Model Course 1.19 Personal Survival Techniques

E
SUB-COMMITTEE ON HUMAN ELEMENT, HTW 5/3/12/Add.1

TRAINING AND WATCHKEEPING 13 April 2018
5th session Original: ENGLISH
Agenda item 3
VALIDATED MODEL TRAINING COURSES
Draft revised model course 1.19 on Proficiency in personal survival techniques
Note by the Secretariat
SUMMARY
Executive summary: This document provides the draft revised model course 1.19 on
Proficiency in personal survival techniques
Strategic direction, if 1
applicable:
Output: 1.3
Action to be taken: Paragraph 2
Related document: HTW 5/3/12
General
1 The draft revised model course 1.19 on Proficiency in personal survival techniques
referred to in document HTW 5/3/12 is set out in the annex.
Action requested of the Sub-Committee
2 The Sub-Committee is invited to consider the draft revised model course 1.19 on
Proficiency in personal survival techniques, as set out in the annex, together with the report of
the Review Group, as set out in document HTW 5/3/12, and take action, as appropriate.
***
I:\HTW\5\HTW 5-3-12 Add.1.docx

HTW 5/3/12/Add.1
Annex, page 1
ANNEX
DRAFT REVISED MODEL COURSE 1.19 ON

PROFICIENCY IN PERSONAL SURVIVAL TECHNIQUES
Model
Course
1.19
PROFICIENCY IN PERSONAL
SURVIVAL TECHNIQUES
2018 Edition
London, 2018

HTW 5/3/12/Add.1
Annex, page 2
ACKNOWLEDGEMENTS
The International Maritime Organization (IMO) wishes to express its sincere appreciation to
the Government of the People's Republic of China for the valuable assistance and
cooperation in the revision of this course.
Copyright © International Maritime Organization 2018

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Annex, page 3
Foreword
[To be inserted by the Secretariat]
KITACK LIM
Secretary-General

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Annex, page 4
Contents
Foreword 3
Introduction 5
Part A: Course Framework 8
Part B: General Outline 12
Part C: Detailed Outline 15
Part D: Instructor Manual 28
Part E: Evaluation and Assessment 51
Appendix I Example Lesson Plan

Appendix II Sample Assessment Plan

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Annex, page 5
Introduction
■ Purpose of the model courses
The purpose of the IMO model courses is to assist maritime training institutes and their
teaching staff in organizing and introducing new training courses, or in enhancing, updating or
supplementing existing training material where the quality and effectiveness of the training
courses may thereby be improved.
It is not the intention of the model course programme to present instructors with a rigid
"teaching package", which they are expected to "follow blindly". Nor is it the intention to
substitute audiovisual or "programmed" material for instructors' presence.
As in all training endeavours, the knowledge, skills, competence and dedication of instructors
are the key components in the transfer of knowledge and skills to those undertaking this
training course.
Because educational systems and the cultural backgrounds of trainees in maritime subjects
vary considerably from country to country, the model course material has been designed to
identify the basic entry requirements and trainee target group for each course in universally
applicable terms, and to specify clearly the technical content and levels of knowledge and skill
necessary to meet the technical intent of IMO conventions and related recommendations.
■ Use of the model course
To use the model course effectively, instructors should review the course plan and detailed
syllabus, taking into account the information on the entry standards specified in the course
framework. The actual level of knowledge and skills and prior technical education of the
trainees should be kept in mind during this review, and any areas within the detailed syllabus
that may cause difficulties because of differences between the actual trainee entry level and
the level assumed by the course developer should be identified. To compensate for such
differences, instructors may delete from the course, or reduce the emphasis on, items dealing
with knowledge or skills already attained by the trainees. Instructors should also identify any
academic knowledge, skills or technical training which the trainees may not have acquired prior
to undertaking the course.
By analysing the detailed syllabus and the academic knowledge required to allow training in
the technical area, instructors could develop 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 the
national maritime industry the trainees completing the course are to undertake duties which
may differ from the objectives specified.
Within the General Outline, the course developers have indicated their assessment of the time
that could be allotted to each learning area. However, it must be appreciated that these
allocations assume that the trainees have fully met all the entry requirements of the course.
Instructors should, therefore, review these assessments and re-allocate, as necessary, the
time required to achieve each specific learning objective.

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Annex, page 6
■ Lesson plans
Having adjusted the course content to suit the trainee intake and adjustment of the course
objectives, instructors should draw up lesson plans based on the detailed syllabus. The
detailed syllabus contains specific references to the textbooks or teaching material proposed
to be used in the course. An example of a lesson plan is included in the instructors' manual in
this model 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 instructors in the presentation of the material.
■ Presentation
The presentation of concepts and methodologies must be repeated in various ways, until
instructors are satisfied that the trainee has attained each specific learning objective. The
syllabus is laid out in learning objective format and each objective specifies the performance
required of the trainees to achieve the learning outcome.
■ Implementation
For the course to be effective, considerable attention must be paid to the availability and use
of:
 properly qualified instructors;

 relevant support staff;
 teaching and other spaces;
 appropriate equipment and teaching aids;
 videos and multi-media presentations;
 textbooks, appropriate technical papers, etc.; and
 other relevant reference material.
Thorough preparation is the key to effective and 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.
■ Training and the STCW Convention
The standards of competence that have to be met by seafarers are defined in part A of the
STCW Code. This IMO model course has been revised and updated to address the
competences and the training that is required to achieve the standards for the Knowledge,
Understanding and Proficiency (KUPs) set out in table A-VI/1-1 of the STCW Code.
Part A provides the framework for the course with its aims and objectives and notes on the
suggested teaching facilities and equipment. A list of useful teaching aids, IMO references and
textbooks is also included.
Part B provides an outline of lectures, demonstrations and exercises for the course.
A suggested timetable is included, but from the teaching and learning point of view, it is more
important that the trainee achieves the minimum standard of competence defined in the STCW
Code than that a strict timetable is followed. Depending on their experience and ability, some
trainees will naturally take longer to become proficient in some topics than in others. Also
included in this section are guidance notes and additional explanations.

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Annex, page 7
A separate IMO model course addresses Assessment of Competence. This course explains
the use of various methods for demonstrating competence and criteria for evaluating
competence as tabulated in the STCW Code.
Part C gives the Detailed Outline. 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 references, textbook references and suggested teaching aids are included to
assist instructors in designing lessons.
The new training requirements for these competences are addressed in the appropriate parts
of the detailed teaching syllabus.
Part D gives guidance notes and additional explanations to instructors on the topics and
learning outcomes listed in Part C. For the various topics, this part presents subject matter
details, activities and recommended presentation and assessment techniques.
Part E presents a generic guide for effective evaluation/assessment of trainees. Parts C and
D of this model course address the generic subject matter of Part E in greater detail.
■ Validation
The guidance contained in this document has been validated by the Sub-Committee on Human
Element, Training and Watchkeeping for use by Administrations and training providers in
developing relevant training programmes for the effective implementation of uniform minimum
standards for training and certification of seafarers. Validation in this context means that the
Sub-Committee has found no grounds to object to the contents of this model course, but has
not granted its approval to the document, as the Sub-Committee does not consider any model
course to be an official interpretation of IMO Instruments.

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Annex, page 8
Part A: Course Framework
■ Aim
The aim of this model course is to meet the mandatory minimum standards of competence for
seafarers for safety familiarization, basic training and instruction in personal survival
techniques in accordance with section A-VI/1, and as set out in table A-VI/1-1 of the
STCW Code.
Seafarers employed as part of a ship's complement, or engaged in any capacity on board ships
on the business of those ships, with designated safety or pollution-prevention duties in the
operation of the ship shall, before being assigned to any shipboard duties, receive appropriate
approved basic training or instruction in personal survival techniques as set out in
table A-VI/1-1 of the STCW Code.
■ Objective
The objective is to provide trainees with guidance and information to gain knowledge,
understanding and proficiency (KUP) required to achieve the objectives of the learning
outcomes to demonstrate their competence in personal survival techniques in accordance with
section A-VI/1, and as set out in table A-VI/1-1 of the STCW Code.
The course syllabus covers the KUPs in table A-VI/1-1 of the STCW Code, and trainees
successfully completing this course will gain knowledge and skills to be able to survive at sea
in the event of ship abandonment.
Trainees should be able to demonstrate the ability to:
 don a lifejacket;
 don and use an immersion suit;
 safely jump from a height into the water;
 right an inverted liferaft while wearing a lifejacket;
 swim while wearing a lifejacket;
 keep afloat without a lifejacket;
 board a survival craft from the ship and water while wearing a lifejacket;
 take initial actions on boarding survival craft to enhance chance of survival;
 stream a drogue or sea-anchor;
 operate survival craft equipment; and
 operate location devices, including radio equipment.
In view of the above objective, Bloom's revised taxonomy was used in the model course with
respect to the required performance of trainees.
■ Entry standards
This course is principally intended as basic training for seafarers employed or engaged in any
capacity on board a ship as part of the ship's complement with designated safety duties in
operation of the ship. All trainees must meet the requirements of STCW regulation I/9 and
section A-I/9.2 of the STCW Code on medical standards.

