. Licensed to MSCA LTD for 1 copy. © IMO Contents Page Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Purpose of the model courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Use of the model course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Course framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Part A: Course Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Scope. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Definition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Objective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Entry standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Course certification, diploma or document. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Course intake limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Staff requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Teaching facilities and equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Teaching aids (A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 IMO references (R). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Textbooks (T). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Bibliography (B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Video (V). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Part B: Course Outline and Timetable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Part C: Detailed Teaching Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Part D: Instructor Manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Part E: Evaluation and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Evaluation of competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Multiple choice questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Compiling tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Quality of test items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Advantages and disadvantages of oral and practical tests. . . . . . . . . . . . . . . . . . . . . . . . . . 58 Guidance on the implementation of IMO model courses. . . . . . . . . . . . . . . . . . . . . . . 59 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS iii Licensed to MSCA LTD for 1 copy. © IMO Licensed to MSCA LTD for 1 copy. © IMO Foreword After the adoption of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978, the International Maritime Organization (IMO) recognized the need to provide guidance to maritime academies and training institutes to develop model training courses that are in compliance with STCW Convention requirements for certification of seafarers. Hence the IMO model course programme was introduced to provide guidance with a view to supporting maritime training providers and to assist maritime administrations responsible for the approval of STCW courses. The model course programme has been a long-time success and IMO has developed a number of model courses to help in effectively implementing the STCW Convention and the Knowledge, Understanding and Proficiency (KUP) requirements of the STCW Code. I believe that the key to this success is adherence to the requirements of the Convention while, at the same time, these requirements are supplemented with industry best practices so that seafarers can be confident in carrying out the duties on board. The success of a course depends on the skills and competence of individual course facilitators. As part of the model courses, IMO has also developed guidance on the implementation of the model course, which may help those less experienced facilitators to make each course a success. Whilst aiming to uniformly implement the requirements of the STCW Convention and Code, the model course programme is designed to provide flexibility so as to allow training providers to adjust the course programme to the needs of seafarers and trainees, based on their previous work experience and education. I reiterate that IMO model courses are for the purpose of guidance only, and not to be regarded as an official interpretation of the STCW Convention. They can be of assistance to administrations to facilitate the process of approval of STCW course programmes, and could be used by maritime academies and training providers in the development of courses that satisfy the requirements set out in the STCW Convention and STCW Code. This model course was validated by the IMO Sub-Committee on Human Element, Training and Watchkeeping at its third session (1‑5 February 2016) and I wish training providers and seafarers that the course makes the navigation of ships safer. K. Lim Secretary-General MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERSv Licensed to MSCA LTD for 1 copy. © IMO Licensed to MSCA LTD for 1 copy. © IMO Introduction Purpose of the model courses The purpose of the IMO model course is to assist maritime training providers 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 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 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 to specify clearly the technical content and levels of knowledge and skill necessary to meet the technical intent of IMO conventions and related recommendations. In order to keep the training programme up to date in future, it is essential that users provide feedback. New information will provide better training for persons involved in the assessment, examination and/or certification of seafarers. Information, comments and suggestions should be sent to the Head, Maritime Training and Human Element, IMO. Use of 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 the 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 designers 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. The instructor should also identify any academic knowledge, skills or technical training which they may not have acquired. By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area to proceed, the instructor can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course. 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 that 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 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 or training aims. 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 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 1 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters references to the textbooks or teaching material proposed to be used in the course. Where no adjustment has been found necessary in the learning objectives of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in making his/her presentation of the material. Presentation The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied that the trainee has attained each specified learning objective or training objective. The syllabus is laid out in learning objective format and each objective specifies a required performance or what the trainee must be able to do as the learning or training outcome. Implementation For the course to run smoothly and to be effective, considerable attention must be paid to the availability and use of: –– properly qualified instructors –– support staff –– rooms and other spaces –– equipment –– suggested references, textbooks, technical papers –– other reference material. Thorough preparation is the key to successful implementation of the course. IMO has produced a booklet entitled ‘Guidance on the implementation of IMO model courses’, which deals with this aspect in greater detail. It begins on page 59. Course framework For ease of reference, this course is divided into five parts. Part A is a general description of the model course and the conditions that are needed for its implementation, which 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, references and textbooks is also included. Part B provides an outline of lectures, demonstrations and simulator exercises for the course, together with a suggested sequence and timetable. 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 trainees will take longer to become proficient in some topics than in others. 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 expanded to define a required performance of knowledge, understanding and proficiency. IMO and other references, textbook references and suggested teaching aids are included to assist the instructor in designing lessons. Part D contains an Instructor Manual with additional explanations, exercises and examples of lesson plan based on the Knowledge, understanding and proficiency given in Part C. Especially, Part D also provides suggestions regarding teaching methodologies, evaluation technique, issues arising during the training and measures to be addressed. Part E provides a suggestive Evaluation and Assessment Programme for training efficiency, which aims to assist trainee learning, identify their strengths and weaknesses, assess the effectiveness of a particular instructional strategy, evaluate and improve the effectiveness of curriculum programmes, and teaching effectiveness. It is worth noting that the competence evaluation standards given in Part A of the STCW Code should be used when performing the evaluation and assessment programme. 2 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO Part A: Course Framework Scope Ships operating in the Arctic and Antarctic environments are exposed to a number of unique risks. Poor weather conditions and the relative lack of good charts, communication systems and other navigational aids pose challenges for seafarers. The remoteness of the areas makes rescue or clean-up operations difficult and costly. Cold temperatures may reduce the effectiveness of numerous components of the ship, ranging from deck machinery and emergency equipment to sea suctions. When ice is present, it can impose additional loads on the hull, propulsion system and appendages. While Arctic and Antarctic waters have a number of similarities, there are also significant differences. The Arctic is an ocean surrounded by continents while the Antarctic is a continent surrounded by an ocean. The Antarctic sea ice retreats significantly during the summer season or is dispersed by permanent gyres in the two major seas of the Antarctic: the Weddell and the Ross. Thus there is relatively little multi-year ice in the Antarctic. Conversely, Arctic sea ice survives many summer seasons and there is a significant amount of multi-year ice. Whilst the marine environments of both polar seas are similarly vulnerable, response to such challenge should duly take into account specific features of the legal and political regimes applicable to their respective marine spaces. This course provides training to navigation officers to operate ships in polar waters and to address those additional provisions deemed necessary for consideration beyond existing requirements of the SOLAS and MARPOL Conventions, in order to take into account the climatic conditions of polar waters and to meet appropriate standards of maritime safety and pollution prevention. The course is designed to meet the Mandatory minimum requirements for the training and qualifications of masters and deck officers on ships operating in polar waters, in the STCW Code, specifically the tables A-V/4-1 “Specification of minimum standard of competence in basic training for ships operating in polar waters”. Definition Polar waters include both Arctic and Antarctic waters as defined in regulation XIV/3 of the SOLAS Convention: Arctic waters means those waters which are located north of a line extending from latitude 58º 00’.0 N, longitude 042º 00’.0 W to latitude 64° 37’.0 N, longitude 035° 27’.0 W and thence by a rhumb line to latitude 67º 03’.9 N, longitude 026º 33’.4 W and thence by a rhumb line to Sørkapp, Jan Mayen and by the southern shore of Jan Mayen to the Island of Bjørnøya and thence by a great circle line from the Island of Bjørnøya to Cap Kanin Nos and thence by the northern shore of the Asian continent eastward to the Bering Strait and thence from the Bering Strait westward to latitude 60º N as far as Il’pyrskiy and following the 60th North parallel eastward as far as and including Etolin Strait and thence by the northern shore of the North American continent as far south as latitude 60º N and thence eastward along parallel of latitude 60º N, to longitude 56º 37’.1 W and thence to the latitude 58º 00’.0 N, longitude 042 º00’.0 W (see figure 1). MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 3 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters 60°N 70°N 80°N 73°31,6′N 19°01′E 60°N 56°37,1′W 68°38,29′N 43°23,08′E 70°49,56′N 08°59,61′W 67°03′N 26°33,4′W 60°N 44°4′E 64°37′N 35°27′W 58°N 42°W Figure 1 60°S 70°S 80°S Figure 2 – Antarctic waters means those waters which are south of 60° S. 4 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part A: Course Framework Objective A trainee successfully completing this course will gain: –– ability to contribute to safe operation of vessels in polar waters –– understanding of ice characteristics and areas where different types of ice can be expected in the area of operation –– understanding of vessel performance in ice and low air temperature –– understanding of safe operations and ship manoeuvrability in ice –– awareness to monitor and ensure compliance with legislative requirements –– understanding to apply safe working practices and to respond to emergencies –– understanding and awareness of correct crew preparation, working conditions and safety –– understanding the need to ensure compliance with pollution prevention requirements and prevent environmental hazards, and –– understanding skills to perform manoeuvres in order to safely operate ships in polar waters. Entry standards Every candidate for a certificate in basic training for ships operating in polar waters shall hold a certificate as Master, chief mate or officer in charge of a navigation watch qualified in accordance with regulations II/1, II/2 and II/3 of the STCW Convention, respectively or equivalent as determined by the national administration. Course certification, diploma or document On successful completion of the course, the trainee should be issued a course completion document for “Basic training for ships operating in polar waters”. Course intake limitations The course intake is limited by the number of trainees who can receive adequate individual attention from the instructor(s). The maximum trainee–instructor ratio may be up to 24 to 1 for classroom lectures and 8 to 1 for practical sessions and simulations. However, due to the complexity of the instruction, this model course was designed with a maximum trainee– instructor ratio of 12 to 1 for classroom lectures, 8 to 1 for practical sessions and, for simulators used in the course, the maximum trainee–instructor–simulator ratio is 4 to 1. Teaching staff should note that the ratios are suggestions only and should be adapted to suit individual groups of trainees depending on their experience, ability and equipment available. Staff requirements The following are the minimum qualifications recommended for instructors delivering this course, based on the Knowledge, Understanding and Proficiency (KUP) table, set out in section A-V/4-1 of the STCW Code. The instructor in charge should: .1 be qualified to act as Master or officer in charge of the navigation watch in accordance with STCW regulations II/1, II/2 and II/3, or equivalent as determined by the national administration and has served on a ship in the capacity of master or officer in charge of the navigation watch for a total period of at least 50 days in ice covered waters, of which 30 days should have been served in polar waters while the ship was in ice conditions that required the ship to be assisted by an icebreaker or to make manoeuvres to avoid concentrations of ice that might have endangered the ship, or equivalent experience as determined by the national administration .2 have detailed knowledge of the requirements of preparation of a vessel for operating in low air temperatures MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 5 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters .3 have up-to-date knowledge of the various ice class and equipment requirements to navigate in ice .4 have up-to-date knowledge of correct crew preparation, working conditions and safety in ice conditions and low air temperatures .5 have up-to-date knowledge of measures to comply with pollution prevention requirements, and .6 have a current relevant teaching qualification or have successfully completed a Train‑The-Trainer course, including the application of simulators in training, and meet the requirements of STCW regulations I/6 and I/12. Assistant instructors should have relevant knowledge of the above or have completed IMO model course Basic training for ships operating in polar waters. Teaching facilities and equipment The lectures shall take place in a suitable classroom with adequate desk/seating space for all trainees (area of classroom to be at least 1.5 sq m/trainee). Suitable classrooms equipped with the relevant facilities to facilitate the delivery of training through lectures, group exercises and discussions, as appropriate, should be provided. Where the use of audiovisual material such as simulation, powerpoint presentations, videos or slides is intended, it should be ensured that the appropriate multi-media equipment is made available. It is recommended to incorporate simulator training in order to replicate ice operations from a navigation bridge perspective to assist with overall evaluation of the trainee’s grasp of the learning objectives and concepts of ice navigation. If simulators are used, they must be able to create situations that provide an opportunity to acquire the required skills, as specified in this model course. Use of simulators The STCW Convention sets standards regarding the performance and use of simulators for mandatory training assessment or demonstration of competence. The general performance standards for simulators used in training and for simulators used in assessment of competence are given in section A-1/12 of the STCW Code. Simulator-based training and assessment is not a mandatory requirement for this training course. However, it is widely recognized that well-designed lessons and exercises can improve the effectiveness of training. If simulators are used in the course they shall comply with the standards in section A-1/12 of the STCW Code. If using simulator-based training, instructors should ensure that the aims and objectives of these sessions are defined within the overall training programme and that tasks are selected so as to relate as closely as possible to shipboard tasks and practices. Teaching aids (A) A1 Instructor Manual (Part D of this course) A2 Projector for powerpoint presentations A3 White board A4 Videos A5 Ice charts A6 Ship handling and navigation simulators which can simulate ice operations in polar waters A7 Nautical charts Note: Other equivalent teaching aids may be used as deemed fit by the instructor. IMO references (R) R1 International Convention for the Safety of Life at Sea, 1974 (SOLAS 1974), as amended R2 International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978, as amended 6 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part A: Course Framework R3 International Convention for the Prevention of Pollution from Ships (MARPOL), Consolidated Edition 2011 R4 Medical First Aid Guide (MFAG) R5 International Code for Ships Operating in Polar Waters (Polar Code) R6 Guidance on methodologies for assessing operational capabilities and limitations in ice (MSC.1/Circ.1519) R7 IAMSAR Guidelines for the development of Shipboard Emergency Plans for Search and Rescue (SAR) in ice infested waters R8 International Safety Management Code (ISM Code) R9 IMO Guide to Cold Water Survival (2012) R10 IMO Intact Stability Code (2008) Textbooks (T) Note: Other textbooks may be used as deemed fit by the instructor. T1 “Ice Navigation in Canadian Waters”, Icebreaking Program, Maritime Services, Canadian Coast Guard, Fisheries and Oceans Canada, Ottawa, Ontario (Revised August 2012) T2 Winter Navigation on the River and Gulf of St. Lawrence Practical Notebook for Marine Engineers and Deck Officers November 2011 Edition (TP14335E) T3 WMO Sea ice nomenclature T4 “Polar ship operations”, The Nautical Institute T5 Ice Phenomenon Threatening Arctic Shipping, Alfred Tunik (Editor), Vladislav Benzeman, Sergey Klyachkin, Yevgeny Mironov, Yury Gorbunov, Nikolay Adamovich, Backbone Publishing Company, 2012 Note: Other publications deemed relevant depending on regional requirements: Antarctica TA1 Secretariat of the Antarctic Treaty (http://www.ats.aq/index_e.htm) for documents pertaining to Antarctic regulations, annexes and Madrid protocol Canada TC1 Annual Notice to Mariners TC2 Arctic Ice Regime Shipping Control System TC3 Arctic Sailing Directions (ARC 400, ARC 401, ARC 402, ARC 403 & ARC 404) TC4 Arctic Waters Oil Transfer Guidelines TC5 Equivalent Standards for the Construction of Arctic Class Ships TC6 Guidelines for the Operation of Passenger Vessels in Canadian Arctic Waters – TP 13670 TC7 Manual of Standard Procedures for Observing and Reporting Ice Conditions (MANICE) TC8 Ship Safety Bulletins (7 relevant to ice navigation) Denmark/Greenland TD1 PUB 181 Sailing Directions (Enroute) Greenland and Iceland MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 7 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Russia TR1 NP23 Bering Sea and Strait Pilot TR2 NP43 South and East Coasts of Korea TR3 NP72 Southern Barents Sea and Belroy More Pilot TR4 Guide to Navigating Through the NSR, No. 4151B, 1996 United States TUS1 NP23 Bering Sea and Strait Pilot TUS2 Coast Pilot 9 (Pacific and Arctic Coasts: Alaska to Beaufort Sea) TUS3 PUB 180 Sailing Directions (Planning Guide) Arctic Ocean Bibliography (B) B1 American Bureau of Shipping (ABS) Guide for vessels operating in low temperatures (Dec 2009) B2 Observers’ Guide to Sea ICE National Oceanographic Atmospheric Administration (NOAA) B3 Ice – Advice for Trading in Polar Regions (The Swedish Club) B4 Admiralty Sailing Directions NP10 through 12 Arctic Pilot B5 The Mariner’s Handbook, NP100 B6 Baltic Ice Management Handbook Antarctica B7 Admiralty Sailing Directions, NP9 The Antarctica Pilot B8 PUB 200 Sailing Directions (Planning Guide & Enroute) Antarctica Video (V) Videos, CD-ROMs, Computer Based Training (CBT) may be used as deemed fit by the instructor. 8 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO Part B: Course Outline and Timetable This section provides an outline of lectures in a suggested sequence. From the teaching and learning point of view, it is important that the trainee achieves the competence listed under the subject area column. 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. Depending on their experience and ability, some trainees will naturally take longer to become proficient in some topics than others. All learning objectives are understood to be prefixed by the words, “The expected learning outcome is that the trainee…” 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 matter learned during seagoing time in polar waters. An effective manner of presentation is to develop a technique of giving information and then reinforcing it. For example, first tell the trainee briefly what you are going to present to them; then cover the topic in detail; finally, summarize what you have told them. The use of presentations and distribution of specific information as trainee handouts may contribute to the learning process. COURSE OUTLINE AND TIMETABLE Subject area with learning objective Approximate time (hours) 1 Course introduction, ice nomenclature, characteristics and detection 1.1 Course introduction 1.2 Ice physics formation, growth, ageing and stages of melt 1.3 Snow covered ice 1.4 Ice types, concentrations and features 5.0 1.5 Ice reports, ice reporting, coding and terminology 1.6 Signs of ice in the vicinity 1.7 Ice imagery 1.8 Effects of weather patterns, current, tide and wind on ice formation and motion overview 1.9 Ice pressure and distribution 2 Regulations and standards 2.1 Regulations 4.0 2.2 Standards 3 Vessel characteristics 3.1 Vessel types 3.2 Hull design 2.0 3.3 Enhanced icebreaking design features 3.4 Propulsion 3.5 Subdivision and stability for ice strengthened vessels MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 9 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Subject area with learning objective Approximate time (hours) 4 Manoeuvring in ice 4.1 Approaching and entering ice 4.2 Manoeuvring astern 4.3 Transiting ice 6.0 4.4 Vessel damage 4.5 Vessel manoeuvring capabilities in ice 4.6 Bridge watchkeeping 5 Passage planning and reporting 5.1 Passage planning 2.0 5.2 Communications 5.3 Provisioning and vessel services 6 Icebreaker assistance 6.1 Icebreaker requirement 2.0 6.2 Safe speed and distance 7 Vessel performance in polar waters/low air temperatures 7.1 Classification society rules for vessel winterization 7.2 Ship’s preparations for low air temperatures 7.3 Freezing of equipment 2.0 7.4 Ship equipment/systems in a cold environment 7.5 Cargo operations in polar waters 7.6 Passenger embarkation and disembarkation in polar waters 7.7 Vessel superstructure or deck icing due to freezing spray 8 Crew preparation, working conditions and safety 8.1 Safe working procedures for crew, specific to polar environments 2.0 8.2 Cold weather survival in polar waters 8.3 Search and Rescue in polar waters 9 Environment 9.1 Pollution prevention in polar waters 1.0 9.2 Oil spills and pollution 9.3 Garbage and waste Examples of trainee exercises –– Navigating in ice waters using leads available/thinner ice conditions by observance visually and by radar –– Navigating in ice infested waters using available leads/thinner ice conditions while in 7.0 close proximity to land –– Navigating in icebergs, growlers, bergy bits infested waters with minimal visibility (onset of twilight or onset of daylight) 10 Evaluation 1.0 TOTAL 34.0 10 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part B: Course Outline and Timetable COURSE OUTLINE AND TIMETABLE Subject area Course time Recommended method of (hours) delivery 1.0 Course introduction, ice nomenclature, characteristics 5 Lecture + classroom exercise and detection 2.0 Regulations and standards 4 Lecture 3.0 Vessel characteristics 2 Lecture 4.0 Manoeuvring in ice 6+4 Lecture + simulation 5.0 Passage planning and reporting 2 Lecture + classroom exercise 6.0 Icebreaker assistance 2+3 Lecture + simulation 7.0 Vessel performance in polar waters/low air temperatures 2 Lecture 8.0 Crew preparation, working conditions and safety 2 Lecture 9.0 Environment 1 Lecture Evaluation 1 Method to be determined Total 26 + 7 + 1 = 34 Lecture + simulation + evaluation MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 11 Licensed to MSCA LTD for 1 copy. © IMO Part C: Detailed Teaching Syllabus This section provides a detailed teaching syllabus in accordance with the competencies set out in section A-V/4-1 of the Seafarers’ Training, Certification and Watchkeeping (STCW) Code under section A-V on Standards regarding special training requirements for personnel on certain types of ship. The detailed teaching syllabus is presented as a series of learning objectives. The objective, therefore, 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…” Before commencing instructions on the detailed teaching syllabus, there should be a course overview to introduce the learning objectives and main topics to the trainees. In order to assist the instructor, reference publications are shown against the learning objectives in addition to 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) Textbooks (indicated by T) and Bibliography (indicated by B) will provide valuable information to instructors. A description of the teaching material is listed at the end of Part A, Course framework of this document. To assist in identifying how each detailed learning objective is related to table A-V/4-1 of STCW Code, a Compliance table is provided following the detailed teaching syllabus. The compliance table demonstrates how each Knowledge, Understanding and Proficiency (KUP) in table A-V/4-1 is supported by a number of related learning objectives which the trainee is required to learn. Note: Throughout the course, safe working practices are to be clearly defined and emphasized with reference to current international requirements and regulations. It is expected that the facilitators of the course will insert references to relevant national and/or regional requirements and regulations as necessary. Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 1  Course introduction, ice nomenclature, characteristics and detection 1.1 Course introduction 1.2 Ice physics formation, growth, ageing and stages of melt 1.2.1 Discuss the process of formation, growth, ageing, salinity and decay of sea ice 1.2.2 Discuss the process of formation, growth, ageing, salinity and decay of fresh water ice 1.2.3 Recognize the difference between compressive and flexural strength of ice 1.3 Snow covered ice 1.3.1 Recognize the increase in frictional resistance due to snow cover 12 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 1.4 Ice types, concentrations and features 1.4.1 Identify the physical characteristics and key identifiers of the following ice types: a. first year sea ice 1. new ice/frazil 2. new ice/grease ice 3. new ice/shuga 4. new ice/dark nilas 5. new ice/light nilas 6. young ice/grey ice 7. young ice/grey white ice 8. thin first year ice (first stage) 9. thin first year ice (second stage) 10. medium first year ice 11. thick first year ice A1, A2, A3, A4, b. second year sea ice R2, R5 A5, A6 c. multi-year sea ice T1, TC7, TC8 1. light multi-year ice 2. heavy multi-year ice d. fresh water ice e. glacial/land ice 1. blocky iceberg 2. bergy bit 3. domed iceberg 4. dry-docked iceberg 5. growler 6. pinnacled iceberg 7. tabular iceberg 8. wedged iceberg 9. glacier 10. ice shelf MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 13 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 1.4.2 Identify the following forms of ice: a. brash ice b. pancake ice c. ice cake d. small floe e. medium floe f. big floe g. vast floe h. giant floe i. fast ice j. strips 1.4.3 Recognize the following ice concentrations: a. consolidated ice b. compact ice c. very close ice d. close ice e. open ice f. very open water g. open water h. ice free i. drift ice j. pack ice 14 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 1.4.4 Identify the following ice features: a. blind lead b. crack c. finger rafted ice d. flaw lead e. floeberg (stamukha) f. hummock g. level ice h. melt ponds i. open lead j. polynya k. rafting l. ridge m. ridge keel n. ridge sail o. shore lead p. thaw holes q. ice rivers* 1.5 Ice reports, ice reporting, coding and terminology 1.5.1 List sources of ice advisories and forecasts available to the vessel 1.5.2 Recall the terminology used for ice reporting 1.5.3 Interpret ice reports (including coding using the Egg Code) 1.5.4 Discuss the contents of the various ice advisories and forecasts 1.6 Signs of ice in the vicinity 1.6.1 Describe the signs of ice in the vicinity 1.6.2 Recognize ice blink and water sky 1.6.3 Recognize a sudden drop in sea water temperature to zero * See textbook reference T5 Ice Phenomenon Threatening Arctic Shipping (2012) MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 15 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 1.6.4 Recognize meteorological conditions that affect visibility in ice covered waters including: a. fog b. refraction c. sea smoke d. white outs e. sea temperature 1.7 Ice imagery 1.7.1 List the sources of ice imagery types available: a. Aircraft Synthetic Aperture Radar (SAR) and Side Looking Airborne Radar (SLAR) b. satellite c. purpose of computer modelling by ice forecasters 1.7.2 List the advantages and disadvantages of the different ice imagery/reconnaissance systems including: a. cloud penetration b. image resolution c. infrared d. satellite orbit parameters close to polar regions e. swath f. visual 1.7.3 Analyse and interpret ice types and features using SAR, SLAR, infrared and visual imagery for both Arctic and Antarctic regions 1.7.4 Introduce new satellite technology and discuss advantages/disadvantages (e.g. RadarSat 2, VIIRS, and Cryosat) 1.8 Effects of weather patterns, current, tide and wind on ice formation and motion overview 1.8.1 Discuss the effect of meteorological conditions and climate on ice formation 1.8.2 Discuss the effects of wind and current on ice motion 1.8.3 Relate the differing effects of wind and current on drift/ pack ice as opposed to icebergs 1.8.4 Discuss effects of common weather patterns on ice formation for the Arctic and Antarctic 1.8.5 Discuss effects of common current patterns on ice movement for the Arctic and Antarctic 1.8.6 Discuss special phenomenon that could affect operations in the Arctic and Antarctic 16 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 1.9 Ice pressure and distribution 1.9.1 Discuss the causes of ice pressure a. environmental b. terrestrial 1.9.2 Understand the consequences of ice pressure and how to recognize it in a practical way 1.9.3 Demonstrate continuous monitoring of ice presence and ice movement resulting from environmental forces such as wind, tide, while navigating the vessel 1.9.4 Identify and interpret indicators of the presence of ice pressure a. environmental b. ship’s performance c. terrestrial 1.9.5 Introduce new developments to forecast ice pressure based on meteorological indicators, such as computer based modelling Regulations and standards 2  2.1 Regulations 2.1.1 International regulations and guidelines 2.1.1.1 Highlight and refer to relevant information from latest version of the Polar Code, including the requirements in regulation 12.3.1 chapter 12 2.1.1.2 Recognize that the following international documents contain information relating to international requirements for ice navigation in polar waters: a. SOLAS chapter V b. SOLAS chapter XIV c. STCW Convention chapter V/4 d. UNCLOS Article 194 and 234 e. MARPOL Annexes I, II, IV and V f. Resolution MEPC.163(56) Guidelines for ballast water exchange in the Antarctic Treaty Area g. MSC.1/Circ.1519 Guidance on methodologies for assessing operational capabilities and limitations in ice 2.1.1.3 Highlight and refer to relevant information from latest R2, R5, R6 TA1 (Antarctica) A1, A2, A3 version of the following IMO regulations: a. SOLAS chapter V (accident reporting) MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 17 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 2.1.1.4 Recognize that the following documents contain T1, T2 (Canada) information relating to national requirements for ice navigation in polar waters: a. Antarctic Treaty, Protocol, annexes and B6 (all other recommendations areas) b. Madrid Protocol 2.1.2 National/regional regulations 2.1.2.1 Reference the legislation and communication requirements for the national/regional areas in which they operate 2.2 Standards 2.2.1 Shipboard documentation 2.2.1.1 Highlight relevant sections from the Polar Ship Certificate, including Record of Equipment for the Polar Ship Certificate, and shipboard documentation relevant to the vessel’s operation in polar waters: a. Polar Waters Operations Manual (PWOM) 2.2.2 National/regional standards 2.2.2.1 Reference the standards for the national/regional areas in which they operate, see Part A, Course framework Vessel characteristics 3  R1, R2, R5, R10 A1, A2, A3, A4 3.1 Vessel types T1, T2, T3, T4, TC2, TC4, TC5, 3.1.1 Describe the relationship between power, size TC6, TR4 displacement, ice strength, ice design 3.1.2 Discuss the differences in ice transiting performance of the following: a. icebreakers b. ice classed vessels with icebreaking bows c. ice classed vessels without icebreaking bows d. vessels without ice class 3.2 Hull design 3.2.1 Ice strengthening/class requirements 3.2.1.1 Outline the purpose of ice strengthening 3.2.1.2 Outline and compare Canadian, Finnish-Swedish and Russian ice class designations 3.2.1.3 Outline and compare Classification Society and IACS ice class designations 3.2.1.4 Discuss limitations of the different ice classes 3.2.1.5 Discuss the basic ice strengthening/ice class requirements, relating to vessel structure 3.2.1.6 Discuss the basic ice class requirements, relating to main propulsion machinery and auxiliary systems 18 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 3.2.1.7 Discuss the application of ice strengthening pertaining to impact loads and vibration on a vessel’s structural components 3.2.2 Bow 3.2.2.1 Discuss how bow design affects a vessel’s ice transiting performance 3.2.2.2 Describe how an icebreaking bow functions 3.2.2.3 Understand that icebreaking bow designs can vary in icebreaking and ice transiting performance 3.2.2.4 Identify an ice knife 3.2.2.5 Discuss advantages and disadvantages of navigating with an ice knife 3.2.2.6 Identify reamers as fitted on an icebreaker 3.2.2.7 Discuss the advantages and disadvantages of navigating with reamers 3.2.3 Hull form 3.2.3.1 Discuss how hull design affects turning performance in ice 3.2.3.2 Discuss how specialized ice coatings can