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Annex, page 9
■ Course certificate or document
On successful completion of the course and demonstration of competence, a document may

be issued certifying that the holder has met the standard of competence specified in
table A-VI/1-1 of the STCW Code. This would facilitate the issuance by the Administration of a
Certificate of Proficiency on completion of all the components of Basic Safety Training.
■ Course intake limitations
The maximum number of trainees attending each session will depend on the availability of
adequate numbers of instructors, equipment and facilities available to conduct the training.
The course intake is limited by the number of trainees who can receive adequate individual
attention from instructors. The maximum trainee - instructor ratio may be up to 24 to 1 for
classroom lectures and 8 to 1 for practical sessions. The number should not, at any time,
exceed that which will allow sufficient opportunity for each trainee to have adequate practical
instruction and the proper use of relevant equipment.
■ Staff requirements
Instructors should be appropriately qualified in accordance with the provisions of section A-I/6
of the STCW Code for the type and level of training or assessment involved.
■ Training facilities and equipment
Suitable teaching spaces equipped with the relevant facilities should be provided to facilitate
the effective delivery of training, which could be through lectures, group exercises and
discussions, as appropriate. Where the use of multi-media and simulation, is intended, it
should be ensured that the appropriate multi-media equipment and simulators are made
available.
The practical lessons would require access to a source of water such as a swimming pool, a
lake or the sea. The following items of equipment would be required, as a minimum:
 lifejackets, immersion suits, thermal protective aids, anti-exposure suits sufficient for
the course intake;
 2 lifebuoys;
 1 rigid liferaft;
 2 inflatable liferafts for wet drills be of suitable size for the class;
 1 davit-launched inflatable liferaft with launching davit;
 1 survival craft (lifeboat) to simulate boarding the craft from water and ship;
 1 SART/AIS SART operating on 9 GHz frequency;
 Complete set of liferaft equipment;
 Complete set of survival craft (lifeboat) equipment;
 1 emergency position-indicating radio beacon (EPIRB) operating on 406 MHz;
 3 portable 2-way VHF approved for use in survival craft; and
 safety/first-aid equipment comprising:
 High-speed rescue boat1

 Powerful searchlights2
 Light-reflecting badges2
1
Included if drills are to take place in the sea.
2
Included if night drills are to be performed.

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Annex, page 10
 Stretcher
 First aid kit
 Resuscitation kit with oxygen/ suction unit
Taking into account developments in nautical technology and practices at sea, and the need
for rescue training, the following equipment is recommended:
 1 helicopter rescue equipment

 1 rescue net for man overboard
 8 personal survival kits
 1 group survival kit
■ Teaching aids (A)
A1 Instructor Manual (Part D of the course)

A2 SOLAS training manual
A3 Muster list
A4 Illustrated table of life-saving signals
Note: Multi-media training aids such as videos, CD-ROMs and Computer Based Training
(CBT) may be used as deemed fit by instructors when presenting this course.
■ Bibliography (B)
B1 Sea Survival Handbook: The Complete Guide to Survival at Sea. June 23, 2009, by
Keith Colwell, ISBN978-1-60239-695-1
B2 Essentials of Sea Survival. Frank Golden, MD, PHD, ISBN-13 978-0-7360-0215-8
B3 Survive the Savage Sea / Dougal Robertson, ISBN0-924486-73-2
■ IMO references (R)
R1 The International Convention on Standards of Training, Certification and Watch

keeping for Seafarers, 1978, as amended
R2 International Convention for the Safety of Life at Sea, 1974, as amended
R3 IAMSAR Manual - Volume III
R4 Guide for Cold Water Survival (MSC.1/-Circ.1185-Rev.1)
R5 IMO Life-Saving Appliances Code (LSA Code)
R6 Symbols Related to Life-saving Appliances and Arrangements, as amended (IMO
Resolution A. 760(18))
R7 IMO Standard Marine Communication Phrases (SMCP)
R8 Pocket Guide to Recovery Techniques (MSC.1-Circ.1182-Rev.1)
R9 The International Convention on Standards of Training, Certification and
Watchkeeping for Fishing Vessel Personnel (STCW-F), 1995, as amended
R10 Measures to Prevent Accidents with Lifeboats (MSC.1/Circ.1206/Rev.1)
R11 International Code for Ships Operating in Polar Waters (Polar Code)
R12 Code of Safety for Fishermen and IMO Fishing Vessels
■ Textbooks (T)
T1 Brown's Guide to Survival at Sea, Item Attributes, Published date: July 2015,
ISBN978-1-84927-053-3
T2 Survival at Sea: The Lifeboat and Life raft, C. H. Wright, Brian Davies: Brown, Son &
Ferguson Ltd; 5th revised edition (2000.8)

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Annex, page 11
T3 Marine Combat Water Survival United States Marine Corps, Borgo Press (2004.2),
and PCN: 144 000069 00
■ Safety routines
Safety precautions during drills are a major component of this course, and affect the course
structure. Trainees must be protected from danger at all times whilst the course is in progress.
Training providers should take into account the training spaces, equipment and facilities
available, and develop a Safety Instruction Manual to ensure the safety of trainees at all times.
During the course, especially during practical drills, trainees must strictly adhere to the safety
rules laid down by the training provider.
Instructors and assisting staff must strictly supervise the trainees' adherence to safety
guidelines. First-aid supplies, including a resuscitation kit, must be close at hand, and if drills
are to take place in the sea, a rescue boat must be in attendance, at all times. When training
is conducted in waters infested with dangerous marine organisms, safe precautionary
measures should be taken to guard instructors and trainees against possible attacks and
injury.
Night drills must not be performed unless all trainees and instructors have been provided with
lifejackets having retro-reflective material as specified in paragraph 1.2.2.7 of the LSA Code.
The practice area must be adequately illuminated by search lights.

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Annex, page 12
Part B: General Outline
■ 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, pictures and videos where
appropriate, and must be related to those skills that will be necessary for the performance of
duties on board ships.
An effective manner of presentation would be to develop techniques to transfer information

and then reinforcing the information. For example, share with the trainees briefly what you are
about to present to them; then cover the topic in detail; and, finally, summarize what you have
shared with them. The use of audio-visual aids, handouts and notes will all contribute to the
effectiveness of the learning process.
■ Course Timetable
Teaching staff should note that the suggested hours for lectures, demonstrations and practical
work, and length of time allocated to each objective within the sequence is for indicative
purposes only. These factors may be adapted by lecturers to suit individual groups of trainees
depending on their experience, ability, equipment and the number of instructors available for
teaching.
Development of a detailed timetable depends on the level of skills of the trainees entering the
course and the amount of revision work of basic principles that may be required.
Instructors must develop their own timetable depending on:
 the level of skills of trainees;

 the numbers to be trained; and
 the number of instructors,
and normal practices at the training establishment.
Preparation and planning constitute an important factor which makes a major contribution to
the effective presentation of any course of instruction.
■ Course Outline
The tables below lists the competences and the Knowledge, Understanding and Proficiency
(KUPs) for this course in the sequence that they are listed in table A-VI/1-1 of the STCW Code,
together with a suggested total hours required for lectures and practical exercises. Teaching
staff should note that the suggested timings are for indicative purposes only, and session
timing should be adapted to suit individual groups of trainees depending on their experience,
ability, equipment and staff available for training.

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Annex, page 13
Course Outline
Approximate (hours)
Course Outline Practical
Lectures
activity
1 Safety guidance and Introduction to survival at sea 0.75
1.1 Safety guidance
1.2 Principles of survival at sea
1.3 Types of life-saving appliances normally carried on
ships
1.4 Introduction of SOLAS training manual
1.5 Safety symbols related to survival
2 Emergency situations and mustering 0.75
2.1 Types of emergencies
2.2 Muster list and emergency signals
2.3 Value of crew training and drill
3 Evacuation 0.75
3.1 Abandoning ship – last resort
3.2 Abandoning ship – complications
3.3 Personal preparation for abandoning ship
3.4 Need to prevent panic
3.5 Crew duties to passengers
3.6 Crew duties – launching survival craft
3.7 Master's orders to abandon ship
4 Personal Life-saving appliances 0.75 2.25
4.1 Lifebuoys
4.2 Lifejackets
4.3 Immersion suits/anti-exposure suit
4.4 Thermal protective aids
4.5 Personal survival kits and group survival kits
5 Survival craft and rescue boats 0.75 1.50
5.1 Lifeboats
5.2 Liferafts
5.3 Rescue boats
6 Ship abandonment and survival 0.75 3.0
6.1 Actions to be taken when required to abandon ship
6.2 Actions to be taken when in the water
6.3 Actions to be taken when aboard a survival craft
7 Emergency radio equipment 0.75 0.75
7.1 Two-way VHF
7.2 Emergency position-indicating radio beacons (EPIRBs)
7.3 Search and rescue transponders (SART/AIS-SART)

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Annex, page 14
8 Survivor's action when being rescued 0.75 0.75

8.1 Communicating with the rescue ship and helicopter
8.2 Survivor's preparation before being rescued
8.3 Actions to be taken by the survivor when being
rescued by ship
8.4 Actions to be taken by the survivor when being
rescued by helicopter
9 Integrated exercises 0.75
TOTAL 6 9
Note: Care should be exercised when indicating the total duration for the model course and
each subject or learning objective in the model course. Administrations, when approving a
detailed timetable should take into account the trainees' knowledge and skill levels, the class
size and the resources available to each training provider to effectively conduct the course.

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Annex, page 15
Part C: Detailed Outline
■ Introduction
Part C correlates the knowledge, understanding and proficiencies defined in the STCW Code,
with the specific learning outcomes that the trainees must achieve. Each specific outcome is
presented as a topic or sub-topic as a Learning Objective reflecting the knowledge,
understanding and proficiency (KUP) in table A-VI/1-1.
■ Learning objectives
The detailed teaching syllabus has been developed in learning objective format where the
objective describes what trainees must perform to demonstrate that knowledge and skill has
been transferred, and the desired competence has also been achieved.
■ References and teaching aids
The material listed in the course framework has been used to structure the detailed teaching
syllabus; in particular, Teaching aids (indicated by A) and IMO references (indicated by R),
they may provide valuable information to instructors.
In order to assist instructors, references are shown against the learning objectives to denote
IMO references and publications, textbooks, additional technical material and teaching aids,
which they may wish to use when preparing course material are denoted as follows:
Teaching aids (indicated by A);

Bibliography (indicated by B);
IMO references (indicated by R); and
Text books (indicated by T),
and will provide valuable information to instructors.
The abbreviations used are:
Ch. Chapter
Pa. Paragraph
Pt. part
Reg. Regulation
Tab. Table
App. Appendix
Sec. Section
The following are examples of the use of references:
R2-Reg. III/32 refers to Chapter III Reg. 32 of the SOLAS Convention; and
T1-Ch. 10 refers to Chapter 10 of Brown's Guide to Survival at Sea.
Note: Throughout the course, instructors should clearly define, and emphasize, the application
of safe working practices, taking into account references to applicable international and
national requirements and regulations, as appropriate. It is expected that the national
institutions implementing the training course will insert references, where appropriate, to
national requirements and regulations, as necessary.