reduce frictional resistance in ice 3.2.4 Stern configuration 3.2.4.1 Discuss how stern design affects a vessel’s backing and turning performance in ice 3.2.4.2 Identify an ice horn 3.2.4.3 Discuss advantages and disadvantages of operating with ice horn 3.2.4.4 Identify vessels with stern configurations designed for stern first operation during ice transit 3.3 Enhanced icebreaking design features 3.3.1 Discuss the fitting and purpose of bow propellers 3.3.2 Discuss the fitting and purpose of hull air lubrication systems 3.3.3 Discuss the fitting and purpose of hull water lubrication systems 3.3.4 Discuss icebreaker towing arrangements 3.3.5 Discuss the relevance of length to beam ratio 3.3.6 Discuss deep water and shallow water icebreaking vessels 3.3.7 Discuss propulsion types MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 19 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 3.4 Propulsion 3.4.1 Discuss consequences and remedial action of ice ingestion with respect to sea suctions and water intakes 3.4.2 Discuss the relevance of displacement versus propulsive power in ice operations 3.5 Subdivision and stability for ice strengthened vessels 3.5.1 Explain the intact stability condition for an icebreaking vessel when beached upon a large ice floe 3.5.2 Explain the icing stability condition, along with corrective measures 3.5.3 Explain flooding, subdivision and damaged stability criteria 4  Manoeuvring in ice 4.1 Approaching and entering ice 4.1.1 Explain the hazards in connection with draught and trim in relation to ice transit 4.1.2 Discuss ballast conditions in relation to an ice belt 4.1.3 Outline factors to consider when entering ice 4.1.4 Understand the importance of safe speed 4.1.5 Demonstrate the proper methods of adjusting speed and power-output, prior to ice contact, upon ice contact and following open water leads through ice infested waters 4.1.6 Discuss precautions and arrangements related to sea inlets and cooling systems for ice transit 4.1.7 Discuss factors and indicators concerning engine loads R2, R4, R5, R6, A1, A2, A3, A4, and cooling problems R7, R8, R9, R10 A5, A6 4.1.8 Discuss the importance of a checklist of procedures T1, T2, TC1, TC4, for the Officer of the Watch (OOW) to follow when TC5, TC6, TD1, entering ice TR4, TUS3 4.1.9 Explain the importance of bridge team augmentation in the vicinity, approaching and transiting ice 4.2 Manoeuvring astern 4.2.1 Relate the hazards of astern movements in ice 4.2.2 Demonstrate correct procedures for manoeuvring astern in ice 4.2.3 Demonstrate correct rudder position when going astern in ice 4.2.4 Explain the importance of bridge team augmentation when backing in ice, if view from bridge is insufficient 4.3 Transiting ice 4.3.1 Outline factors to consider related to determining safe speed for ice transit 4.3.2 Outline environmental factors to consider when determining route through ice infested waters 20 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 4.3.3 Describe procedures to follow to ensure that safe speed is maintained when transit is through ice that is variable in concentration/type and includes areas of open water including: a. open waters b. bergy waters c. 1/10 to 6/10 ice concentration (“drift ice”) d. 7/10 to 10/10 ice concentration (“pack ice”) 4.3.4 Demonstrate preparedness to change course and speed at any given moment 4.3.5 Outline factors to consider when deciding on the best route through the ice 4.3.6 Outline the advantages and disadvantages of utilizing leads during ice transit 4.3.7 Recognize the hazards associated with the following, during ice transit: a. operating around icebergs b. operating under reduced visibility c. propeller ice interaction d. ramming and pushing of ice e. operating astern in first year ice, multi-year ice and glacial ice f. shallow water g. transiting ice at night; use of searchlights h. turning the vessel i. wind speed and direction j. during heavy weather near ice edge k. snow covered ice 4.3.8 Discuss monitoring of ice pressure on the vessel hull 4.3.9 Understand the relationship between hull condition and friction, for ice transit 4.3.10 Discuss proper procedures for dealing with the following hazardous ice conditions during transit: a. glacial and multi-year ice b. grounded ice c. pressure and compression d. ridging, hummocks and floebergs (stamukha) e. shear zones MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 21 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 4.4 Vessel damage 4.4.1 Understand the types of damage which may be incurred for vessels operating in ice (e.g. damage to hull/propeller/rudder, engine failure, ballast tanks, etc.) 4.4.2 Discuss incident reports concerning vessel damage sustained when operating in ice 4.4.3 Outline damage control measures that can be used, taking into account that the vessel may need to transit ice to get to repair facilities 4.5 Vessel manoeuvring capabilities in ice 4.5.1 Describe manoeuvring capabilities for different ice transiting vessels (including icebreakers) 4.5.2 Describe manoeuvring capabilities of single, twin and triple-screw vessels 4.5.3 Discuss the increased effect of rudders and interaction with the propeller steam including: a. turning circles b. turning manoeuvre in ice, avoiding collision- impact of stern and ship sides c. star manoeuvre 4.5.4 Demonstrate a turning manoeuvre in ice, avoiding collision/impact of stern and ship’s sides 4.6 Bridge watchkeeping 4.6.1 Discuss the importance of bridge team augmentation to improve situational awareness, while navigating in ice infested waters 4.6.2 Explain the role of the Ice Navigator or Ice Advisor and their authority and responsibilities with respect to the officers on the bridge 5  Passage planning and reporting 5.1 Passage planning 5.1.1 Interpret ice forecasts and imagery 5.1.2 Forecast ice for different ice regimes: a. Arctic b. Antarctic 5.1.3 Discuss how ice imagery/reports can be used to predict changes in ice conditions 22 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 5.1.4 Discuss methods of estimating vessel capability in ice, including: a. Polar Ship Certificate b. Guidance on methodologies for assessing operational capabilities and limitations in ice c. Ice Certificates/Passport and their limitations d. Arctic Ice Regime Shipping System (AIRSS) calculation in accordance with Canadian Legislation e. discuss POLARIS System under IMO MSC.1/ R1, R2, R4, R5, A1, A2, A3, A4, Circ.1519 R7, R8, R9, R10 A5, A6 5.1.5 Explain contingency planning for polar waters T1, T2, TC1, TC5, TC6, TD1, TR4, TUS3 5.2 Communications 5.2.1 Recognize the limitations of SAR communication availability in sea area A4 5.3 Provisioning and vessel services 5.3.1 Recognize that voyage planning, with respect to bunkers, must consider the following: a. fuel consumption when working in the ice is likely to be higher b. infrastructure for bunkering may not be widely available or not exist at all in polar waters c. manoeuvring capabilities may be impacted by environmental and fuel efficiency regulations (e.g. low sulphur emissions and load limiters) d. operating in polar waters may require specialized bunkers 5.3.2 Recognize that infrastructure for replenishment of ship’s stores may not be widely available or not exist at all in polar waters 5.3.3 Recognize that infrastructure for vessel repair, in the event of breakdown or damage, may not be widely available, or not exist at all in polar waters 6  Icebreaker assistance 6.1 Icebreaker requirement 6.1.1 Describe additional support services that are available when icebreaker assistance is requested (e.g. ice routeing, ice reconnaissance, advanced notification, Search and Rescue) 6.1.2 Discuss levels of service and icebreaking priorities for different regions 6.1.3 Explain how to obtain icebreaker assistance MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 23 Licensed to MSCA LTD for 1 copy. © IMO Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 6.1.4 Determine if icebreaker assistance is required through: R2, R5, R6, R10 A1, A2, A3, A4, A5, A6 a. analysis of forecasted environmental conditions b. passage planning c. recognition of prudent navigation practices d. regulatory requirements 6.1.5 Demonstrate preparations and procedures required by T1, T2, TC1, TC4, the escort vessel during ice escort TC5, TC6 6.2 Safe speed and distance 6.2.1 Explain the assessment of conditions relative to safe speed which determine minimum and maximum escort distance during icebreaker assisted transits 6.2.2 Describe the safety procedures for working with an icebreaker during ice transit 7  Vessel performance in polar waters/low air temperatures 7.1 Classification society rules for vessel winterization 7.1.1 Discuss the purpose and general requirements for winterization 7.1.2 Understand the need for winterization rules 7.2 Ship’s preparations for low air temperature 7.2.1 Discuss preparation necessary before a ship is brought into polar waters 7.3 Freezing of equipment 7.3.1 Identify the conditions and measures to prevent R1, R2, R5, R7, A1, A2, A3, A4, freezing of: R8, R9 R10 A5, A6 a. ballast tanks and piping arrangements b. bridge windows c. fire-fighting systems d. freshwater tanks and piping arrangements e. lifesaving equipment f. tank vents g. mooring ropes T1, T2, T3, TC1, h. bilge systems TC2, TC4, TC5, 7.3.2 Recognize the importance of fitting ship construction TC6, TD1, TR4, materials suitable for low air temperatures TUS3 7.3.3 Understand the importance of closely monitoring tanks or systems containing liquids that are subject to freezing 7.3.4 Identify the preventative measures used to maintain deck equipment in operational readiness in low air temperatures 24 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 7.4 Ship equipment/systems in a cold environment 7.4.1 Identify how the following equipment/systems are different for vessels designed to operate in a cold environment: a. accommodation and emergency escape measures b. air intake c. ballast d. bilge e. bunkering f. cooling g. electrical h. fire-fighting i. lifesaving appliances j. helicopter facilities k. ventilation l. water intake/discharge m. specialized fuel and engine starting aids for lifesaving appliances 7.5 Cargo operations in polar waters 7.5.1 Discuss the effects of cold air temperatures on the following cargo handling equipment: a. cargo rigging b. connections for transferring liquid cargos c. cranes d. derricks e. lifting gear f. hatch covers 7.5.2 Discuss the effects of freezing and increased viscosity of liquid cargos 7.5.3 Understand that some liquid cargos may require heating before they are loaded or discharged and during transit 7.5.4 Understand that some cargos may require stowage in temperature controlled cargo holds during transit 7.5.5 Discuss the effects of snow, wind, current, ice movement and ice pressure on cargo operations, where no dock is available 7.5.6 Discuss methods to deal with the effects of snow, wind, current, ice movement and ice pressure on cargo operations MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 25 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 7.5.7 Discuss the potential lack of facilities for docking to discharge cargo in polar waters including the potential requirement for ship to ship transfer 7.5.8 Discuss arrangements for mooring a vessel to discharge cargo onto the ice 7.5.9 Discuss arrangements for mooring a vessel offshore to discharge liquid cargo to the beach or general cargo to barges for transshipment to the beach 7.6 Passenger embarkation and disembarkation in polar waters 7.6.1 Discuss embarking and disembarking passengers into small boats/tenders when not docked in port 7.6.2 Discuss embarking passengers from and disembarking passengers onto ice 7.6.3 Discuss precautions and procedures with regard to encountering wildlife 7.7 Vessel superstructure or deck icing due to freezing spray 7.7.1 Understand environmental conditions required to make freezing spray possible 7.7.2 Understand factors that increase the possibility of icing occurring 7.7.3 State the methods of identifying that icing is occurring 7.7.4 Discuss precautions that can be taken to prevent/ reduce the possibility of icing, including: a. reduction of speed b. changing heading c. entering sheltered waters d. entering warmer waters 7.7.5 Understand the danger of excessive ice accumulation 7.7.6 Explain the effect of icing on stability and trim 7.7.7 Demonstrate an example of ice accretion calculation to ascertain added weight to ship 7.7.8 Describe methods for the removal of ice from the following: a. anchors including chain, windlasses and hawse pipes b. decks c. deck machinery including mooring equipment d. fire-fighting and lifesaving equipment e. fittings f. rigging g. superstructure 26 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 7.7.9 Identify the methods and precautions that can be used when de-icing the following: a. ballast tanks and piping arrangements b. fresh water tanks and piping arrangements c. fire-fighting systems d. lifesaving equipment e. tank vents 7.7.10 Discuss technologies and design features used to minimize the requirement to de-ice essential equipment 8  Crew preparation, working conditions and safety R1, R2, R4, A1, A2, A3, A4, R5,R7, R8, R9, A5, A6 R10 8.1 Safe working procedures for crew, specific to polar environments 8.1.1 Recognize dangers when crew members are exposed to low air temperatures including: a. effects of wind chill b. working time limitations may be required when exposed to low air temperatures c. fatigue problems due to noise and vibrations during ice transit T1, T2, TC1, TC5, d. working in cold environments may increase TC6, TD1, TR4, crew fatigue TUS3 8.1.2 Outline personal protective equipment required for work in polar waters/low air temperatures 8.1.3 Recognize the hazards and precautions of falling ice from overhead ship structures, antennae and equipment 8.1.4 Recognize precautions to be taken when crew have to work on ice covered surfaces 8.1.5 Recognize the benefits of using a buddy system 8.1.6 Identify medical/first aid issues related to working in cold environments 8.1.7 Discuss the effects and precautions of extended periods of daylight or darkness as it may affect navigation and human performance when operating in polar waters MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 27 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 8.2 Cold weather survival in polar waters 8.2.1 Identify need for extra supplies of food and clothing 8.2.2 Discuss requirements for and use of personal survival equipment, with reference to Polar Code 8.2.3 Discuss requirements for and use of group survival equipment, with reference to Polar Code 8.2.4 Discuss a real case study of survival in polar waters and subsequent rescue attempt 8.3 Search and Rescue in polar waters 8.3.1 Recognize limitations of search and rescue availability and responsibility in polar waters 8.3.2 Discuss limitations of search and rescue availability and responsibility, including sea area A4 and its SAR communication facility limitation 8.3.3 Discuss dangers related to wildlife when abandoning ship in polar waters 9  Environment 9.1 Pollution prevention in polar waters 9.1.1 Discuss the need to recognize and adhere to regulatory requirements pertaining to identified Particularly Sensitive Sea Areas (PSSA) regarding discharge 9.1.2 Identify areas where shipping is prohibited or should R2, R3, R5 A1, A2, A3 be avoided 9.1.3 Identify special geographical areas in MARPOL T1, T2, TC4, TC6, and specific regions such as Antarctica, Canadian TR4 Arctic, etc. 9.2 Oil spills and pollution 9.2.1 Recognize the effect of freezing and reduced viscosity on liquid pollutants 9.2.2 Recognize limitations of cleanup methods in ice infested waters, including: a. absorbents b. booms c. chemical dispersants d. in-situ burning e. skimmers 9.2.3 Discuss the effects of snow, wind, current, ice movement and ice pressure on oil spills and pollution in polar waters 9.2.4 Discuss the impact on the environment and wildlife resulting from pollution in polar waters 9.2.5 Highlight and refer to international/regional legislation regarding enforcement and penalties against pollution in polar waters 28 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Detailed learning objective IMO references Textbooks/ Teaching aids Bibliography 9.3 Garbage and waste 9.3.1 Discuss the need to plan for coping with accumulation of garbage, bilge water and sewage due to reception facilities not being widely available or non-existing in polar waters. Make reference to statutory rules and enforcement 10  Examples of trainee exercises –– Navigating in ice waters using leads available / R2, R5 T1, T4, TC2, TC7, A1, A2, A5, A6, thinner ice conditions by observance visually Regional Sailing A7 and by radar Directions, Tide Tables, –– Navigating in ice infested waters using available leads / thinner ice conditions while in close proximity to land –– Navigating in iceberg, growlers, bergy bits infested waters with minimal visibility (onset of twilight or onset of daylight) MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 29 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Compliance Table Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe Basic knowledge of ice The expected learning outcome is that the trainee will be operation of vessels characteristics and areas where able to: operating in polar different types of ice can be waters expected in the area of operation 1 Ice physics, terms, 1.2.1 Discuss the process of formation, growth, ageing, formation, growth, ageing salinity and decay of sea ice and stage of melt 1.2.2 Discuss the process of formation, growth, ageing, salinity and decay of fresh water ice 1.2.3 Recognize the difference between compressive and flexural strength of ice 1.8.1 Discuss the effect of meteorological conditions and climate on ice formation 1.8.4 Discuss effects of common weather patterns on ice formation for the Arctic and Antarctic 2 Ice types and 1.4.1 Identify the physical characteristics and key concentrations identifiers of the following ice types: a. first year sea ice 1. new ice/frazil 2. new ice/grease ice 3. new ice/shuga 4. new ice/dark nilas 5. new ice/light nilas 6. young ice/grey ice 7. young ice/grey white ice 8. thin first year ice (first stage) 9. thin first year ice (second stage) 10. medium first year ice 11. thick first year ice b. second year sea ice c. multi-year sea ice 1. light multi-year ice 2. heavy multi-year ice d. fresh water ice 30 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 2 Ice types and e. glacial/land ice operation of vessels concentrations operating in polar (continued) 1. blocky iceberg waters 2. bergy bit (continued) 3. domed iceberg 4. dry-docked iceberg 5. growler 6. pinnacled iceberg 7. tabular iceberg 8. wedged iceberg 9. glacier 10. ice shelf 1.4.2 Identify the following forms of ice: a. brash ice b. pancake ice c. Iie cake d. small floe e. medium floe f. big floe g. vast floe h. giant floe i. fast ice j. strips 1.4.3 Recognize the following ice concentrations: a. consolidated ice b. compact ice c. very close ice d. close ice e. open ice f. very open water g. open water h. Iie free i. drift ice j. pack ice MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 31 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 2 Ice types and 1.4.4 Identify the following ice features: operation of vessels concentrations operating in polar (continued) a. blind lead waters b. crack (continued) c. finger rafted ice d. flaw lead e. floeberg (stamukha) f. hummock g. level ice h. melt ponds i. open lead j. polynya k. rafting l. ridge m. ridge keel n. ridge sail o. shore lead p. thaw holes q. ice rivers* 3 Ice pressure and 1.9.1 Discuss the causes of ice pressure distribution a. environmental b. terrestrial 1.9.2 Understand the consequences of ice pressure and how to recognize it in a practical way 1.9.3 Demonstrate continuous monitoring of ice presence and ice movement resulting from environmental forces such as wind, tide, while navigating the vessel 1.9.4 Identify and interpret indicators of the presence of ice pressure a. environmental b. ship’s performance c. terrestrial 1.9.5 Introduce new developments to forecast ice pressure based on meteorological indicators, such as computer based modelling * See textbook reference T5 Ice Phenomenon Threatening Arctic Shipping (2012) 32 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 4 Friction from snow 1.3.1 Recognize the increase in frictional resistance due operation of vessels covered ice to snow cover operating in polar waters 3.2.3.2 Discuss how specialized ice coatings can reduce (continued) frictional resistance in ice 4.3.9 Understand the relationship between hull condition and friction, for ice transit 5 Implications of spray- 7.7.1 Understand environmental conditions required to icing; danger of icing up, make freezing spray possible precautions to avoid icing up and options during 7.7.2 Understand factors that increase the possibility of icing up icing occurring 7.7.3 State the methods of identifying that icing is occurring 7.7.4 Discuss precautions that can be taken to prevent/ reduce the possibility of icing, including: a. reduction of speed b. changing heading c. entering sheltered waters d. entering warmer waters 7.7.5 Understand the danger of excessive ice accumulation 7.7.6 Explain the effect of icing on stability and trim 7.7.7 Demonstrate an example of ice accretion calculation to ascertain added weight to ship 7.7.8 Describe methods for the removal of ice from the following: a. anchors including chain, windlasses and hawse pipes b. decks c. deck machinery including mooring equipment d. fire-fighting and lifesaving equipment e. fittings f. rigging g. superstructure 6 Ice regimes in different 5.1.2 Forecast ice for different ice regimes: regions. Significant differences between the a. Arctic Arctic and the Antarctic b. Antarctic first year and multi-year ice, sea ice and land ice MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 33 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 7 Use of ice imagery to 1.5.1 List sources of ice advisories and forecasts operation of vessels recognize consequences available to the vessel operating in polar of rapid change in ice waters and weather conditions 1.5.2 Recall the terminology used for ice reporting (continued) 1.5.3 Interpret ice reports (including coding using the Egg Code) 1.5.4 Discuss the contents of the various ice advisories and forecasts 1.7.1 List the sources of ice imagery types that are available: a. Aircraft Synthetic Aperture Radar (SAR) and Side Looking Airborne Radar (SLAR) b. satellite c. purpose of computer modelling by ice forecasters 1.7.2 List the advantages and disadvantages of the different ice imagery / reconnaissance systems including: a. cloud penetration b. image resolution c. infrared d. satellite orbit parameters close to polar regions e. swath f. visual 1.7.3 Analyse and interpret ice types and features using SAR, SLAR, infrared and visual imagery for both Arctic and Antarctic regions 1.7.4 Introduce new satellite technology and discuss advantages/disadvantages (e.g. RadarSat 2, VIIRS, Cryosat) 5.1.1 Interpret ice forecasts and imagery 5.1.3 Discuss how ice imagery/reports can be used to predict changes in ice conditions 8 Knowledge of ice blink 1.6.1 Describe the signs of ice in the vicinity and water sky 1.6.2 Recognize ice blink and water sky 1.6.3 Recognize a sudden drop in seawater temperature to zero 34 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 8 Knowledge of ice blink 1.6.4 Recognize meteorological conditions that affect operation of vessels and water sky visibility in ice covered waters including: operating in polar (continued) waters a. fog (continued) b. refraction c. sea smoke d. white outs e. sea temperature 9 Knowledge of differential 1.8.3 Relate the differing effects of wind and current on movement of icebergs drift/pack ice as opposed to icebergs and pack ice 10 Knowledge of tides and 1.8.2 Discuss the effects of wind and current on currents in ice ice motion 11 Knowledge of effect of 1.8.5 Discuss effects of common current patterns on ice wind and current on ice movement for the Arctic and Antarctic 1.8.6 Discuss special phenomenon that could affect operations in the Arctic and Antarctic Contribute to safe Basic knowledge of vessel The expected learning outcome is that the trainee will be operation of vessels performance in ice and low air able to: operating in polar temperature waters 1 Vessel characteristics 3.1.1 Describe the relationship between power, size displacement, ice strength, ice design 3.1.2 Discuss the differences in ice transiting performance of the following: a. icebreakers b. ice classed vessels with ice breaking bows c. ice classed vessels without ice breaking bows d. vessels without ice class 4.5.1 Describe manoeuvring capabilities for different ice transiting vessels (including icebreakers) 4.5.2 Describe manoeuvring capabilities of single, twin and triple-screw vessels 4.5.3 Discuss the increased effect of rudders and interaction with the propeller steam including: a. turning circles b. turning manoeuvre in ice, avoiding collision-impact of stern and ship sides c. star manoeuvre MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 35 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 2 Vessel types, hull designs 3.2.2.1 Discuss how bow design affects a vessel’s ice operation of vessels transiting performance operating in polar waters 3.2.2.2 Describe how an icebreaking bow functions (continued) 3.2.2.3 Understand that icebreaking bow designs can vary in icebreaking and ice transiting performance 3.2.2.4 Identify an ice knife 3.2.2.5 Discuss advantages and disadvantages of navigating with an ice knife 3.2.2.6 Identify reamers as fitted on an icebreaker 3.2.2.7 Discuss the advantages and disadvantages of navigating with reamers 3.2.3.1 Discuss how hull design affects turning performance in ice 3.2.4.1 Discuss how stern design affects a vessel’s backing and turning performance in ice 3.2.4.2 Identify an ice horn 3.2.4.3 Discuss advantages and disadvantages of operating with ice horn 3.2.4.4 Identify vessels with stern configurations designed for stern first operation during ice transit 3.3.1 Discuss the fitting and purpose of bow propellers 3.3.2 Discuss the fitting and purpose of hull air lubrication systems 3.3.3 Discuss the fitting and purpose of hull water lubrication systems 3.3.4 Discuss icebreaker towing arrangements 3.3.5 Discuss the relevance of length to beam ratio 3.3.6 Discuss deep water and shallow water icebreaking vessels 3.3.7 Discuss propulsion types 3.5.1 Explain the intact stability condition for an icebreaking vessel when beached upon a large ice floe 3 Engineering requirements 3.2.1.6 Discuss the basic ice class requirements, for operating in ice relating to main propulsion machinery and auxiliary systems 3.4.2 Discuss the relevance of displacement versus propulsive power in ice operations 36 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 4 Ice strengthening 3.2.1.1 Outline the purpose of ice strengthening operation of vessels requirements operating in polar 3.2.1.2 Outline and compare Canadian, Finnish-Swedish waters and Russian ice class designations (continued) 3.2.1.3 Outline and compare Classification Society and IACS ice class designations 3.2.1.5 Discuss the basic ice strengthening / ice class requirements, relating to vessel structure 3.2.1.7 Discuss the application of ice strengthening pertaining to impact loads and vibration on a vessel’s structural components 5 Limitations of ice classes 3.2.1.4 Discuss limitations of the different ice classes 5.1.4 Discuss methods of estimating vessel capability in ice, including: a. Polar Ship Certificate b. Guidance on methodologies for assessing operational capabilities and limitations in ice c. Ice Certificates/Passport and their limitations d. Arctic Ice Regime Shipping System (AIRSS) calculation in accordance with Canadian Legislation e. discuss POLARIS System under IMO MSC.1/Circ.1519 6 Winterization and 7.1.1 Discuss the purpose and general requirements for preparedness of vessel, winterization including deck and engine 7.1.2 Understand the need for winterization rules 7.2.1 Discuss preparation necessary before a ship is brought into polar waters 7.3.1 Identify the conditions and measures to prevent freezing of: a. ballast tanks and piping arrangements b. bridge windows c. fire-fighting systems d. freshwater tanks and piping arrangements e. lifesaving equipment f. tank vents g. mooring ropes h. bilge systems MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 37 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 6 Winterization and 7.3.2 Recognize the importance of fitting ship operation of vessels preparedness of vessel, construction materials suitable for low air operating in polar including deck and temperatures waters engine (continued) (continued) 7.3.4 Identify the preventative measures used to maintain deck equipment in operational readiness in low air temperatures 7 Low-temperature system 7.4.1 Identify how the following equipment/systems are performance different for vessels designed to operate in a cold environment: a. accommodation and emergency escape measures c. ballast d. bilge e. bunkering f. cooling g. electrical h. fire-fighting i. lifesaving appliances j. helicopter facilities k. ventilation 8 Equipment and 7.4.1 Identify how the following equipment/systems are machinery limitation in different for vessels designed to operate in a cold ice condition and low air environment: temperature b. air intake l. water intake/discharge m. special fuel and engine starting aids for lifesaving appliances 7.5.1 Discuss the effects of cold air temperatures on the following cargo handling equipment: a. cargo rigging b. connections for transferring liquid cargos c. cranes d. derricks e. lifting gear f. hatch covers 9 Monitoring of ice 4.3.8 Discuss monitoring of ice pressure on the pressure on hull vessel hull 10 Sea suction, water intake, 3.4.1 Discuss consequences and remedial action of superstructure insulation ice ingestion with respect to sea suctions and and special systems water intakes 38 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe Basic knowledge and ability to The expected learning outcome is that the trainee will be operation of vessels operate and manoeuvre a ship able to: operating in polar in ice waters 1 Safe speed in the 4.1.4 Understand the importance of safe speed (continued) presence of ice and icebergs 4.1.5 Demonstrate the proper methods of adjusting speed and power-output, prior to ice contact, upon ice contact and following open water leads through ice infested waters 4.3.1 Outline factors to consider related to determining safe speed for ice transit 4.3.3 Describe procedures to follow to ensure that safe speed is maintained when transit is through ice that is variable in concentration/type and includes areas of open water including: a. open waters b. bergy waters c. 1/10 to 6/10 ice concentration (“drift ice”) d. 7/10 to 10/10 ice concentration (“pack ice”) 6.2.1 Explain the assessment of conditions relative to safe speed which determine minimum and maximum escort distance during icebreaker assisted transits 2 Ballast tank monitoring 7.3.3 Understand the importance of closely monitoring tanks or systems containing liquids that are subject to freezing 3 Cargo operations in the 7.5.2 Discuss the effects of freezing and increased polar waters viscosity of liquid cargos 7.5.3 Understand that some liquid cargos may require heating before they are loaded or discharged and during transit 7.5.4 Understand that some cargos may require stowage in temperature controlled cargo holds during transit 7.5.5 Discuss the effects of snow, wind, current, ice movement and ice pressure on cargo operations, where no dock is available 7.5.6 Discuss methods to deal with the effects of snow, wind, current, ice movement and ice pressure on cargo operations 7.5.7 Discuss the potential lack of facilities for docking to discharge cargo in polar waters including the potential requirement for ship to ship transfer 7.5.8 Discuss arrangements for mooring a vessel to discharge cargo onto the ice 7.5.9 Discuss arrangements for mooring a vessel offshore to discharge liquid cargo to the beach or general cargo to barges for transshipment to the beach MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 39 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 3 Cargo operations in the 7.6.1 Discuss embarking and disembarking passengers operation of vessels polar waters into small boats/tenders when not docked in port operating in polar (continued) waters 7.6.2 Discuss embarking passengers from and (continued) disembarking passengers onto ice 7.6.3 Discuss precautions and procedures with regard to encountering wildlife 4 Awareness of engine 4.1.6 Discuss precautions and arrangements related to loads and cooling sea inlets and cooling systems for ice transit problems 4.1.7 Discuss factors and indicators concerning engine loads and cooling problems 5 Safety procedures during 4.1.1 Explain the hazards in connection with draft and ice transit trim in relation to ice transit 4.1.2 Discuss ballast conditions in relation to an ice belt 4.1.3 Outline factors to consider when entering ice 4.1.8 Discuss the importance of a checklist of procedures for the Officer of the Watch (OOW) to follow when entering ice 4.1.9 Explain the importance of bridge team augmentation in the vicinity, approaching and transiting ice 4.2.1 Relate the hazards of astern movements in ice 4.2.2 Demonstrate correct procedures for manoeuvring astern in ice 4.2.3 Demonstrate correct rudder position when going astern in ice 4.2.4 Explain the importance of bridge team augmentation when backing in ice, if view from bridge is insufficient 4.3.2 Outline environmental factors to consider when determining route through ice infested waters 4.3.4 Demonstrate preparedness to change course and speed at any given moment 4.3.5 Outline factors to consider when deciding on the best route through the ice 4.3.6 Outline the advantages and disadvantages of utilizing leads during ice transit 40 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Competence Knowledge, understanding and Detailed learning objective proficiency Contribute to safe 5 Safety procedures during 4.3.10 Discuss proper procedures for dealing with the operation of vessels ice transit following hazardous ice conditions during transit: operating in polar (continued) waters a. glacial and multi-year ice (continued) b. grounded ice c. pressure and compression d. ridging, hummocks and floebergs (stamukha) e. shear zones 4.5.4 Demonstrate a turning manoeuvre in ice, avoiding collision/impact of stern and ship’s sides 4.6.1 Discuss the importance of bridge team augmentation to improve situational awareness, while navigating in ice infested waters 4.6.2 Explain the role of the Ice Navigator or Ice Advisor and their authority and responsibilities with respect to the officers on the bridge 6.1.3 Explain how to obtain icebreaker assistance 6.1.4 Determine if icebreaker assistance is required through: a. analysis of forecasted environmental conditions b. passage planning c. recognition of prudent navigation practices d. regulatory requirements 6.1.5 Demonstrate preparations and procedures required by the escort vessel during ice escort 6.2.2 Describe the safety procedures for working with an icebreaker during ice transit MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 41 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Competence Knowledge, understanding and Detailed learning objective proficiency Monitor and ensure Basic knowledge of regulatory The expected learning outcome is that the trainee will be compliance with considerations able to: legislative requirements 1 Antarctic Treaty and the 2.1.1.1 Highlight and refer to relevant information from Polar Code latest version of the Polar Code, including the requirements in regulation 12.3.1, chapter 12 2.1.1.2 Recognize that the following documents contain information relating to international requirements for ice navigation in polar waters: a. SOLAS, chapters V and XIV b. STCW Convention, chapter V/4 c. UNCLOS, articles 194 and 234 d. MARPOL, annexes I, II, IV and V e. Resolution MEPC.163(56) Guidelines for ballast water exchange in the Antarctic Treaty Area f. MSC.1/Circ.1519 Guidance on methodologies for assessing operational capabilities and limitations in ice 2.1.1.4 Recognize that the following documents contain information relating to national requirements for ice navigation in polar waters: a. Antarctic Treaty, Protocol, annexes and recommendations b. Madrid Protocol 2 Accident reports 2.1.1.3 Highlight and refer to relevant information from concerning vessels in latest version of the following IMO regulations: polar waters a. SOLAS chapter V (accident reporting) 3 IMO standards for 2.1.2.1 Reference the legislation and communication operation in remote areas requirements for the national/regional areas in which they operate 2.2.1.1 Highlight relevant sections from the Polar Ship Certificate, including Record of Equipment for the Polar Ship Certificate, and shipboard documentation relevant to the vessel’s operation in polar waters: a. Polar Waters Operations Manual (PWOM) 2.2.2.1 Reference the standards for the national/regional areas in which they operate, see Part A, Course framework. 