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Annex, page 16
Detailed
Knowledge, understanding and IMO Textbooks, Teaching
proficiency Reference Bibliography Syllabus
Reference
Competence: Survival at sea in the event of R1-Sec.
ship abandonment A-VI/1
Knowledge, understanding and proficiency
Types of emergency situations which may occur,
such as collision, fire and foundering.
Types of life-saving appliances normally carried
on ships.
Equipment in survival craft.
Location of personal life-saving appliances.
Principles concerning survival, including:

.1 value of training and drills
.2 personal protective clothing and equipment
.3 need to be ready for any emergency
.4 actions to be taken when called to survival
craft stations
.5 actions to be taken when required to
abandon ship
.6 actions to be taken when in the water
.7 actions to be taken when aboard a survival
craft
.8 main dangers to survivors
Demonstration of competence:
1 Don a lifejacket 4.2
2 Don and use an immersion suit 4.3
3 Operate survival craft equipment 5.1-5.2
4 Safely jump from a height into the water 6.1
5 Swim while wearing a lifejacket 6.1
6 Board a survival craft from ship and while
6.1
wearing a lifejacket
7 Right an inverted liferaft while wearing
6.2
a lifejacket
8 Keep afloat without a lifejacket 6.2
9 Take initial actions on boarding survival craft to
6.3
enhance chance of survival
10 Stream a drogue or sea-anchor 6.3
11 Operate location devices, including radio
7.1-7.3
equipment

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Annex, page 17
Knowledge, Understanding and IMO Textbooks, Teaching

Proficiency Reference Bibliography Aid
1. Safety guidance and Introduction to
survival at sea (0.75 hour)
1.1 Safety guidance
.1 States the safety rules laid down by the
chief instructor which must be obeyed
during the course (especially during
practical drills)
1.2 Principles of survival at sea R1- T1-Ch.3 A1
.1 states the principles of survival at sea as: Tab. A-VI/1-1 B2-Ch.2
- value of training and drills
- that the effectiveness of the life-saving
equipment depends on the expertise of
the crew
- need to be prepared for any emergency
- knowledge of actions to be taken
- when called to survival craft stations
- when required to abandon ship
- when in the water
- when aboard a survival craft
- knowledge of the main dangers to
survivors
- the importance of the will to survive
1.3 Types of the main life-saving appliances R1- T1-Ch.4 A1

normally carried on ships Tab. A-VI/1-1 T2-Pt.2
.1 lists the main life-saving appliances normally R5
carried on ships.
- lifebuoys
- lifejackets
- survival craft
- rescue boat
- immersion suit/anti-exposure suit (AES)
- thermal protective aids
- emergency radio equipment
1.4 Introduction of SOLAS training manual R2- T1-Ch.2 A1,A3
.1 states the location of SOLAS training Ch.3 Reg.35
Manual
.2 states that the SOLAS Training Manual
provides training specific to the ship

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1.5 Safety symbols relating to survival R6 T1-App.6 A1
.1 identifies IMO safety symbols used on
board ships relating to survival
.2 identifies escape route indicators on ships
2 Emergency situations and mustering
(0.75 hour)
2.1 Types of emergencies R1- T2-Ch.1 A1
.1 lists emergencies that could possibly lead Tab. A-VI/1-1 B2-Ch.1
to abandoning ship
- collision
- stranding
- adverse reaction of dangerous goods or
hazardous bulk materials
- shifting of cargo
- ship explosion or fire
- hull failure
- foundering
2.2 Muster list and emergency signals R2- T1-Ch.2 A1,A2,V3
.1 states the posting location, structure and Ch.3 Reg.8
purpose of the muster list
.2 identifies emergency signals
2.3 Crew training and drills
R2-Ch.3 T1-Ch.2 A1,A2,V3
.1 states that personnel must familiarize and Regs.19,37
acquire relevant knowledge as soon as
possible after joining a ship:
- the meaning of emergency signals
- instructions on the muster list and their
duties
- the location and use of life-saving
equipment
- escape routes and equipment
- the means provided for survival on ship
and survival craft
.2 states the specific requirements of SOLAS
Convention on training and drills relating to
survival

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3 Evacuation (0.75 hour) R1- T1-Ch.6 A1,A2,V3
3.1 Abandoning ship last resort Tab. A-VI/1-1 B2-Ch.9
.1 states that a ship offers the best chance of R2-Ch.3
survival and that abandoning ship should Regs.19,37
only be undertaken if all other measures fail
.1 explains the complications caused by the
certain situations when abandoning a ship:
- some of the survival crafts not capable
of being launched
- absence of lighting
- absence of personnel assigned to certain
duties
- bad weather/rough seas
- the ship heavily listed
- injuries
3.3 Preparation for abandoning ship
.1 explains how to prepare oneself for
abandoning ship
- wear personal protective clothing
- put on lifejackets and survival suit
- carry as much as possible for
subsequent survival items (including
warm clothing/blankets/fresh water and
food etc.)
.2 lists the related survival equipment
- radio equipment
- SART/AIS-SART
- EPIRB
- two-way VHF
- mobile phone applications
- line-throwing appliances
3.4 Need to prevent panic
.1 explains the need to prevent panic
.2 explains how to avoid panic

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.1 describes duties with respect to
passengers
3.6 Crew duties – launching and retrieval of
survival craft
.1 describes duties with respect to the
launching (and retrieval after drills) of
survival craft
.1 states that the order to abandon ship is
given by the master
3.8 Main dangers to survivors
.1 describes main dangers survivors face after
abandoning the ship as:
- heat stroke, sun stroke, exposure to cold
frostbite/ frost snip, cold shock and
hypothermia
- effects of seasickness
- failure to maintain body fluids correctly,
causing dehydration
- drinking seawater
- fire or oil on water
- dangerous marine organism
4 Personal life-saving appliances (3.0 hours)
4.1 Lifebuoys R2-Ch.3 T1-Chs.4,5 A1
.1 describes how lifebuoys are distributed Regs.7,22,32 T2-Pt.2 Ch.1
over the ship R5-Ch.2
.2 describes the requirements for additional
equipment attached to lifebuoys
.3 demonstrates how to use a lifebuoy
4.2 Lifejackets R2-Ch.3 T1-Chs.4,5 A1
.1 states the number and location of Regs.7,22,32 T2-Pt.2 Ch.1
lifejackets: R5-Ch.2
- a passenger ship R9
- a cargo ship
.2 states that lifejacket buoyancy may be
achieved by:

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- packing with buoyant material
- inflating
.3 identifies and tests equipment fitted on
lifejackets:
- lifejacket light
- whistle firmly secured by a cord
.4 demonstrates donning a lifejacket correctly
within a period of one minute without
assistance
.5 demonstrates the manual or alternative
methods of inflating inflatable lifejackets
4.3 Immersion suits/anti-exposure suit R2-Ch.3 T1-Chs.4,5 A1,V4
.1 Describes the number and location of Regs.7,22,32 T2-Pt.2 Ch.1
immersion suits/anti-exposure suits R5-Ch.2
.2 states that immersion suit/anti-exposure R9
suit should be available to every person
assigned to crew rescue boat and who
operate the evacuation system
.3 demonstrates unpacking and donning an
immersion suit correctly without assistance
within two minutes
.4 identifies and tests equipment fitted on an
immersion suit:
- lifejacket light
- whistle firmly secured by a cord
4.4 Thermal protective aids R2-Ch.3 T1-Chs.4,5 A1
.1 states the number and location of thermal Regs.7,22,32 T2-Pt.2 Ch.1
protective aids provided R5-Ch.2
- a passenger ship
- a cargo ship
.2 demonstrates the unpacking and donning of
thermal protective aids without assistance
in a survival craft or rescue boat
.3 states that donning of TPA will impede
swimming

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.4 demonstrates removing in not more than
two minutes a thermal protective aid which
impedes swimming
.5 demonstrates putting on a thermal
protective aid on a person simulating
unconsciousness in a survival craft
4.5 Personal survival kits and group R11 A1
survival kits in Polar waters
.1 states the number and location of personal
survival kits and group survival kits provided
for ships operating in Polar waters
.2 states the composition of personal survival
kits and group survival kits and their usage
on ships operating in Polar waters
5 Survival craft and rescue boats (2.25
hours)
5.1 Lifeboats R2-Ch.3 T1-Chs.4,5 V1
.1 identifies different types of lifeboats as: Regs.13,14, T2-Pt.2 Chs.4,5
- open 24,31
- partially enclosed R5-Chs.4,5
- self-righting partially enclosed R10
- totally enclosed
- totally enclosed with a self-contained air
support system
- totally enclosed and fire-protected
.2 lists the methods of launching and retrieval
of a lifeboat:
- davits
- free-fall method
.3 Understand the need to know the number
of the lifeboats provided on your vessel
and stowage location
.4 demonstrates operating equipment in
lifeboats
.5 demonstrates precautions which have to be
taken to ensure personal safety during
launching and retrieval of lifeboats

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5.2 Liferafts R2-Ch.3 T1-Chs.4,5 V2
.1 identifies main types of liferafts as: Regs.13,14, T2-Pt.2
- inflatable liferaft 24,31 Chs.4,5
- rigid liferaft R5-Chs.4,5
- davit-launched liferaft R10
.2 lists the methods for launching and
retrieving liferafts:
- dropping into the water
- float-free arrangements (hydrostatic
release units)
- davit launching
.3 Understand the need to know the number
of liferafts provided on the vessel and their
stowage location
.4 demonstrates the operation of the
equipment in a liferaft
5.3 Rescue boats R2-Ch.3 T1-Chs.4,5
.1 states the minimum number of rescue boats Regs.13,14, T2-Pt.2 Chs.4,5
for a: 24,31
- passenger ship R5-Chs.4,5
- cargo ship R10
6 Ship abandonment and survival (3.75
hours)
6.1 Action to be taken when required to R1- T1-Ch.6 A1,V4
abandon ship Tab. A-VI/1-1 T2-PT.1 Ch.2
.1 demonstrates boarding a survival craft from T3-Ch.1
the ship while wearing a lifejacket B1-Ch.12
.2 demonstrates boarding a survival craft by B2-Ch.9
embarkation devices
- climbs up and down a vertical ladder at
least 1m in length while wearing a
lifejacket
- climbs up and down a vertical ladder at
least 1m in length while wearing a
immersion suit

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.3 demonstrates how to assist injured and
passengers board survival craft from the
ship
- performs assigned duties during a
simulated abandonment
.4 describes how to clear away from a ship
.5 demonstrates jumping into the water from a
height
- while wearing the lifejacket
- while wearing the immersion suit
.6 demonstrates swimming a short distance
and assembling in water
6.2 Actions to be taken when in the water R1- T1-Ch.6 A1,V6
.1 explains protective measures against Tab. A-VI/1-1 T3-Ch.1
exposure and hypothermia R4 B1-Ch.13
.2 demonstrates the HELP posture and R9 B2-
HUDDLE posture Chs.4,5,6,7
.3 explains measures for survival in case of B3-Pt.3
fire or oil on the water
.4 describes measures to guard against
dangerous marine organisms
.5 demonstrates how to keep afloat without
the use of a lifejacket
.6 demonstrates the righting of an inverted
liferaft while wearing a lifejacket
.7 demonstrates boarding of a survival craft
from the water
.8 demonstrates helping a person overboard
board a survival craft from the water
6.3 Action to be taken when in a survival R1- T1-Ch.6 A1,V4
craft Tab. A-VI/1-1 B2-Chs.9,10
.1 demonstrates correct use of a drogue or B3-Pt.2
sea anchor to reduce drift

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.2 lists the means of maintaining morale of
survivors
.3 states the effects of, and how to combat,
seasickness
.4 states protective measures against high/low
temperature and severe weather
.5 explains prudent use of fresh water and
food and the need to avoid dehydration
.6 lists the duties and tasks of the crew in a
survival craft, including the duties of
lookouts
.7 describes means for facilitating detection by
others
.8 discuss and simulate the use of visual
signals
- rocket parachute flares
- hand flares
- buoyant smoke signals
- daylight signals
- use of signaling torch
.9 demonstrates how to abandon a survival
craft
7 Emergency radio equipment (1.5 hours)
7.1 Two-way VHF R2- T1-Chs.4,5 A1,V7
.1 states the purpose of two-way VHF and Ch.3 Reg.6,
necessary precautions Ch.4 Reg.7
.2 states how many are provided and where R7
they are stowed
.3 demonstrates how a two-way VHF is used
7.2 Emergency position-indicating radio R2- T1- Chs.4,5 A1,V7
beacons (EPIRBs) Ch.3 Reg.6,
.1 states the purpose of EPIRBs and the Ch.4 Reg.7
precautions to be taken R7
.2 states how many are provided and where
they are stowed
.3 demonstrates how they are activated
.4 describes dangers of accidental use

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7.3 Search and rescue transponders R2- T1- Chs.4,5 A1,V7
(SART/AIS-SART) Ch.3 Reg.6,
.1 states the purpose of SART/AIS-SART and Ch.4 Reg.7
the precautions to be taken R7
.2 states how many are provided and where
they are stowed
.3 demonstrates how SARTs are activated
.4 demonstrates how to equip a SART/AIS-
SART onto a survival craft
.5 describes dangers of accidental use
.6 differentiates between a SART/AIS-SART
and an EPIRB
8 Survivor's action when being rescued (1.5 R3- T1-Chs.6,7 A1,V7,V8
hours) Secs.2,3,4 B1-Ch.16
8.1 Communicating with the rescue ship R7 B2-Ch.11
and helicopter
.1 explains how to communicate with a rescue
ship and helicopter by means of appropriate
equipment
.2 demonstrates the use of hand and arm
signals
8.2 Survivor's preparation before being
rescued
.1 describes the purpose of assembling
survival craft and/or persons overboard
.2 demonstrates the retrieval of a drogue or
sea-anchor
.3 explains the importance of following rescue
procedures and instructions
8.3 Actions to be taken by the survivor
when being rescued by ship
.1 describes the ship rescue sling (rescue
boat, rescue net and rescue fishing net)
.2 demonstrates how to climb the rescue net
.3 discusses the actions to be taken when
conducting rescue with rescue fishing net

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8.4 Actions to be taken by the survivor
when being rescued by helicopter
.1 describes the helicopter rescue sling
(harness, basket, seat, stretcher and rescue
net)
.2 explains hand and arm signals used for
safe lifting
.3 describes methods of pick-up using
harnesses/strops
.4 demonstrates the correct method to don a
harness and adopt a safe posture while in a
harness
9 Integrated exercises(0.75 hours)

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Part D: Instructor Manual
■ Introduction
Based on Knowledge, Understanding and Proficiency (KUPs) in Part C, the Instructor Manual
is intended to provide guidance and more detailed information to instructors who use IMO
model courses that is relevant to the organization and structuring of the learning objectives,
sequence of lectures, possible problems and solutions during the course. The course is
structured to reflect the KUPs as specified in table A-VI/1-1 of the STCW Code.
The course has been structured into nine main topics as follows:
.1 Safety guidance and Introduction to survival at sea;

.2 Emergency situations and Mustering;
.3 Evacuation;
.4 Personal life-saving appliances;
.5 Survival craft and rescue boats;
.6 Abandoning ship and survival;
.7 Emergency radio equipment;
.8 Survivor's action when being rescued; and
.9 Integrated drills.
This manual provides information on teaching methodology and organization, and the areas
that are considered appropriate and important to achieve the relevant learning outcomes. The
course outline provides guidance on the suggested time allocation for the course material;
however, instructors should adapt the course, as necessary, to suit the needs of the trainee
intake. The detailed teaching syllabus must be scrutinized carefully, and lesson plans and
lecture notes should be compiled as appropriate. An example of a lesson plan is attached at
the end of Part D.
Adequate preparation is essential if the course is to be effective and successful. Evaluation

covers practical exercises and theoretical knowledge. Throughout the duration of the course,
it is important to stress that on board ships, rules and regulations must be strictly observed
and all precautions taken to maximize safety with minimum effect on the environment. Trainees
should be advised on measures and actions to be taken for the avoidance of accidents on
board.
1. Safety guidance and introduction to principles of survival at sea
1.1 Safety guidance
1.1.1 State that trainees should strictly adhere to safety rules during the course
(especially during practical drills)
Risks should be clarified to trainees before commencement of the course, with emphasis on
the safety elements of key operations, facilitating basic safety awareness among the trainees
and ensuring their safety during the training course including training on water, which involves
inherent risks and/or danger.

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During all training activities, instructors must emphasize the importance of compliance with the
safety rules and the exercising of caution.
1.2 Principles of survival at sea
1.2.1 State the principles of survival at sea
Instructors may make use of relevant case studies or multi-media aids to explain to trainees
the possible dangers and basic principles of survival at sea. This would assist trainees to gain
a better understanding of the principles of survival at sea.
Instructors may thereby be able to illustrate the dangers faced by ships' crew with no survival
skills, and who lack the knowledge to correctly use survival equipment, and thus be unable to
take timely action for their survival.
1.3 Types of the main life-saving appliances normally carried on ships
1.3.1 List the main life-saving appliances normally carried on ships
Instructors could use multi-media aids to illustrate the main life-saving appliances carried on
board ships to enable trainees to identify ships' life-saving equipment. Instructors should obtain
feedback from the trainees to ensure that they have clear understanding of the need for, and
the use of, the following types of life-saving appliances: survival craft, rescue boat, lifebuoys,
lifejackets, immersion suits/anti-exposure suit (AES), thermal protective aids and emergency
radio equipment.
1.4 Introduction of SOLAS training manual
1.4.1 State the location of SOLAS training manual
Instructors should inform trainees of the location of the SOLAS training manual on a ship using
appropriate teaching aids.
1.4.2 State that the SOLAS Training Manual provides training specific to the ship
Instructors should emphasize to trainees that the life-saving appliances listed in the SOLAS
training manual should correctly reflect the life-saving appliances actually provided on the ship.
1.5 Safety symbols relating to survival
1.5.1 Identify IMO safety symbols used on board ships relating to survival
In the teaching process, instructors should inform trainees of the importance of identifying the
safety symbols related to life-saving appliances, and emphasize that identifying the safety
symbols aids the crews' safe evacuation, especially during a blackout, at night, or in poor
visibility.
Instructors could use pictures or actual safety symbols to strengthen the trainees' retention of
knowledge.
1.5.2 Identify escape route indicators on ships
Instructors should explain the importance of identifying safety signs related to escape routes
to the trainees, and emphasize that crew evacuation is assisted by escape route signs,