42 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Competence Knowledge, understanding and Detailed learning objective proficiency Apply safe working Basic knowledge of crew The expected learning outcome is that the trainee will be practices, respond to preparation, working conditions able to: emergencies and safety 1 Recognize limitations 5.2.1 Recognize the limitations of SAR communication of search and rescue availability in sea area A4 readiness and responsibility, including 6.1.1 Describe additional support services that are radio area A4 and its available when icebreaker assistance is requested Search and Rescue (SAR) (e.g. ice routeing, ice reconnaissance, advanced communication facility notification, Search and Rescue) limitation 6.1.2 Discuss levels of service and icebreaking priorities for different regions 2 Awareness of 5.1.5 Explain contingency planning for polar waters contingency planning 3 How to establish 8.1.2 Outline personal protective equipment required and implement safe for work in polar waters/low air temperatures working procedures for crew specific to polar 8.1.3 Recognize the hazards and precautions of falling environments such as low ice from overhead ship structures, antennae and temperatures, ice covered equipment surfaces, personal 8.1.4 Recognize precautions to be taken when crew protective equipment, have to work on ice covered surfaces use of buddy system and working time limitations 8.1.5 Recognize the benefits of using a buddy system 4 Recognize dangers when 8.1.1 Recognize dangers when crew members are crews are exposed to low exposed to low air temperatures including: temperatures a. effects of wind chill b. working time limitations may be required when exposed to low air temperatures 5 Human factors including 8.1.6 identify medical/first aid issues related to working cold fatigue, medical-first in cold environments aid aspects, crew welfare 8.1.7 discuss the effects and precautions of extended periods of daylight or darkness as it may affect navigation and human performance when operating in polar waters 6 Survival requirements 8.2.2 Discuss requirements for and use of personal including the use survival equipment, with reference to Polar Code of personal survival equipment and group 8.2.3 Discuss requirements for and use of group survival equipment survival equipment, with reference to Polar Code 8.2.4 Discuss a real case study of survival in polar waters and subsequent rescue attempt 8.3.1 Recognize limitations of search and rescue availability and responsibility in polar waters 8.3.2 Discuss limitations of SAR availability and responsibility, including sea area A4 and its SAR communication facility limitation 8.3.3 Discuss dangers related to wildlife when abandoning ship in polar waters MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 43 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Competence Knowledge, understanding and Detailed learning objective proficiency Apply safe working 7 Awareness of the most 4.3.7 Recognize the hazards associated with the practices, respond to common hull and following, during ice transit: emergencies equipment damages and (continued) how to avoid these a. operating around icebergs b. operating under reduced visibility c. propeller ice interaction d. ramming and pushing of ice e. operating astern in first year ice, multi-year ice and glacial ice f. shallow water g. transiting ice at night; use of searchlights h. turning the vessel i. wind speed and direction j. during heavy weather near ice edge k. snow covered ice 4.4.1 Understand the types of damage which may be incurred for vessels operating in ice (e.g. damage to hull/propeller/rudder, engine failure, ballast tanks, etc.) 4.4.2 Discuss incident reports concerning vessel damage sustained when operating in ice 4.4.3 Outline damage control measures that can be used, taking into account that the vessel may need to transit ice to get to repair facilities 8 Superstructure-deck 3.5.2 Explain the icing stability condition, along with icing, including effect on corrective measures stability and trim 3.5.3 Explain flooding, subdivision and damaged stability criteria 9 Prevention and removal 7.7.9 Identify the methods and precautions that can be of ice including the used when de-icing the following: factors of accretion a. ballast tanks and piping arrangements b. fresh water tanks and piping arrangements c. fire-fighting systems d. lifesaving equipment e. tank vents 7.7.10 Discuss technologies and design features used to minimize the requirement to de-ice essential equipment 10 Recognize fatigue 8.1.1 Recognize dangers when crew members are problems due to noise exposed to low air temperatures including: and vibrations c. fatigue problems due to noise and vibrations during ice transit d. working in cold environments may increase crew fatigue 44 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part C: Detailed Teaching Syllabus Competence Knowledge, understanding and Detailed learning objective proficiency Apply safe working 11 Identify need for extra 5.3.1 Recognize that voyage planning, with respect to practices, respond to resources, such as bunkers, must consider the following: emergencies bunker, food and extra (continued) clothing a. fuel consumption when working in the ice is likely to be higher b. infrastructure for bunkering may not be widely available or not exist at all in polar waters c. manoeuvring capabilities may be impacted by environmental and fuel efficiency regulations (e.g. low sulphur emissions and load limiters) d. operating in polar waters may require special bunkers 8.2.1 Identify need for extra supplies of food and clothing Ensure compliance with Basic knowledge of The expected learning outcome is that the trainee will be pollution-prevention environmental factors and able to: requirements and regulations prevent environmental 1 Identify Particularly 9.1.1 Discuss the need to recognize and adhere hazards Sensitive Sea Areas to regulatory requirements pertaining to (PSSA) regarding identified PSSAs regarding discharge discharge 2 Identify areas where 9.1.2 Identify areas where shipping is prohibited or shipping is prohibited or should be avoided should be avoided 3 Special areas in MARPOL 9.1.3 Identify special geographical areas in MARPOL and specific regions such as Antarctica, Canadian Arctic, etc. 4 Recognize limitations of 9.2.1 Recognize the effect of freezing and reduced oil-spill equipment viscosity on liquid pollutants 9.2.2 Recognize limitations of cleanup methods in ice infested waters, including: a. absorbents b. booms c. chemical dispersants d. in-situ burning e. skimmers 5 Plan for coping with 9.3.1 Discuss the need to plan for coping with increased volumes of accumulation of garbage, bilge water and sewage garbage, bilge water, due to reception facilities not being widely sewage, etc. available or non-existing in polar waters. Make reference to statutory rules and enforcement 6 Lack of infrastructure 5.3.2 Recognize that infrastructure for replenishment of ship’s stores may not be widely available or not exist at all in polar waters 5.3.3 Recognize that infrastructure for vessel repair, in the event of breakdown or damage, may not be widely available, or not exist at all in polar waters MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 45 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters Competence Knowledge, understanding and Detailed learning objective proficiency Ensure compliance with 7 Oil spill and pollution 9.2.3 Discuss the effects of snow, wind, current, ice pollution-prevention in ice, including movement and ice pressure on oil spills and requirements and consequences pollution in polar waters prevent environmental hazards 9.2.4 Discuss the impact on the environment and (continued) wildlife resulting from pollution in polar waters 9.2.5 Highlight and refer to international/regional legislation regarding enforcement and penalties against pollution in polar waters 46 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO Part D: Instructor Manual The instructor manual provides guidance on the material that is to be presented during the course. The course material reflects the mandatory minimum requirements for the training and qualifications of masters, chief mates and watchkeeping officers for the safe navigation of a vessel in a polar region as specified in regulation V/4 of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978, as amended – Special training requirements for personnel on certain types of ship. The competencies stipulated in table A-V/4-1 of the STCW Code have been divided into the topics contained in Parts B and C of this course and reflect how the instructors should design and conduct their course. This is for guidance only. The texts used as references throughout the course mentioned in Part A, Course framework are teaching aids (A), IMO references (R), textbooks (T), bibliography (B), and videos (V). The course outline, timetable and lesson plan provide guidance on the time allocations for the course material, but the instructor is free to make adjustments as deemed necessary. The detailed teaching syllabus should be studied carefully. Lesson plans or lecture notes should be compiled where appropriate. Throughout the course, it is important to stress that relevant rules and regulations must be strictly observed and all precautions taken to maximize safety and minimize harmful effects to the environment. Training outcomes identified in Part B, Course outline, could be taught better using a ship handling and navigation bridge simulator programmed for shipboard operations in ice infested waters. Upon completion of this course trainees will be assessed using the criteria in column 4 of the table A-V/4-1 of the STCW Code. Instructors should, therefore, make certain that the teaching methods, lesson plans and simulator exercises focus on the desired outcome. Specific training guidance is presented below. TOPIC 1 ICE NOMENCLATURE, CHARACTERISTICS AND DETECTION The objective of this section is to enable trainees to gain a practical understanding of the characteristics of ice, the interpretation of ice forecasts and the methods used to detect ice. 1.1 Course introduction Before commencing with instruction on the detailed teaching syllabus, the instructors should provide a course overview to introduce the learning objectives and main topics to the trainees. The instructors should determine if the trainees have any experience in ice navigation. 1.2 Ice physics formation, growth, ageing and stages of melt Instructors should note that the trainees in this basic level course are required to have a basic understanding of the formation of ice and how this impacts its strength. The intent is not to require detailed calculations to determine ice strength, but rather to have a good understanding of the factors influencing the strength of ice throughout its lifecycle. 1.3 Snow covered ice Instructors should ensure that trainees understand that snow coverage has an increased resistance to ships travelling through ice which may impact the ability of the ship to pass through certain areas of an ice field. 1.4 Ice types, concentrations and features Instructors should emphasize that a key skill for watchkeepers transiting through ice covered waters is to be able to visually recognize the various types of ice, floe sizes and ice features so that unexpected changes in ice conditions can be detected, assessed and reported. The instructors should concentrate their efforts in enabling the trainees to correlate images of different ice types with the World Meteorological Organization (WMO) ice nomenclature and to be aware that WMO features may have alternative names in different regions of polar waters. It is essential that trainees understand that ice recognition is an essential part of maintaining a proper MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 47 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters lookout in ice covered waters and in the determination of safe speed. Instructors should ensure that trainees can accurately recognize ice types and ice features (such as multi-year ice, glacial ice, ridges and shear zones) which may require an immediate reduction in the ship’s speed to allow an opportunity to fully assess the situation. 1.5 Ice reports, ice reporting, coding and terminology With the underpinning knowledge developed in the previous sections, the trainees should be able to understand the information being supplied through ice reports and forecasts. The aim of this section is to enable trainees to locate sources of ice advisories and forecasts and to enable them to interpret egg codes used on ice charts. Instructors are encouraged to obtain sample copies of ice forecasts and advisories, from both the Arctic and Antarctic, to enable trainees to highlight the types of information contained therein. Instructors should also note that the trainees should not be required to interpret egg codes from memory, but are encouraged to be able to use references. 1.6 Signs of ice in the vicinity The instructor should stress the importance of watchkeepers to remain vigilant for signs of ice in the vicinity especially when approaching an ice edge. The instructor should note that the physical characteristics of ice can modify the environment in its vicinity and alert the seafarer before ice can be seen visually or detected by radar. Instructors should also note that open water can be detected while in an ice field by observing changes in the environment. Images to illustrate changes like ice blink and water sky should be presented to the trainees so that they can recognize the phenomenon while at sea. 1.7 Ice imagery For the basic course the context of interpreting ice images is to supplement information provided by ice forecasts and reports, as well as ice detected by the vessel itself, to make a full appraisal of the current situation. The use of ice imagery to develop or modify a passage plan is covered in the Advanced course and does not need to be covered in the Basic course. Instructors should focus on enabling their trainees to understand the characteristics of the various sensors used to collect ice images and how to identify main ice features relevant to safe navigation within an ice image. Providing samples of images from radar, visual and infrared sensors will help trainees understand the capabilities of each type of sensor. While a detailed understanding of interpreting all features contained in an ice image is beyond the scope of the course as this task is normally performed by specially trained personnel, instructors should highlight features which are difficult for the experts to interpret without ground truthing (e.g. lack of backscatter in a radar image may be caused by multiple factors). Instructors should focus on having trainees identify key features such as ice edges, open leads, areas of high and low concentration, floe sizes and the presence of glacial ice and correlating them to the ship’s current location. Instructors should ensure that trainees are aware of the limitations of various sensors in detecting certain ice features and that viewing images from different sensors is normally required to get an accurate interpretation of the image. Instructors should also be aware of the introduction of new sensor technologies and be prepared to discuss the characteristics and areas of coverage of new sensors as they become available. 1.8 Effects of weather patterns, current, tide and wind on ice formation and motion overview The instructor should note that ice conditions may change rapidly and that actual conditions may differ substantially from the latest observation, image and forecast. The goal of this section is to enable trainees to understand how environmental conditions can cause rapid changes in ice regimes so that they can assess the impacts of deviations in weather forecasts or normal current flows on the ice encountered by the ship. The instructor should relate the differing effects of wind and current on drift/pack ice as opposed to icebergs. The instructor should note that ice forecasts and charts are developed by specialized personnel with access to sophisticated mathematical models. The accuracy of the forecasts produced, however, is very much influenced by the quality and availability of observed data from the polar regions. Instructors should ensure that trainees 48 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part D: Instructor Manual are aware of the impact on the accuracy of forecasts caused by the age of the latest ice reconnaissance as well as any deviations between predicted weather conditions and conditions actually encountered by the vessel. 1.9 Ice pressure and distribution The instructor should note that a key objective in navigating in polar waters is to avoid pressurized ice to the extent possible. The focus of this section is to ensure that trainees understand the factors which can cause ice to come under pressure, the impacts on the ship should it encounter pressurized ice, and the practical methods to predict and detect ice pressure in the vicinity of the vessel. Instructors should reiterate the importance of vigilant watchkeeping since many signs of pressure are detected visually as well as by changes in ship performance. TOPIC 2 REGULATIONS AND STANDARDS The objective of this section is to familiarize trainees with the specific regulatory requirements related to operating in polar waters, while the main focus is on the Polar Code and the Polar Waters Operations Manual (PWOM). This section also covers the key elements contained in other international instruments as well as an overview of regional requirements relevant to operating in polar waters. 