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especially during a blackout at night, or when smoke filled. Instructors should refer to the
Escape route signs and equipment location markings (resolution A.1116(30)) for further details
in this regard.
Instructors could use pictures to show the actual escape routes on ships, especially the
continuity of the escape routes round corners.
2 Emergency situations and mustering
2.1 Types of emergencies
2.1.1 List emergencies that could possibly lead to abandoning ship
Instructors could use multi-media aids to illustrate the various emergency situations that
trainees may encounter on board ships, which may lead to the abandonment of a ship. These
may include, but not be limited to: collision; stranding; adverse reaction of dangerous goods or
hazardous bulk materials; shifting of cargo; ship fires or explosions; hull failure; and foundering.
2.2 Muster list and emergency signals
2.2.1 State the posting location, structure and purpose of the muster list
Instructors should explain the structure and purpose of the muster list, exhibit an example of
a muster list and they should organize a group discussion on the main contents of a muster
list. Instructors could use multi-media aids to illustrate samples of muster lists, and the
locations where they may be displayed or posted on board for the guidance of all.
2.2.2 Identify emergency signals
Instructors should introduce the types and purpose of emergency alarm signals on ships. They
should also explain the linkage between alarm signals and a ship's muster list. Instructors may
sound different emergency alarm signals with audio-visual equipment to enable trainees to
identify and understand alarm signals.
2.3 Crew training and drills
2.3.1 State that personnel must familiarize and acquire relevant knowledge as soon as
possible after joining a ship
Instructors should explain and especially emphasize to trainees that once on board, seafarers
should familiarize themselves, as soon as possible, with the following: distinguish various
emergency signals; muster lists and the specified responsibilities; any notes on the muster list;
the location and use of life-saving appliances; escape routes and apparatus; survival methods
provided on the ship; and survival craft.
2.3.2 State the specific requirements of SOLAS Convention on training and drills
relating to survival
Instructors should refer to the ship's SOLAS Training Manual and the ISM Code on seafarers'
familiarization and training requirements for their functions and emergency drills on board.
Instructors should explain: the importance of training and drills and that they are based on the
requirements of the SOLAS, MARPOL and STCW Conventions, and the ISM Code, and other
national, flag or company requirements as applicable; and that regular and realistic on board
drills help to achieve correct and effective actions to ensure operational safety.

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3 Evacuations
3.1 Abandoning ship – last resort
3.1.1 State that a ship offers the best chance of survival and that abandoning ship
should only be undertaken if all other measures fail
Instructors should inform, and emphasize to, trainees that in an emergency situation, not to
blindly choose to abandon the ship because of panic, and that not all maritime accidents and
incidents would necessarily require the abandonment of a ship. The crew and passengers
should first choose to stay on board a ship, until instructed otherwise, to have the best
opportunity for survival. The master may decide to abandon a ship and then issue appropriate
instructions only when the safety of the crew and passengers is severely endangered.
3.2.1 Explain the complications caused by certain situations when abandoning a ship
Instructors may divide the trainees into groups to discuss some of the difficult situations that
may occur when abandoning a ship. After the discussion, instructors should summarize the
outcome of the discussion, and focus on the following (non-exhaustive) situations that could
arise: some survival craft cannot be released; no illumination; the persons assigned with
certain duties are not in place; bad weather and rough seas; ship seriously listing to one side;
confined spaces, persons injured, disabled persons, women and children, etc.
3.3 Preparation for abandoning ship
3.3.1 Explain how to prepare for abandoning ship
Instructors may put forward some questions to the trainees to encourage discussions. For
example: Is it necessary to make preparations when abandoning a ship? What preparations
should be made? An initial discussion would assist instructors to ascertain the level of
understanding among the trainees, which would facilitate instructors' explanations that follow
relating to personal preparations prior to abandoning a ship, such as: wearing personal
protective clothing; donning lifejackets and survival suits; carrying as many subsequent
survival items as possible (including but not limited to warm clothes, blankets, fresh water and
food).
3.3.2 List the relevant survival equipment
Instructors should inform trainees that a variety of complex processes may be involved when
abandoning a ship to survive, reminding them to carry relevant equipment and emphasizing
the need to carry radio equipment (including mobile telephone equipment), line throwing
appliances, etc. and other survival equipment, to increase the chances of being rescued.
3.4 Need to avoid panic
3.4.1 Explain the need to avoid panic
Instructors should explain to trainees that the crew or passengers would become frightened
and feel panic when facing emergencies on a ship, which could hamper their survival skills. If
panic spreads, it could also affect the effective execution of the emergency plan, exposing
themselves or others to dangerous situations.

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Instructors should explain by using typical case studies, and carry out analysis on the effects
of panic and the unnecessary losses caused by panic, in order to achieve better learning
outcomes.
3.4.2 Explain how to avoid panic
Instructors should help trainees to become aware of how they can strengthen their personal
survival skills, enhance their personal confidence and the will to survive by undergoing: training
in survival skills, familiarization training on board, and regular training exercises and drills.
When emergencies occur on ships, the crew can protect themselves to the maximum extent
for their safety, and successfully respond to emergency situations provided they follow the
directions in the muster list and cooperate as a team to render an effective response.
3.5.1 Describe duties with respect to passengers
Instructors should inform trainees that the requirements on crew responsibilities for
passengers are provided in relevant Conventions and regulations. Instructors should
emphasize that the crew should do their best to notify the passengers to assemble at the
relevant muster stations, check that passengers have correctly donned lifejackets, assist the
passengers to embark the survival craft and evacuate them from the ship, etc.
3.6 Crew duties – launching and retrieval of survival craft
3.6.1 Describe duties with respect to the launching (and retrieval after drills) of
survival craft
Instructors may use a muster list to describe the crews' emergency duties particularly when
launching (and retrieval after drills) of survival craft, and to emphasize the different designated
tasks of each crew member at a muster station. Instructors should also inform trainees that the
crew at each muster station should perform their duties strictly according to the duties allocated
on the muster list. Instructors should use a muster list as an example to describe the crew
duties in launching of survival craft, and emphasize the different duties and responsibilities of
the crew.
3.7.1 State that the order to abandon ship is issued by the master
Instructors should emphasize to trainees that only the master (or the next highest ranking
navigation officer in the absence of the master) would issue the order to abandon a ship, and
that no one may leave the ship before the master's abandon ship order. Instructors should
introduce case studies to emphasize and illustrate the adverse consequences of not obeying
the master's orders, and leaving a ship without authorization.
3.8 Main dangers to survivors
3.8.1 Describe main dangers survivors face after abandoning the ship
During the training, instructors should ensure that trainees are made aware of the main
dangers for survival after abandoning a ship, such as: drowning, exposure, heat stroke,
seasickness, dehydration, consumption of sea water, oil fires on the water surface and
dangerous sea creatures, etc., and especially emphasize the dangers of hypothermia due to

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exposure to cold water. For more details, instructors should refer to the Guide for cold water
survival (MSC.1/Circ.1185.Rev.1).
4 Personal life-saving appliances
4.1 Lifebuoy
4.1.1 Describe how lifebuoys are distributed over the ship
Instructors must explain to trainees the purpose of different types of lifebuoys located in
different parts of a ship. The explanation could be illustrated by following up with relevant
videos of different life-saving appliance layouts. Instructors should focus on the distribution
with lifebuoy self-activating smoke signals. Instructors should especially emphasize the
purpose and location of lifebuoys with self-activating smoke signals.
4.1.2 Describe the requirements for additional equipment attached to lifebuoys
Instructors should use actual lifebuoys to explain to trainees the fittings such as buoyant lines,
self-igniting lights and self-activating smoke signals, which are attached to the lifebuoy, and
illustrate their uses in different situations, to enhance the trainees' knowledge and
understanding.
4.1.3 Demonstrate how to use a lifebuoy
Instructors should explain to trainees the choice of lifebuoys available for use, and demonstrate
the procedures and techniques of throwing a lifebuoy overboard after spotting a person in the
water. When throwing a lifebuoy overboard, instructors should emphasize that trainees doing
the task should pay attention to the direction of the lifebuoy relative to the person overboard,
and to understand that lifebuoys equipped with buoyant lifelines and self-activating smoke
signals should be used.
Instructors should demonstrate the use of a lifebuoy in water, note any incorrect operation,
and stress the safety precautions to be taken to protect trainees from drowning.
When organizing the practical training, instructors could further divide each group of trainees
into two subgroups, one simulating onboard practices and the other simulating persons
overboard. The two subgroups could then exchange their practice roles. Instructors should
provide appropriate guidance during the practical exercises and take timely corrective actions
when trainees perform erroneous or unsafe operational practices. Instructors should ensure
the safety of all trainees at all times during the training course.
On completion of the training, instructors should evaluate the effectiveness of performance of

the training activity.
4.2 Lifejackets
4.2.1 State the number and location of lifejackets
Instructors should explain to trainees: the quantity and location of lifejackets consistent with
the planned life-saving appliances layout on board; the provision of adequate lifejackets at
fixed points on board relevant to the duties and work areas; and, ensure that trainees
understand the availability of lifejackets for use in case of emergency when on duty or doing
other work on board.

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4.2.2 State the types of lifejacket buoyancy
Instructors should use different types of lifejackets to explain lifejacket buoyancy, and illustrate
the different types of buoyancy materials and/or inflating mechanisms.
4.2.3 Identify and test equipment fitted on lifejackets
Instructors should use the lifejackets to explain and demonstrate methods for testing lifejacket
whistles and lights. Instructors should assess trainees to ensure that the trainees understand
the practice and purpose for testing lifejacket whistles and lights.
4.2.4 Demonstrate donning a lifejacket correctly within a period of one minute

without assistance
Instructors must explain and demonstrate how to don a lifejacket, and emphasize that improper
or incorrect donning may cause danger. The assessment of proficiency in donning lifejackets
can be reinforced by ensuring that each trainee dons the lifejacket correctly, conducts a peer
assessment, which should be followed by the instructors' assessment and evaluation of
individual trainees.
Considering that there are many types of lifejackets, instructors should preferably use as many
different types of lifejackets as possible during the training. Instructors should specially
highlight that the lifejackets on board may be different from those used by the trainees in the
training course. The trainees, once on board, should familiarize themselves as soon as
possible with the methods of donning the type of lifejackets on board. The method of donning
could be found in the ship's SOLAS Training Manual or, in other company or shipboard
guidance that may be provided on board.
This training should be carried out for the personnel on the fishing vessel or those who have
been employed on the fishing vessel as regulated by the administration.
4.2.5 Demonstrate the alternative methods of inflating inflatable lifejackets
Instructors should demonstrate the alternative methods of inflating inflatable lifejackets.

Instructors should properly structure the practical training and provide guidance to the trainees
accordingly, and evaluate the trainees' performances at the conclusion of the practical training.
4.3 Immersion suits/anti-exposure suits
4.3.1 Describe the number and location of immersion suits/anti-exposure suits
Instructors should explain the number and location of immersion suits/anti-exposure suits
consistent with the life-saving appliances layout on board, and emphasize the importance of
the placement of adequate numbers of immersion suits in duty and work areas, and ensure
that trainees understand these immersion suits are for use in case of emergency.
4.3.2 State that immersion suits/anti-exposure suits should be available to every

person assigned to crew rescue boats and who operate the evacuation system
Instructors should explain to trainees the purpose of equipping every person assigned to crew
the rescue boat, or to operate the marine evacuation system, with immersion
suits/anti-exposure suits, so that the trainees can better understand the relevant requirements.

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4.3.3 Demonstrate unpacking and donning an immersion suit correctly without

assistance within two minutes
Instructors should explain and demonstrate how to open and wear the immersion suits, being
careful to check that the watertight zippers and the limiting zippers are in good condition, and
highlight stressing the importance of limiting zippers. The training for proficiency in the correct
use of an immersion suit should be reinforced by ensuring that each trainee correctly dons the
suit and conducts a peer assessment, which should be followed by the instructors' assessment
and evaluation of individual trainees. Instructors should also explain and demonstrate the
combined use of the inflatable immersion suit with lifejacket.
4.3.4 Identify and test equipment fitted on an immersion suit
Instructors should use the immersion suit to explain and demonstrate the test methods of
whistles and lights fitted on immersion suits. Instructors should organize the trainees in groups
to test immersion suits' whistles lights, and guide the trainees during practical exercises.
4.4 Thermal protective aids
4.4.1 State the number and location of thermal protective aids provided
Instructors should inform trainees that those personnel in passenger ship's lifeboats who are
not equipped with immersion suits should be accommodated with thermal protective aids.
Lifeboats on cargo ships are equipped with only two thermal protective aids, or 10% of crew's
quota, whichever is greater.
4.4.2 Demonstrate unpacking and donning of thermal protective aids without

assistance in a survival craft or rescue boat
Instructors should explain and demonstrate how to unpack and don thermal protective aids.
The instructor should organize the trainees into groups for practical exercises, provide
appropriate guidance, observe performance and comment on the learning outcome.
4.4.3 State that donning of thermal protective aids will impede swimming
Instructors should explain that the thermal protective aids will impede swimming in water.
4.4.4 Demonstrate removing in not more than two minutes a thermal protective aid
which impedes swimming
Instructors should explain that wearing thermal protective aids in the water will hinder a
survivor's ability to swim. If the survivor is wearing thermal protective aids, they should take
them off quickly. Instructors should organize the trainees into groups for practical exercises,
provide appropriate guidance, observe performance and comment on the learning outcome
during debriefing.
4.4.5 Demonstrate donning of thermal protective aids on a person simulating

unconsciousness in a survival craft
Instructors should arrange two teams of trainees and explain and demonstrate the methods
for donning of thermal protective aids on a simulation of a person in a coma in the survival
craft. Instructors should arrange a member of each team to simulate the wounded person and
instruct other team members to help them put on the thermal protective aids, after which the
trainees exchange roles and alternate the practical exercise. Instructors should provide

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appropriate guidance to the trainees' when carrying out the operation, observe performance
and comment on the training outcome during debriefing.
4.5 Personal survival kits and group survival kits in Polar waters
The mandatory minimum requirements for the training and qualification of masters and deck
officers on ships operating in Polar Waters are set out in section A-V/4 and tables A-V/4-1
(basic training) and table A-V/4-2 (advanced training) of the STCW Code.
Instructors should develop appropriate courses to support the training required for the
competence "Apply of safe working practices, respond to emergencies" and the relevant
knowledge, understanding and proficiency requirements related to this competence. Relevant
guidance to develop such training courses may be found in IMO model courses 7.11 on Basic
training for ships operating in polar waters and 7.12 on Advanced training for ships operating
in polar waters.
4.5.1 State the number and location of personal survival kits and group survival kits
provided for ships operating in Polar waters
Instructors should describe the number and location of personal and group survival kits on
ships operating in Polar waters that take account of the actual environmental characteristics
navigating in Polar waters.
4.5.2 State the composition of personal survival kits and group survival kits and their
usage on ships operating in Polar waters
Instructors should introduce the composition of personal and group survival kits on ships
operating in Polar waters, and explain and demonstrate how these kits are used. The trainees
should be tasked to carry out necessary practical exercises in order to be able to have an
understanding of the composition and use of personal and group survival kits in Polar waters.
5 Survival craft and rescue boat
5.1 Lifeboats
5.1.1 Identify the different types of lifeboats
Instructors should use multi-media teaching aids to illustrate the different types of lifeboats and
explain the structure and basic requirements for each type, to enhance the understanding of
the trainees to identify different types of lifeboats.
5.1.2 List the methods of launching and retrieval of a lifeboat
Instructors should use appropriate multi-media teaching aids to illustrate the launching and
retrieval of a lifeboat, using davit and free-fall types.
5.1.3 Understand the number of the lifeboats provided on a ship and the stowage
locations
Instructors should illustrate the number, stowage and location of lifeboats on passenger ships
and cargo ships in a table format to enable a comparison between the two requirements.
Instructors should also stress that a cargo ship, when equipped with a free-fall lifeboat, shall
have a total capacity to accommodate all the crew on board.

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5.1.4 Demonstrate operating equipment in lifeboats
Instructors should identify the types of lifeboat equipment on board using the equipment
inventory, and make use of actual lifeboat equipment to demonstrate their use.
5.1.5 Demonstrate precautions which have to be taken to ensure personal safety

during launching and retrieval of lifeboats
Instructors should make use of multi-media aids to explain the process of, and the possible
danger to, the trainees during launching and retrieval of lifeboats, so that trainees can
understand the precautionary measures to be taken to ensure personal safety when
performing these functions during routine drills and any emergency. For further details,
instructors should refer to the Guidelines on safety during abandon ship drills using lifeboats
(MSC.1/Circ.1578).
5.2 Liferafts
5.2.1 Identify the main types of liferafts
Instructors should make use of multi-media aids to illustrate various liferafts and to explain the
structure and basic requirements of each type, so that trainees can familiarize themselves with
the identity different types of liferafts.
5.2.2 List the methods for launching and retrieving liferafts
Instructors should make use of videos to demonstrate the main launching methods of the
liferafts on board, so that trainees understand the launching by free fall, free floating and davit
launching.
5.2.3 Understand the need to know the number of liferafts provided on ships and
their stowage location
Instructors should provide information to illustrate the number, stowage and location of liferafts
on passenger and cargo ships in a tabular format to provide easy comparison between the
different requirements for the types of ships. Instructors should highlight that on cargo ships
liferafts shall be placed fore and aft for use by the crew in an emergency.
5.2.4 Demonstrate the operation of the equipment in a liferaft
Instructors should make use of liferaft equipment inventories to identify the equipment on
board, and demonstrate the method of using the equipment in a liferaft.
During the training exercises, instructors could test the trainees' ability to identify liferaft
equipment and demonstrate their use (but do not duplicate operating equipment in a lifeboat),
and evaluate the trainees' learning outcome to ensure that the required knowledge has been
effectively transferred.

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5.3 Rescue boats
5.3.1 State the minimum number of rescue boats for a passenger ship and a cargo
ship
Instructors should describe the use of rescue boats on board ships, and list the minimum
number of rescue boats on passenger and cargo ships in a tabular format to provide an easy
comparison between the different requirements for the types of ships.
6 Ship abandonment and survival
On completion of the learning outcomes in chapter 3 relating to Evacuation, trainees are

expected to have gained a thorough knowledge and understanding of the preparatory work
required prior to abandoning a ship, and how to evacuate to the survival craft embarkation
station. After the completion of learning outcomes in chapters 4 (Personal life-saving
appliances) and 5 (Survival craft and rescue boats), trainees should have the ability to use
personal survival equipment, and have gained knowledge of, and be familiar with, survival
craft, their release and retrieval. Chapter 6 introduces the knowledge to be gained and the
skills to be acquired for action to be taken on and after abandoning a ship, when instructed by
the master to abandon ship.
6.1 Action to be taken when required to abandon the ship
6.1.1 Demonstrate boarding a survival craft from the ship while wearing a lifejacket
Instructors should explain and demonstrate the method of wearing lifejackets to board a
survival craft on a ship. Instructors should highlight the precautions to be taken by crews and
the importance of maintaining order to avoid endangering their safety and survival, and that of
others, during this operation. Instructors should organize the trainees into groups for boarding
and provide appropriate guidance.
On completion of the exercises, instructors should provide comments and feedback on the
performance of the trainees during the exercises to facilitate better learning. Instructors should
explain the best practices during evacuation and boarding of lifeboats, especially the particular
safety measures when boarding free-fall lifeboats, in order to ensure the prevention of injuries.
Trainees should be instructed and advised to strictly adhere to the operational instructions and
procedures in accordance with the type of the lifeboat.
6.1.2 Demonstrate boarding a survival craft by embarkation devices
Instructors should explain and demonstrate the safety precautions for boarding a survival craft
using an embarkation ladder. Instructors should organize the trainees into groups for practical
exercises and provide appropriate guidance to carry out the exercises. Instructors should
provide comments and feedback to trainees on their observed learning outcome.
Instructors could use multi-media teaching aids to demonstrate boarding of a survival craft via
the evacuation system. Instructors should stress that survival craft should only be boarded by
the next person when the one in front has safely boarded the craft.
6.1.3 Demonstrate how to assist injured persons and passengers to board a survival
craft from the ship
When boarding a survival craft, instructors should assign a trainee from each group to play the
role of a passenger or injured person and instruct other members to help them board the