2.1 Regulations Instructors should focus on developing a working knowledge of the key legislative requirements related to operating in polar waters. Trainees are not required to commit the various legislative requirements to memory, but should be able to locate specific requirements within the relevant documents. The scope of the section includes both international and regional requirements. The primary focus of the review of international legislation is a comprehensive review of polar-specific instruments such as the Polar Code and the Antarctic Treaty. Trainees should already have a working knowledge of key international instruments such as SOLAS, MARPOL and STCW conventions so the aim of the instructor should be to highlight the polar-specific provisions within these instruments. The instructor has latitude to focus the discussion of regional requirements to areas relevant to where the trainees are likely to operate. For a generic course, instructors should highlight the existence and importance of regional legislation and provide an overview on the items which may be covered by regional legislation. The instructor should note that practical exercises in interpreting and applying specific legislative requirements occur later in the Basic course as well as in the Advanced course. The instructor should also note that a more detailed review of the PWOM is covered in the next section related to operating standards and need not be covered in detail in this section. 2.2 Standards Instructors should use samples of a Polar Ship Certificate, a record of equipment and a PWOM to illustrate the type of information carried on board the ship. Instructors should be aware that at a later stage of this course, trainees will be required to extract information from sample shipboard documentation in order to complete practical exercises. TOPIC 3 VESSEL CHARACTERISTICS The objective of this section is to provide a basic understanding of how vessels are designed and strengthened to operate in polar waters. Trainees are expected to build upon their existing knowledge of ship construction and stability to be able to complete this section. 3.1 Vessel types The instructor should emphasize the impacts of power, size, displacement, ice strengthening and hull design on the various types of vessel operating in polar waters. A broad understanding of vessel ice transiting/ icebreaking capabilities coupled with and understanding of ice properties will facilitate the learning of shipping control systems later in the Basic course and in performing risk assessments during practical exercises. MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 49 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters 3.2 Hull design In the first part of this section, the instructor should identify the various ice classification systems in place and their basic requirements. Trainees are not expected to be able to perform hull design calculations nor to create specifications for the building of vessels, but rather to have an appreciation of the performance capabilities and limitations associated with the various class designations. The remaining parts of this section focus on gaining an understanding of common hull features typically incorporated into ice strengthened vessels and the impacts the features have on the operational capabilities of the vessel. Instructors should illustrate the various features using photographs or diagrams of ice strengthened vessels. 3.3 Enhanced icebreaking design features Instructors should illustrate the various features found on vessels specifically designed to perform icebreaking using photographs or diagrams of icebreaking vessels with emphasis on discussing the operational impacts of the features. The instructor should indicate that while some merchant vessels have incorporated icebreaking features into their design, the provision of icebreaking services is a specific topic beyond the scope of the Basic course. 3.4 Propulsion The instructor should highlight that operating in ice not only increases the resistance on the hull, but can also impact the operation of the engine by interfering with its seawater cooling system. 3.5 Subdivision and stability for ice strengthened vessels The instructor should note that trainees will already have basic knowledge of ship stability including centre of gravity, metacentric height, and righting arms, and that teaching these concepts is not within the scope of this training course. The instructor should focus on describing how the specific hazards of beaching on a floe, freezing spray and hull breaches may impact the ship’s stability and the measures taken to minimize the risk of capsizing. While performing a stability calculation is not required to meet the objectives of this section, instructors are encouraged to illustrate the impacts of the identified stability hazards through a representative stability calculation. TOPIC 4 MANOEUVRING IN ICE The objective of this section is to enable the watchkeeper to successfully follow a passage plan prepared for operating in ice covered waters. The focus of the training in the basic course is on transiting through ice while maintaining a proper bridge watch. The advanced course covers topics related to precision manoeuvring in ice and ice management using the vessel. 4.1 Approaching and entering ice The instructor should emphasize that a key objective is to avoid entering ice where possible. The instructor should outline factors to consider when it becomes necessary to enter ice and that the vessel must be fully prepared before entering the ice. The instructor is to emphasize the importance of maintaining safe speed when entering and transiting ice. Instructors should illustrate the key points in this section through practical exercises using simulation where it is available. Trainees should be able to understand the rationale for the various recommended activities and the intention behind any checklists or guidelines provided to the bridge team related to ice entry. 4.2 Manoeuvring astern The instructor should focus on highlighting the risks of manoeuvring astern in ice and the measures taken to mitigate those risks. 50 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part D: Instructor Manual Instructors should illustrate the key points in this section through practical exercises using simulation where it is available. 4.3 Transiting ice The objective of this section is to gain practical understanding of the techniques used to ensure safe transit through ice that is variable in concentration and type. The emphasis in this section is the safe execution of a passage plan and not the passage planning process itself which is covered in the Advanced course. Instructors should emphasize that vigilance is required to ensure that the ship is always moving at a safe speed relative to the ice which is encountered and to the capabilities of the ship. This section provides an opportunity for trainees to start to synthesize the information provided in the previous sections related to ice feature recognition and ice strengthening. The instructors should discuss the hazards associated with ice transit and describe procedures for dealing with dangerous ice conditions. Instructors should illustrate the key points in this section through practical exercises using simulation where it is available. Practical exercises should contain situations where trainees are required to detect changes, or imminent changes, to the ice regime which will require alterations in speed and/or course. 4.4 Vessel damage Instructors should highlight the types of damage which can occur while transiting ice and associated damage control measures which are available should damage occur. Instructors should also emphasize that the polar regions have scarce repair facilities and that the ship needs to be prepared to respond to incidents which may occur. This section also provides the instructor with an opportunity to discuss augmented accident reporting requirements in many regions in polar waters. 4.5 Vessel manoeuvring capabilities in ice Instructors should note that some vessel design features can result in fundamentally different ice manoeuvring characteristics and that the trainee must be aware of these differences when transiting through the ice. Instructors should illustrate the key points in this section through practical exercises using simulation where it is available. Practical exercises should contain situations where trainees are required to perform manoeuvres in differing ice conditions so that they can get an appreciation for the types of change in manoeuvring which could be expected. 4.6 Bridge watchkeeping The instructor should note that the principles of bridge resource management require the bridge team to assess workload and to augment the bridge team as required when the situation warrants. The instructor should highlight situations to illustrate that operating in ice is highly dynamic and that the workload of the bridge team may dramatically increase during ice transit. Trainees should understand that the bridge team may need to be augmented especially to keep a vigilant lookout to detect situations where an immediate change in course and/or speed is required. The instructor should also describe the role of specialized ice advisors who may be employed during an ice transit and how they can augment the bridge team. TOPIC 5 PASSAGE PLANNING AND REPORTING The objective of this section is to enable the trainees to recognize and react to changing conditions which may require minor deviations to the passage plan or the activation of a contingency plan. In addition to discussing the impacts of changing ice conditions, this section also covers factors to consider related to communications and support logistics while operating in polar waters. 5.1 Passage planning The instructor should note that while it is to be expected that a vessel transiting through ice will need to make minor deviations from the intended route, it is also possible that rapid changes in ice conditions may require MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 51 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters the implementation of a contingency plan or the creation of a new passage plan. The creation of passage plans is covered in the Advanced course and trainees are not expected to create a passage plan in the Basic course. Instructors are encouraged to use a practical example of a substantial change in ice conditions from the conditions anticipated in the passage plan. A useful method to cover the material is to analyse ice imagery, weather forecasts and ice charts to predict an impending change in ice conditions along the intended route. Instructors should then review the documentation which may be available to the bridge team and illustrate how the documentation can estimate the vessel’s capability in differing ice conditions. Finally, the instructor should highlight the importance of contingency planning for polar operations given the highly dynamic nature of ice conditions. 5.2 Communications Instructors should highlight the practical limitations of sea area A4 communication methods in polar waters through practical examples. Instructors should also be aware that some trainees may only have a Restricted Operator’s certificate and that it may be necessary to provide a brief overview of the operational characteristics of communication equipment used in sea area A4. 5.3 Provisioning and vessel services Instructors should highlight that the lack of infrastructure in polar waters is a significant logistic consideration for repairs and resupply. In particular, the instructor should illustrate how fuel management is critical to successful polar operations. Instructors are encouraged to use practical examples to show how increased fuel consumption due to ice operations combined with a lack of refuelling facilities may require a dramatic change in the passage plan. Instructors should also note how the characteristics of fuels used in polar regions can also impact the manoeuvrability of the vessel. TOPIC 6 ICEBREAKER ASSISTANCE The objective of this section is to provide the trainee with an overall understanding of operating with an icebreaker while in transit through the ice. The focus in the Basic course is on understanding the contexts in which icebreaking assistance may be provided and the techniques used to maintain a safe speed and distance while in transit. The Advanced course covers manoeuvring in concert with an icebreaker in more detail. 6.1 Icebreaker requirement The instructor should note that operating with icebreaker assistance is common in polar waters. The objective of the training in the Basic course is to gain understanding of the types of assistance that an icebreaker can provide, the situations in which icebreaker assistance may be required, the methods for requesting assistance and the proper methods to prepare for icebreaker assistance. The Advanced course will cover topics related to manoeuvring while under icebreaker escort. Instructors are encouraged to use practical exercises, using simulators where available, to enable trainees to demonstrate the proper procedures to request and prepare for icebreaker assistance. 6.2 Safe speed and distance Instructors are encouraged to use practical exercises, using simulators where available, to illustrate how a vessel maintains a safe speed and distance while transiting under icebreaker escort. TOPIC 7 VESSEL PERFORMANCE IN POLAR WATERS/LOW AIR TEMPERATURES The objective of this section is to develop practical understanding of the unique challenges of operating in low air temperatures. Topics include protection of equipment, conducting cargo operations and icing caused by freezing spray. 7.1 Classification society rules for vessel winterization The instructor should discuss the need for winterization and review the classification rules which provide instructions on how to prepare the vessel for low air temperatures. Trainees are required to understand the 52 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part D: Instructor Manual overall requirements for winterization and to be able to locate specific requirements given documentation provided by a classification society. Trainees are not expected to memorize specific winterization requirements. 7.2 Ship’s preparations for low air temperature The instructor should lead a discussion on the steps required to prepare the ship prior to arriving in polar waters. 7.3 Freezing of equipment The instructors should note the vulnerabilities of specific equipment to the effects of freezing and the measures to be taken to avoid freezing. The use of photographs to illustrate how equipment can be damaged due to freezing will help trainees to visualize the risks associated with freezing. 7.4 Ship equipment/systems in cold environment The instructor should highlight the operating principles of ship equipment which may be designed to operate in cold environment. Supplementing the discussion with photographs or engineering drawings will help the trainees to understand how the design features protect against cold environments. 7.5 Cargo operations in polar waters Instructors need to focus not only on how to use cargo handling equipment in cold environment, but also how the properties of the cargo itself are impacted by cold environment and the methods used to protect the cargo from damage. Instructors should also highlight how the lack of infrastructure, as well as operating in dynamic ice conditions, may require special techniques to discharge cargos in polar waters. The use of photographs and diagrams will help trainees visualize the methods used as well as the risks associated with each method. 7.6 Passenger embarkation and disembarkation in polar waters Instructors should note that excursions for passengers, both ashore and on the ice is a common feature of expeditions in polar waters. Instructors should highlight that the lack of facilities and the presence of wildlife requires special techniques to be used to ensure the safety of the passengers while on excursions away from the vessel. The use of photos will help trainees to visualize the techniques used and the associated risks. Instructors are not to confuse this section with abandoning the ship in ice which is covered in the Advanced course. 7.7 Vessel superstructure or deck icing due to freezing spray Instructors should note that icing due to freezing spray is a common occurrence when operating in low air temperatures. Photographs of superstructure icing will help trainees visualize the magnitude of the problem and the risks associated with clearing ice from the vessel. To emphasize the potential impacts of icing on the safety of the vessel, trainees should be required to perform a basic stability calculation to illustrate the impacts on list and trim as well as on the movement of the centre of gravity. TOPIC 8 CREW PREPARATION, WORKING CONDITIONS AND SAFETY The objective of this section is to provide overview of the risks to personal safety when operating in polar environments. 8.1 Safe working procedures for crew, specific to polar environments Instructors should be aware that the topics in this section are intended to supplement information the trainees would have received in basic safety training, and that care should be taken to avoid covering materials which had been previously taught. Instructors should note that operating in low air temperatures, with frozen decks and large seasonal changes in daylight hours will have an impact on how the crew behaves in their work environment. An overall goal of the instructor is to ensure that trainees have the necessary knowledge to conduct a proper personal risk assessment when operating under unusual working conditions. MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 53 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters 8.2 Cold weather survival in polar waters Instructors should note that surviving in cold weather in polar waters requires specialized techniques and equipment. Using the Polar Code as a reference, trainees should have practical understanding of the special equipment which may be required. The use of case studies describing instances of polar survival will help trainees better understand the requirements. 8.3 Search and Rescue in polar waters Instructors should note that the lack of infrastructure in polar waters, coupled with limited communication in sea area A4, will place limitation on the SAR response available for incidents in polar waters. Instructors are encouraged to refer to the Global SAR plan to highlight the limited resources which would be available for SAR in polar regions. TOPIC 9 ENVIRONMENT The objective of this section is to highlight the specific requirements for pollution prevention, spill response and garbage management required in polar waters. 