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survival craft. Instructors should emphasize the safety precautions to be taken to avoid
endangering the safety of other survivors during the operation. On completion of the exercises,
instructors should provide comments and feedback on the performance of the trainees.
6.1.4 Describe how to clear away from a ship
Instructors should explain to trainees that, after lowering the lifeboat to the water surface, they
should use the painter and the boat engine or paddles to manoeuvre the lifeboat away from
the ship. When in a liferaft, they should immediately cut off the painter and leave the vicinity of
a ship, as soon as possible, by rowing or by operating the sea-anchor.
6.1.5 Demonstrate jumping into the water from a height
This training could cause risks, therefore, instructors should emphasize and stress the
importance of the safety precautions, inform rescue personnel to standby on site, when training
in a swimming pool. If the training is conducted in a lake or in the sea, the training area should
be equipped with safety- and first-aid equipment including a high-speed rescue boat, with
rescue personnel on standby.
The health, safety and well-being of the trainees and instructors are of paramount importance
because, when they are in the water, dangerous water-borne organisms could pose risks to
them. Instructors must ensure that trainees wear appropriate clothing, lifejackets and
immersion suits to make the training relate as close as possible to an actual situation of ship
abandonment.
In organizing the training, instructors should explain and demonstrate the posture of jumping
into the water from a certain height and ensuring the safety of the trainees to avoid injuring
themselves, emphasizing the need to keep the body vertical when entering the water.
Instructors should organize the trainees to practise jumping into the water from a low height.
When the trainees are familiar with this, instructors could make them practise jumping into
water from a greater height. During training, instructors should keep a record of the trainees'
performance and give them feedback, so that the trainees can effectively correct any mistakes
they may have made.
Where the conditions allow, instructors should make a video recording of the exercises and
play back to the trainees during debriefing, so that trainees are able to observe their
shortcomings when jumping into the water from heights and correct their mistakes. On
completion of the exercises, instructors should provide comment and feedback on the trainees'
performance.
It is necessary to explain to the trainees that they should try to keep the body dry when getting
away from the ship. In case of emergency and when jumping into water to get away from the
endangered ship, trainees should choose a lower height, preferably from the windward side
taking precautions to avoid the damaged ship and water barriers. It is also necessary to choose
the direction for swimming away from the ship before jumping into the water.
6.1.6 Demonstrate swimming a short distance and assembling in the water
Before the training starts, instructors should ensure that during practical training trainees, for
their safety, correctly don lifejackets and immersion suits. Instructors should explain to trainees
that they should swim away from the endangered ship as quickly as possible and assemble
with the survival craft or groups of other survivors. Instructors should explain and demonstrate
swimming in water while wearing lifejackets or immersion suits and assembling in the

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designated place. Instructors should organize the trainees into groups for practical exercises,
provide guidance and timely action to rectify any mistakes made by trainees.
Instructors should pay special attention to those trainees with inadequate skills or ability to
swim, and provide them appropriate guidance to facilitate meeting the competence
requirements and achieving the relevant training outcomes. On completion of the exercises,
instructors should arrange for the trainees to swim a short distance, make the time recording
and judge the swimming ability of the trainees. At the end of the practical exercises, instructors
should provide comments and feedback on the performance of the trainees.
6.2 Actions to be taken when in the water
6.2.1 Explain protective measures against exposure and hypothermia
Instructors should explain to the trainees the symptoms of drowning, spasm, decrease of
swimming ability and unconsciousness in cold water as a result of heat loss. Instructors should
refer to the Guide for cold water survival (MSC.1/Circ.1185-Rev.).
6.2.2 Demonstrate the HELP posture and HUDDLE posture
Before the training, instructors should ensure that the trainees wear lifejackets in the correct
manner. At all times during the training, instructors should ensure the safety of the trainees.
Instructors should explain and demonstrate the heat escape lessening posture (HELP
posture). In the process of demonstration, attention should be paid to legs bending together,
two cubits close to the side, arms folding up in front and floating in water. Instructors should
emphasize that this position is very effective for survivors to maintain body temperature in cold
water. The best choice for avoiding heat loss is to crowd together, which is especially profitable
for the protection of the wounded. In organizing the practical exercises for trainees,
Instructors could initially guide the trainees to practise HELP posture and, if three or more
trainees are in the water and are equipped with life preservers, then instruct them that they
should wedge tightly together and lock arms to form a circle known as a HUDDLE posture.
A casualty who is suffering from the effects of the cold can be placed within the huddle to be
surrounded by warmer water.
Instructors should organize practical exercises for trainees, provide appropriate guidance and
take timely action to rectify any incorrect acts. On completion of the exercises, instructors may
choose a group of the trainees to practise the single person HELP posture and then practise
the group HUDDLE posture, and thereby, evaluate their competence. Instruct should assess
the performance of each trainee, and at the end of the training, instructors should provide
feedback and comments to enhance the knowledge of trainees.
6.2.3 Explain measures for survival in case of fire or oil on the water
Instructors should explain to trainees that there could be fires or oil on the water surface during
abandonment of a ship. In this situation, survivors should pay attention to taking self-protection
measures to avoid fire- or oil-related injuries when moving away from an endangered ship.
Instructors should emphasize the special requirements for swimming and breathing under such
circumstances.

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6.2.4 Describe measures to guard against dangerous marine organisms
Instructors should explain to trainees how to survive in shark- and other dangerous marine
organism-infested waters.
6.2.5 Demonstrate how to keep afloat without the use of a lifejacket
Instructors should advise that when abandoning the ship and having no time to wear a
lifejacket, survivors should use clothes as temporary floating aids.
Instructors should demonstrate how to keep afloat without wearing a lifejacket and highlight
breathing rhythms in such conditions. At the beginning, instructors should help the trainees to
familiarize themselves with the water conditions so as to keep afloat. Instructors may group
the trainees into pairs to help each other and in order to ensure their safety, it is necessary to
choose shallow waters for the practical exercises. On completion, instructors should provide
feedback and comments to enhance the understanding and knowledge of trainees.
6.2.6 Demonstrate the righting of an inverted liferaft while wearing a lifejacket
Instructors should explain to trainees that an inflatable liferaft may not be in an upright condition
when in the water, and should therefore explain and demonstrate the method for righting the
inverted liferaft while wearing a lifejacket, emphasizing that it is necessary to make use of the
forces of wave and wind.
Instructors should emphasize the safety precautions to be taken when righting an inverted
liferaft while wearing a lifejacket to avoid endangering themselves and other survivors.
Instructors should also explain the method of handling an inverted liferaft when trainees are
covered under the liferaft. Instructors should organize the trainees into groups for the practical
exercises, provide guidance to trainees on their exercises and take timely action to correct any
action in error.
Instructors should decide whether it becomes necessary to organize extra exercises based on
the performance of the trainees during training. It is recommended to arrange special rescue
personnel to be on standby in safe waters during the exercises. On completion of the
exercises, instructors should provide feedback and comments to enhance the understanding
and knowledge of trainees.
6.2.7 Demonstrate boarding of a survival craft from the water
Instructors should explain and demonstrate the methods of boarding a survival craft from water
and remind trainees of the safety precautions to be taken during this process. Instructors
should emphasize that it is necessary to choose from a variety of methods of boarding, such
as from an embarkation platform, a raft ladder and a lifeboat embarkation ladder. Instructors
should organize the trainees into groups for the practical exercises, provide guidance to
trainees on their exercises and take timely action to correct any action in error.
On completion of the exercises, instructors may choose one or two trainees from each group
for boarding the raft by different means to assess their knowledge and competence. Instructors
should provide feedback and give comments to enhance the understanding and knowledge of
trainees.