9.1 Pollution prevention in polar waters Trainees should be able to identify specific international requirements and protected areas by referring to MARPOL, Polar Code and other regional requirements. Instructors are encouraged to use practical exercises to help trainees understand the special requirements related to operating in polar waters. Instructors should note that special areas are defined under MARPOL annexes I, IV and V as sea areas where, for recognized technical reasons in relation to their oceanographical and ecological conditions, and to the particular character of their sea traffic, the adoption of special mandatory methods for the prevention of pollution of the sea from ships by oil, sewage or garbage, as applicable, is required. Under MARPOL, special areas are provided with a higher level of protection than other sea areas. Antarctic has been designated as a special area under MARPOL annexes I and V, and in developing the Polar Code, those more stringent requirements are extended to the Arctic, while new requirements are introduced for both Antarctic and Arctic. Instructors should highlight that Part II-A of the Polar Code includes mandatory provisions in chapters covering the following topics: Prevention of pollution by oil –– prohibit any discharge into the sea of oil or oily mixtures from any ship operating in Arctic waters (MARPOL annex I already contains the same requirement for ships operating in Antarctic area) –– a phase-in period for existing ships operating in Arctic waters, and –– for new category A and B ships with an aggregate oil fuel capacity of less than 600 m3, structural requirements including protective location of fuel-oil and cargo tanks (oil tankers with 600 tonnes deadweight and above shall meet double hull requirements under MARPOL annex I). Control of pollution by noxious liquid substances (NLS) in bulk –– prohibit any discharge into the sea of noxious liquid substances, or mixtures containing such substances from any ship operating in Arctic waters (MARPOL annex II already contains the same requirement for ships operating in Antarctic area), and –– Administrations may introduce additional carriage requirements for type 3 ship NLS cargoes. Prevention of pollution by sewage from ships –– additional restrictions in respect to discharge distance from any ice-shelf or fast ice and areas of ice concentration exceeding 1/10, and –– for new category A and B ships and all passenger ships, discharge of sewage shall be through an approved sewage plant. 54 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Part D: Instructor Manual Instructors should also note the following environmental protection recommendations in the Polar Code: Heavy fuel oil MARPOL annex I prohibits carrying heavy fuel oil (HFO) as cargo or fuel in the Antarctic area and ships are recommended to follow the same practice when operating in Arctic waters. A report from DNV* indicates that in 2012 around 28% of ships operating in the Arctic with HFO accounted for some 75% of total bunker mass on board all ships in the region. The potentially serious consequences of an HFO spill in the Arctic demands in depth consideration. Non-toxic biodegradable lubricants or water-based systems should be considered in lubricated components located outside the underwater hull with direct seawater interfaces, like shaft seals and slewing seals. Ballast water management – Additional guidance under other environmental conventions and guidelines In selecting the ballast water management system, attention should be paid to limiting conditions specified in the appendix of the Type Approval Certificate and the temperature under which the system has been tested, in order to ensure its suitability and effectiveness in polar waters. Anti-fouling and bio-fouling In order to minimize risk of invasive aquatic species transfers via biofouling, measures should be considered to minimize the risk of more rapid degradation of anti-fouling coatings associated with ice operations in polar waters. Reference is made in particular to the 2011 Guidelines for the control and management of ships’ biofouling to minimize the transfer of invasive aquatic species (resolution MEPC.207(62)). Instructors may find the following table a useful example of anti-fouling system characteristics taken into consideration by some ice-going ships. Hull Sea Chest Year round operation in ice covered –– abrasion resistant coating polar waters –– compliant with the AFS Convention. Thickness of anti-fouling system to be decided by the shipowner Intermittent operation in ice-covered –– abrasion resistant low friction –– compliant with the AFS polar waters ice coating Convention. Thickness of anti-fouling system to be decided –– in sides, above bilge keel, by the shipowner max thickness of anti-fouling system 75μm, to protect hull between application of anti-fouling system and next anticipated voyage to ice covered waters –– in bottom area thickness to be decided by shipowner –– composition of anti-fouling system should also be decided by the shipowner Category B and C vessels –– compliant with the AFS –– compliant with the AFS Convention. Thickness of Convention. Thickness to be anti-fouling system to be decided decided by the shipowner by the shipowner * DNV (2013). HFO in the Arctic-Phase 2, for Norwegian Environmental Agency, DNV Doc. No./Report No.: 2013-1542-16G8ZQC- 5/1, 6, 33 (2013) MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 55 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters 9.2 Oil spills and pollution Instructors are encouraged to illustrate how the principles of pollution response strategies are impacted when operating in polar waters. The use of photographs and videos will help trainees understand the limitations of recovering oil spills in polar waters. Instructors should note that the Polar Code addresses the planning for ship-source spills in ice covered regions by including mandatory Ship Oil Pollution Emergency Plan (SOPEP). Ice often extends the time available to plan and execute an offshore response by containing, concentrating and trapping the oil for long periods in a fresh state. At the same time, low temperatures, snow cover and increased oil thickness can reduce the rate of evaporation and lead to longer persistence. In terms of ‘fate behaviour’, spills in ice are fundamentally different from spills in open water. Response techniques that work in open water and temperate regions may be ineffective or provide much reduced effectiveness in cold, snow and ice. Reference should be made to the IMO Guide to oil spill response in snow and ice conditions, which provides useful guidance on planning and operations that are directly associated with response to marine oil spill in ice and snow conditions. 9.3 Garbage and waste Instructors should ensure that trainees are aware that there are limited facilities available to properly discharge garbage and that proper waste management is an essential requirement in any voyage in polar waters. Instructors should highlight the following provisions and recommendations in the Polar Code related to the prevention of pollution by garbage from ships: –– Additional restrictions to the permitted discharges (under MARPOL annex V, discharge of all garbage into the sea is prohibited, except as provided otherwise) in respect of discharge distance from any ice-shelf or fast ice and areas of ice concentration exceeding 1/10, and –– Prohibit discharge of animal carcasses in Arctic waters (MARPOL annex V already contains the same requirement for ships operating in Antarctic area). In order to minimize the risks associated with animal cargo mortalities, consideration should be given to how animal carcasses will be managed, treated and stored on board when ships carrying such cargo are operating in polar waters. Reference is made in particular to the 2012 Guidelines for the implementation of MARPOL Annex V (resolution MEPC.219(63), as amended by resolution MEPC.239(65)) and the 2012 Guidelines for the development of garbage management plans (resolution MEPC.220(63)). 56 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO Part E: Evaluation and Assessment The effectiveness of any evaluation depends to a great extent on the precision of the description of what is to be evaluated. The detailed teaching syllabus is thus designed to assist the instructors, with descriptive verbs to specify the level on which the person should be able to operate. Evaluation is a way of finding out if learning has taken place. It enables the assessor (instructor) to ascertain if the learner has gained the required skills and knowledge needed at a given point towards a course or qualification. The purpose of evaluation is to: –– assist student learning –– identify students’ strengths and weaknesses –– assess the effectiveness of a particular instructional strategy –– assess and improve the effectiveness of curriculum programmes, and –– assess and improve teaching effectiveness. The evaluation methods must be based on clearly defined objectives, which must truly represent what is meant to be assessed; for example, only the relevant criteria and the syllabus course guide. There must be a reasonable balance between the subject topics involved and the testing of trainees’ knowledge, understanding and proficiency of the concepts. To be reliable, an evaluation procedure should produce reasonably consistent results no matter which set of papers or version of the test is used. Column 3 – Methods for demonstrating competence and Column 4 – Criteria for evaluating competence in table A-V/4-1 (Specification of minimum standard of competence in basic training for ships operating in polar waters) of STCW Code, set out the methods and criteria for evaluation. Instructors should refer to this table when designing the assessment. Instructors should also refer to the guidance as given in part B-II/1 of the STCW Code, as quoted below. Evaluation of competence “17 The arrangements for evaluating competence should be designed to take account of different methods of assessment which can provide different types of evidence about candidates’ competence, e.g. .1 direct observation of work activities (including seagoing service); .2 skills/proficiency/competency tests; .3 projects and assignments; .4 evidence from previous experience; and .5 written, oral and computer-based questioning techniques. 18 One or more of the first four methods listed should almost invariably be used to provide evidence of ability, in addition to appropriate questioning techniques to provide evidence of supporting knowledge and understanding.” To assist and aid the instructors, some extracts of assessment guidelines detailed from another IMO model course are used to explain in depth. Multiple choice questions 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 allows immediate identification of errors or 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 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 57 Licensed to MSCA LTD for 1 copy. © IMO Basic training for ships operating in polar waters 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 the 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 Whilst each examining authority establishes its own rules, the length of time which can be devoted to assessing the competence of candidates for certificates of competency 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/she 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/her depth of knowledge in selected areas. The examination as a whole should asses each candidate’s comprehension of principles, concepts and methodology; his/her ability to apply principles, concepts and methodology; his/her ability to organize facts, ideas and arguments and their abilities and skills in carrying out those tasks that they would be called upon to perform in the duties he/she is certified to undertake. All evaluation and testing techniques have their advantages and disadvantages. An examining authority should carefully 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 be reviewed by a person other than the originator. No extraneous information should be incorporated into questions; such inclusions can waste the time of the 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 which is essential to the job concerned. Advantages and disadvantages of oral and practical tests It is generally considered advisable that candidates should be examined orally or through practical demonstrations. Some aspects of competency can only be properly judged by having the candidate demonstrate his/her 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. 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 incorporating the use of models or simulators than by any other form of test. One disadvantage of oral/practical tests is that they can be time-consuming. Each test may take up about 1 to 2 hours if it is to comprehensively cover the topics concerned. Equipment must also be available in accordance with the abilities that are to be tested. Some items of equipment can economically be dedicated solely for use in examinations. In general, written exams are excellent forms to evaluate trainees’ knowledge, understanding and proficiency of the concepts. However, if the goal is to evaluate a broad spectrum of material using only a sample of questions, care must be taken to protect the security of the exam from the trainees prior to the exam period. It is only natural for the trainees to focus on just the sample questions and not the broad spectrum of the material if the trainees have access to an exam prior to the exam period. It must also be noted that when training facilities use the same exams over multiple sessions of the same course, that it is nearly impossible to protect the security of the exam over an extended period of time; therefore, training facilities/instructors should adjust the questions and format of their exams at reasonable periods of time. 58 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO Guidance on the implementation of IMO model courses Licensed to MSCA LTD for 1 copy. © IMO Licensed to MSCA LTD for 1 copy. © IMO Contents Page Part 1 Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Part 2 Notes on teaching techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Part 3 Curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Annex A1 Preparation checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Annex A2 Example of a model course syllabus in a subject area. . . . . . . . . . . . . . . . . . . . . . . . . 73 Annex A3 Example of a lesson plan for annex A2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 61 Licensed to MSCA LTD for 1 copy. © IMO Licensed to MSCA LTD for 1 copy. © IMO Part 1: Preparation 1 Introduction 1.1 The success of any enterprise depends heavily on sound and effective preparations. 1.2 Although the IMO model course “package” has been made as comprehensive as possible, it is nonetheless vital that sufficient time and resources are devoted to preparation. Preparation not only involves matters concerning administration or organization, but also includes the preparation of any course notes, drawings, sketches, overhead transparencies, etc., which may be necessary. 2 General considerations 2.1 The course “package” should be studied carefully; in particular, the course syllabus and associated material must be attentively and thoroughly studied. This is vital if a clear understanding is to be obtained of what is required, in terms of resources necessary to successfully implement the course. 2.2 A “checklist”, such as that set out in annex A1, should be used throughout all stages of preparation to ensure that all necessary actions and activities are being carried out in good time and in an effective manner. The checklist allows the status of the preparation procedures to be monitored, and helps in identifying the remedial actions necessary to meet deadlines. It will be necessary to hold meetings of all those concerned in presenting the course from time to time in order to assess the status of the preparation and “troubleshoot” any difficulties. 2.3 The course syllabus should be discussed with the teaching staff who are to present the course, and their views received on the particular parts they are to present. A study of the syllabus will determine whether the incoming trainees need preparatory work to meet the entry standard. The detailed teaching syllabus is constructed in “training outcome” format. Each specific outcome states precisely what the trainee must do to show that the outcome has been achieved. An example of a model course syllabus is given in annex A2. Part 3 deals with curriculum development and explains how a syllabus is constructed and used. 2.4 The teaching staff who are to present the course should construct notes or lesson plans to achieve these outcomes. A sample lesson plan for one of the areas of the sample syllabus is provided in annex A3. 2.5 It is important that the staff who present the course convey, to the person in charge of the course, their assessment of the course as it progresses. 3 Specific considerations 3.1 Scope of course In reviewing the scope of the course, the instructor should determine whether it needs any adjustment in order to meet additional local or national requirements (see Part 3). 3.2 Course objective .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? .2 It is important that any subsequent assessment made of the course should include a review of the course objectives. 3.3 Entry standards .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. MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 63 Licensed to MSCA LTD for 1 copy. © IMO Basic Training for Ships Operating in Polar Waters .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 Study the course material with the above questions in mind and with a view to assessing whether or not it will be necessary for the trainees to carry out preparatory work prior to joining the course. Preparatory material for the trainees can range from refresher notes, selected topics from textbooks and reading of selected technical papers, through to formal courses of instruction. It may be necessary to use a combination of preparatory work and the model course material in modified form. It must be emphasized that where the model course material involves an international requirement, such as a regulation of the International Convention on Standards of Training, Certification and Watchkeeping (STCW) 1978, as amended, the standard must not be relaxed; in many instances, the intention of the Convention is to require review, revision or increased depth of knowledge by candidates undergoing training for higher certificates. 3.4 Course certificate, diploma or document Where a certificate, diploma or document is to be issued to trainees who successfully complete the course, ensure that this is available and properly worded and that the industry and all authorities concerned are fully aware of its purpose and intent. 3.5 Course intake limitations .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. .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 .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. .2 Such a person is often termed a “course coordinator” 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 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 .1 Rooms and other services It is important to make reservations as soon as is practicable for the use of lecture rooms, laboratories, workshops and other spaces. .2 Equipment 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: –– blackboards and writing materials –– apparatus in laboratories for any associated demonstrations and experiments  64 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Guidance on the implementation of IMO model courses –– machinery and related equipment in workshops –– 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 Audiovisual aids Audiovisual aids (AVA) may be recommended in order to reinforce the learning process in some parts of the course. Such recommendations will be identified in Part A of the model course. The following points should be borne in mind: .1 Overhead projectors Check through any illustrations provided in the course for producing overhead projector (OHP) transparencies, and arrange them in order of presentation. To produce transparencies, a supply of transparency sheets is required; the illustrations can be transferred to these via photocopying. Alternatively, transparencies can be produced by writing or drawing on the sheet. Coloured pens are useful for emphasizing salient points. Ensure that spare projector lamps (bulbs) are available. .2 Slide projectors If you order slides indicated in the course framework, check through them and arrange them in order of presentation. Slides are usually produced from photographic negatives. If further slides are considered necessary and cannot be produced locally, OHP transparencies should be resorted to. .3 Cine projector If films are to be used, check their compatibility with the projector (i.e. 16 mm, 35 mm, sound, etc.). The films must be test-run to ensure there are no breakages. .4 Video equipment It is essential to check the type of video tape to be used. The two types commonly used are VHS and Betamax. Although special machines exist which can play either format, the majority of machines play only one or the other type. Note that VHS and Betamax are not compatible; the correct machine type is required to match the tape. Check also that the TV raster format used in the tapes (i.e. number of lines, frames/second, scanning order, etc.) is appropriate to the TV equipment available. (Specialist advice may have to be sought on this aspect.) All video tapes should be test-run prior to their use on the course. .5 Computer equipment If computer-based aids are used, check their compatibility with the projector and the available software. .6 General note The electricity supply must be checked for correct voltage, 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 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 65 Licensed to MSCA LTD for 1 copy. © IMO Basic Training for Ships Operating in Polar Waters those involved in presenting the course, if the indicated extracts are not included in a compendium supplied with the course. 3.11 Textbooks The detailed syllabus may refer to a particular textbook or textbooks. It is essential that these books are available to each student taking the course. If supplies of textbooks are limited, a copy should be loaned to each student, who will return it at the end of the course. Again, some courses are provided with a compendium which includes all or part of the training material required to support the course. 3.12 Bibliography Any useful supplementary source material is identified by the course designers and listed in the model course. This list should be supplied to the participants so that they are aware where additional information can be obtained, and at least two copies of each book or publication should be available for reference in the training institute library. 3.13 Timetable If a timetable is provided in a model course, it is for guidance only. It may only take one or two presentations of the course to achieve an optimal timetable. However, even then it must be borne in mind that any timetable is subject to variation, depending on the general needs of the trainees in any one class and the availability of instructors and equipment.  66 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO 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 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 for each step. The use of audiovisual material should be indexed at the correct point in the lecture with an appropriate allowance of time. The audiovisual 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 straight forward to assess each trainee’s grasp of the subject matter presented during the lecture. Such assessment may take the form of further discussion, oral questions, written tests or selection-type tests, such as multiple-choice questions, based on the objectives used in the syllabus. Selection-type tests and short-answer tests can provide an objective assessment independent of any bias on the part of the assessor. For certification purposes, assessors should be appropriately qualified for the particular type of training or assessment. REMEMBER – POOR PREPARATION IS A SURE WAY TO LOSE THE INTEREST OF A GROUP 1.7 Check the rooms to be used before the lecture is delivered. Make sure that all the equipment and apparatus are ready for use and that any support staff are also prepared and ready. In particular, check that all blackboards are clean and that a supply of writing and cleaning materials is readily available. 2 Delivery 2.1 Always face the people you are talking to; never talk with your back to the group. 2.2 Talk clearly and sufficiently loudly to reach everyone. 2.3 Maintain eye contact with the whole group as a way of securing their interest and maintaining it (i.e. do not look continuously at one particular person, nor at a point in space). 2.4 People are all different, and they behave and react in different ways. An important function of an instructor 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 audiovisual 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. MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 67 Licensed to MSCA LTD for 1 copy. © IMO Basic Training for Ships Operating in Polar Waters 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.  68 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO 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, hence 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 timescales; 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” 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. MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 69 Licensed to MSCA LTD for 1 copy. © IMO Basic Training for Ships Operating in Polar Waters 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 instructor 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/her knowledge, understanding or skill as an end product of a learning process. 7.7 The learning process is the “knowledge acquisition” or “skill development” that takes place during a course. The outcome of the process is an acquired “knowledge”, “understanding”, “skill”; but these terms alone are not sufficiently precise for describing a training outcome. 7.8 Verbs, such as “calculates”, “defines”, “explains”, “lists”, “solves” and “states”, must be used when constructing a specific training outcome, so as to define precisely what the trainee will be enabled to do. 7.9 In the IMO model course project, the aim is to provide a series of model courses to assist instructors in developing countries to enhance or update the maritime training they provide, and to allow a common minimum standard to be achieved throughout the world. The use of training outcomes is a tangible way of achieving this desired aim. 7.10 As an example, a syllabus in training-outcome format for the subject of ship construction appears in annex A2. This is a standard way of structuring this kind of syllabus. Although, in this case, an outcome for each area has been identified – and could be used in an assessment procedure – this stage is often dropped to obtain a more compact syllabus structure. 8 Assessment Training outcomes describe an outcome which is to be achieved by the trainee. Of equal importance is the fact that such an achievement can be measured OBJECTIVELY through an evaluation which will not be influenced by the personal opinions and judgements of the examiner. Objective testing or evaluation provides a sound base on which to make reliable judgements concerning the levels of understanding and knowledge achieved, thus allowing an effective evaluation to be made of the progress of trainees in a course.  70 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Annex A1 – Preparation checklist Ref Component Identified Reserved Electricity 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 Licensed to MSCA LTD for 1 copy. © IMO 9 Participant numbers 10 Staffing: Coordinator  MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Lecturers  Instructors  Technicians Other 71 Guidance on the implementation of IMO model courses   72 Annex A1 – Preparation checklist (continued) Ref Component Identified Reserved Electricity Purchases Tested Accepted Started Finished Status OK supply 11 Facilities a) Rooms Lab  Workshop  Other  Class  b) Equipment Lab  Basic Training for Ships Operating in Polar Waters Workshop  Other  12 AVA Equipment and Materials OHP  Slide  Licensed to MSCA LTD for 1 copy. © IMO Cine  Video  13 IMO Reference 14 Textbooks 15 Bibliography MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS  Guidance on the implementation of IMO model courses Annex A2 – Example of a model course syllabus in a subject area Subject area: Ship construction Prerequisite: Have a broad understanding of shipyard practice General aims: Have knowledge of materials used in shipbuilding, specification of shipbuilding steel and process of approval Textbooks: No specific textbook has been used to construct the syllabus, but the instructor would be assisted in preparation of lecture notes by referring to suitable books on ship construction, such as Ship Construction by Eyres (T12) and Merchant Ship Construction by Taylor (T58) MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 73 Licensed to MSCA LTD for 1 copy. © IMO Basic Training for Ships Operating in Polar Waters Course outline Knowledge, understanding and proficiency Total hours for Total hours for each topic each subject area of Required performance Competence : 3.1 Control trim, stability and stress 3.1.1 Fundamental principles of ship construction, trim and stability .1 Shipbuilding materials 3 .2 Welding 3 .3 Bulkheads 4 .4 Watertight and weathertight doors 3 .5 Corrosion and its prevention 4 .6 Surveys and dry-docking 2 .7 Stability 83 102  74 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Guidance on the implementation of IMO model courses Part C3: Detailed Teaching Syllabus Introduction The detailed teaching syllabus is presented as a series of learning objectives. The objective, therefore, describes what the trainee must do to demonstrate that the specified knowledge or skill has been transferred. Thus each training outcome is supported by a number of related performance elements in which the trainee is required to be proficient. The teaching syllabus shows the Required performance expected of the trainee in the tables that follow. In order to assist the instructor, references are shown to indicate IMO references and publications, textbooks and teaching aids that instructors may wish to use in preparing and presenting their lessons. The material listed in the course framework has been used to structure the detailed 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. 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 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 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 75 Licensed to MSCA LTD for 1 copy. © IMO Basic Training for Ships Operating in Polar Waters 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 specifi cation of shipbuilding steels are laid down by classification societies –– state that shipbuilding steel is tested and graded by classifi cation 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-II/2. Lessons and teaching should follow college practices. It is not necessary, for example, for shipbuilding materials to be studied before stability. What is necessary is that all of the material is covered and that teaching is effective to allow trainees to meet the standard of the Required performance.  76 MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS Licensed to MSCA LTD for 1 copy. © IMO  Guidance on the implementation of IMO model courses 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 Competence : 3.1.1 FUNDAMENTAL PRINCIPLES OF SHIP CONSTRUCTION, TRIM AND STABILITY Textbooks: T11, T12, T35, T58, T69 Teaching aids: A1, A4, V5, V6, V7 Required performance: 1.1 Shipbuilding materials (3 hours) –– states that steels are alloys of iron, with properties dependent upon the type and amounts of alloying materials used R1 –– 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 a plate –– states that cold conditions increase the chances of brittle fracture –– states why mild steel is unsuitable for the very low temperatures involved in the containment of liquefied gases –– lists examples where castings or forgings are used in ship construction –– explains the advantages of the use of aluminium alloys in the construction of superstructures –– states that aluminium alloys are tested and graded by classification society surveyors –– explains how strength is preserved in aluminium superstructures in the event of fire –– describes the special precautions against corrosion that are needed where aluminium alloy is connected to steelwork MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS 77 Licensed to MSCA LTD for 1 copy. © IMO   78 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 Textbook IMO A/V aid Instructor Lecture Time Specific training outcome in teaching method reference guidelines notes (minutes) sequence, with memory keys 1.1 Shipbuilding materials (3 hours) States that steels are alloys of iron, with Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10 properties dependent upon the type and A-II/2 by the amounts of alloying materials used lecturer States that the specifications of shipbuilding Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 20 steels are laid down by classification A-II/2 by the Basic Training for Ships Operating in Polar Waters societies lecturer Explains that mild steel, graded A to E, is Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15 used for most parts of the ship A-II/2 by the lecturer States why higher tensile steel may be used Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 10 in areas of high stress, such as the sheer A-II/2 by the strake lecturer Licensed to MSCA LTD for 1 copy. © IMO Explains that use of higher tensile steel in Lecture T12, T58 STCW II/2, V5 to V7 A1 Compiled 15 place of mild steel results in a saving of A-II/2 by the weight for the same strength lecturer MODEL COURSE 7.11 BASIC TRAINING FOR SHIPS OPERATING IN POLAR WATERS From: Tanel Hinno [mailto:[email protected]] Sent: Monday, July 23, 2018 12:14 PM To: Anti Hirvoja <[email protected]> Cc: Merle Tühis <[email protected]>; reval <[email protected]> Subject: RE: STCW V/4 õppekava Tere, Täname märkuste eest. Korrigeeritud kava lisas. 1. Lektor ei peaks olema komisjoni esimees, vaid liige. - Meie teada laevapere liikmete kvalifikatsioonimäärus ei välista sellist võimalust et instruktor on eksamikomisjoni esimees, või oleme millestki valesti aru saanud ? 2. Õpingute alustamise tingimused ei ole asjakohased. - korrigeeritud 3. Punkt 3.4 - „propulsion“ - ei peaks tõlkima „tõukuriks“, sel on hoopis teine tähendus. - korrigeeritud 4. Punkt 5.3 – „laeva varustatud“ - kirjaviga. - korrigeeritud 5. Punkt 7.3 – „seadmete külmutamine“ ? – tõlkeviga. - korrigeeritud 6. Punktid 8.2, 8.3, 9.1 „polaarsetes vetes“ ja õppekava pealkiri – VV 20.06.2013 määruses nr 96 on „polaarvetes“ – peaks kasutama õigusakti mõisteid. - korrigeeritud 7. Õppekavast ei leidnud mõistet „iceberg“, mis on koodeksi tabelis A-V/4-1 mainitud. – korrigeeritud, lisaks saadame IMO Model cours 7.11 koopia, jäämägi on kajastatud model course detailed syllabus peatükk 1.4 8. Need on vaid üksikud vead, kogu õppekava eestikeelne tekst tuleks üle vaadata ja esitada uuesti. -korrigeeritud Respectfully Yours/Lugupidamisega, Tanel Hinno General Manager Reval Safety Training / MSCA Ltd. Paljassaare tee 32A, Tallinn, 10313, Estonia. Phone: +3726536572 Mobile: +372 5030662 www.reval.ee Please consider the environment before printing this email. Confidentiality Warning: The information contained in this email and any attachments are solely for the use of the intended recipient(s), are confidential, and may be privileged. You are hereby notified that any review, retransmission, conversion to hard copy, copying, circulation or other use of this message and any attachments is strictly prohibited. If you have received this email in error, please notify the sender immediately by return e-mail, and delete this message and any attachments from your system. Thank you on behalf of MSCA Ltd.. From: Anti Hirvoja [mailto:[email protected]] Sent: 23. juuli 2018. a. 11:40 To: reval Cc: Merle Tühis Subject: FW: STCW V/4 õppekava Lugupeetud Roman Verigin Saadame märkused „Polaaraladel navigeerime baasõppe“ õppekava kohta. 1) Lektor ei peaks olema komisjoni esimees, vaid liige. 2) Õpingute alustamise tingimused ei ole asjakohased. 3) Punkt 3.4 - „propulsion“ - ei peaks tõlkima „tõukuriks“, sel on hoopis teine tähendus. 4) Punkt 5.3 – „laeva varustatud“ - kirjaviga. 5) Punkt 7.3 – „seadmete külmutamine“ ? – tõlkeviga. 6) Punktid 8.2, 8.3, 9.1 „polaarsetes vetes“ ja õppekava pealkiri – VV 20.06.2013 määruses nr 96 on „polaarvetes“ – peaks kasutama õigusakti mõisteid. 7) Õppekavast ei leidnud mõistet „iceberg“, mis on koodeksi tabelis A-V/4-1 mainitud. Need on vaid üksikud vead, kogu õppekava eestikeelne tekst tuleks üle vaadata ja esitada uuesti. Lugupidamisega, Anti Hirvoja Meremeeste diplomeerimise osakonna nõunik