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6.2.8 Demonstrate helping a person overboard to board a survival craft from the water
Instructors should explain and demonstrate the methods of helping a person overboard to
board a survival craft and emphasize the safety precautions to be taken when boarding to
avoid endangering the safety of other survivors. Instructors should organize the trainees for
practice, provide guidance on the trainees' operation and timely correct the mistaken acts.
On completion of the exercises, instructors should provide feedback and comments to

enhance the understanding and knowledge of trainees.
6.3 Action to be taken when in a survival craft
6.3.1 Demonstrate the correct use of a drogue or sea anchor to reduce drift
Instructors should explain to the trainees that survivors can cast the sea anchor to make the
survival craft head for waves, alleviating the swing and reducing the drift speed of the survival
craft. Instructors should explain and demonstrate the use of drogues and sea anchors.
Instructors should emphasize the stress of the sea anchor and recovery cables. Instructors
should organize the trainees into groups for practical exercises and provide appropriate
guidance.
On completion of the exercises, instructors may choose one or two trainees from each group
to lay the sea anchor in order to assess the trainees' knowledge and competence. At the end,
instructors should provide feedback and comments to enhance the understanding and
knowledge of trainees.
6.3.2 List the means of maintaining morale of survivors
Instructors should emphasize the importance of, and then introduce, the means for maintaining
the morale of survivors such as encouraging each other, reasonable division of tasks, unity as
a group, maintaining discipline, obeying instructions, etc.
6.3.3 State the effects of seasickness and how to combat them
Instructors should explain to trainees the effects of seasickness, such as: excessive vomiting
that causes loss of fluid, electrolyte disorder, dizziness, fatigue and loss of confidence in rescue
efforts. In order to prevent seasickness, it is necessary that survivors: (1) take seasickness
pills to prevent vomiting immediately after boarding the survival craft in accordance with the
prescribed dosage; (2) cast the sea anchor, keep proper ventilation and turn the craft heading
towards waves to alleviate swing; (3) keep quiet, have proper rest and save energy; (4) supply
water as required; (5) breathe fresh air as far as possible if feeling seasick; and (6) encourage
and help each other to upkeep determination and confidence.
6.3.4 State the protective measures against high/low temperature and severe weather
Instructors should explain to the trainees that in the process of abandoning ship and awaiting
rescue, survivors may encounter a variety of complicated situations, such as high temperature,
coldness and severe weather, etc. and provide guidance on the measures to be taken to cope
with the foregoing situations.

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6.3.5 Explain the prudent use of fresh water and food and the need to avoid
dehydration
Instructors should explain to the trainees the allocation of fresh water and emergency rations
provided on survival craft. The fresh water and rations in the survival craft should be managed
and distributed by a designated person. If there is no water on the survival craft, survivors
should not eat any food, so as to avoid loss of body fluid and prevent dehydration.
6.3.6 List the duties and tasks of the crew in survival craft, including the duties of
lookouts
Instructors should explain to trainees that, while awaiting rescue when in a survival craft,
survivors should be organized: with clear allocation of tasks and responsibilities; and, to
maintain a continuous lookout. Instructors should particularly highlight the duties of those
responsible for lookout duties. Instructors should refer to the survival manual provided in the
equipment of the survival craft for guidance on the duties and responsibilities.
6.3.7 Describe means for facilitating detection by others
Instructors should explain to the trainees the importance by a thorough understanding of the
methods of detection of survivors by others. For example, (1) assemble in the survival craft,
wait for rescue near the ship; (2) make use of position indicating equipment carried in the
survival craft; start the emergency position indicating radio beacon (EPIRB), attach the SART
and start it when necessary; use the two-way VHF in sight of a ship or aircraft in the vicinity;
(3) use the position indicating equipment in the survival craft, including, radar reflector,
handheld red flame signals, red parachute signals, orange smoke signals, sun glasses,
waterproof flashlight, etc.; (4) move to other locations where there may be greater chances to
be rescued and await rescue.
6.3.8 Demonstrate the use of visual signals
Instructors may demonstrate and explain the use of visual signals with the help of real objects
and emphasize the choice of wind direction in the process of using them, and the safety
precautions to be taken. Instructors should provide appropriate guidance to trainees so that
they can demonstrate their knowledge and competence in using these signals.
6.3.9 Demonstrate how to abandon a survival craft
Instructors should first explain and demonstrate the actions to be taken on survival and leaving
the survival craft, with emphasis placed on the safety precautions when leaving the survival
craft to avoid endangering the safety of other survivors. Instructors should organize the
trainees for practice and provide guidance to the trainees on the related operations.
7. Emergency radio equipment
7.1 Two-way VHF
7.1.1 State the purpose of Two-way VHF and necessary precautions
Instructors should inform trainees that two-way VHF radiotelephones are used for on-site
rescue tasks between a survival craft and rescue teams on rescue boats and /or ships.

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Instructors should emphasize that in the process of awaiting in the survival craft to be rescued,
the two-way radio telephone is limited by its battery power, and only one two-way VHF set
should be kept on duty if conditions permit.
7.1.2 State how many are provided and where they are stowed
Instructors should inform the trainees of the number of two-way VHF radiotelephones provided
in accordance with the SOLAS Convention requirements and explain that the two-way VHF
and the spare battery should be stowed on, or near, the navigation bridge, with emphasis
placed on the expiry date of the battery and the spare battery. In the process of teaching,
Instructors may use multi-media aids to demonstrate the location of the two-way
radiotelephones.
7.1.3 Demonstrate how a Two-way VHF is used
Instructors should demonstrate the method of using the equipment with the aid of a real
radiotelephone, choose the channel, adjust the volume and SQL and use talk and listen
functions, and accept the information in single channel. Instructors should explain to the
trainees that different types of two-way VHF sets have different operational methods.
In consideration of the application of new equipment, instructors may should emphasize to the
trainees the use of ship satellite telephone on completion of the teaching of the foregoing
contents.
7.2 Emergency position-indicating radio beacons (EPIRBs)
7.2.1 State the purpose of EPIRBs and the precautions
An EPIRB is capable of assisting in determining the position of survivors at sea to facilitate

their rescue. Some ships are equipped with INMARSAT EPIRBs whose working principle is to
determine the position by means of INMARSAT satellites. Instructors should inform that
EPIRBs transmit a coded message on the 406 MHz distress frequency via satellite and earth
stations to the nearest Rescue Co-ordination Centre, and discuss their operation.
Instructors should describe that every ship shall be equipped with at least one satellite EPIRB,
which shall be capable of transmitting a distress alert through the polar orbiting satellite service
operating in the 406 MHz channel. The EPIRB should be installed in an easily accessible
position and can be carried by one person into a survival craft. It should be capable of floating
free if the ship sinks and be automatically activated when afloat. The EPIRB is usually installed
near the bridge, and instructors could use multi-media to indicate the location. Instructors
should also mention the additional equipment required under the Polar Code.
7.2.3 Demonstrate how they are activated
Instructors should advise trainees that the EPIRB can only be used in an emergency situation
of severe and imminent danger. When checking or testing the EPIRB, precautions should be
made against accidental activation that would generate false alarms and unnecessary
responses.
Instructors should use a real EPIRB to demonstrate how to test or activate the equipment and
that different types of EPIRBs may have different operational methods. It is necessary to
emphasize that EPIRBs can be automatically activated and send the distress signals when

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emerged in a depth of 2 to 4 m of water. Instructors also can discuss the use of personal locator
beacons if time allows.
7.2.4 Describe dangers of accidental use
During training, instructors should describe that if an EPIRB is activated by accident, the Coast
Radio Station (CRS) or Maritime Rescue Co-ordination Center (MRCC) will receive a distress
alert and will assume the ship is in distress. This will result in unnecessary misunderstandings
and response actions. Instructors should emphasize that when accidental activation occurs, it
is necessary to report in time and arrange relevant personnel to cancel the false alarm.
7.3 Search and rescue transponders (SART/AIS-SART)
7.3.1 State the purpose of SART/AIS-SART and the precautions
Instructors should describe that the Search and Rescue Transponder (SART) is used in
helping rescuers to determine the position of a ship or survival craft which is in distress.
Instructors should emphasize that that the SART/AIS-SART battery can be operated for
96 hours in standby condition and eight hours in the state of transmitting information. It is,
therefore, necessary to carefully consider the time for use of SARTs. When the
SART/AIS-SART detects radar echoes, it gives appropriate audible and light indications, and
it is necessary to actively contact the rescuers by using radio and visual signals.
Instructors should inform the number and location of SARTs in accordance with SOLAS
Convention requirements, and explain that the SARTs/AIS-SARTs shall be installed in such a
location that they can be rapidly taken and carried in case of ship abandonment, and they are
usually installed on the bridge. Instructors should emphasize that on ships carrying free-fall life
boats, at least one SART/AIS-SART should be placed in the free-fall life boat. Instructors may
use multi-media to indicate where SARTs/AIS-SARTs are installed.
7.3.3 Demonstrate how they are activated
Instructors may use multi-media or SART/AIS-SART and 9 GHZ X-band radar to demonstrate
the use of SARTs. Instructors should use a real SART/AIS-SART to demonstrate their working
principles, use and testing procedures, visibility, and emphasize that different types of SARTs
may have different operational methods.
7.3.4 Demonstrate how to equip a SART/AIS-SART on a survival craft
Instructors should emphasize the importance of correct installation, and then demonstrate the
steps for their installation in survival craft. Instructors should divide the trainees into groups for
practical exercises and provide appropriate guidance.
7.3.5 Describe dangers of accidental use
Instructors should describe that if a SART/AIS SART is activated by accident, other ships
would receive the signal through their radar, and will assume there is ship in distress, therefore
resulting in unnecessary response actions. If the SART/AIS SART is activated by accident, it
should be cancelled immediately and well in time.

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7.3.6 Differentiate between a SART/AIS-SART and an EPIRB
Instructors should clearly explain the differences of the purpose and the usage of the two types.
8 Survivor's action when being rescued
8.1 Communicating with the rescue ship and helicopter
8.1.1 Explain how to communicate with a rescue ship and helicopter by means of
appropriate equipment
Instructors should inform trainees on knowing how to use the radio equipment to communicate
with rescue ships and helicopters. For example, when awaiting rescue survivors may use
visual signals to attract the attention of passing ships or aircraft. For further details, instructors
should refer to part 3 of volume 3 of the IAMSAR Manual and chapter 16 of part B 1 of the Sea
Survival Handbook.
8.1.2 Demonstrate the use of hand and arm signals
Instructors should explain and demonstrate the hand and arm gestures used for contacting
helicopter rescue teams, and emphasize that on account of the noise in helicopter rescue,
guidance on using gestures may be of greater effect than radio communication. Instructors
should organize the trainees into groups for practical exercises, and provide appropriate
guidance for the operations to be performed by trainees. For detailed guidance, instructors
should refer to "Rendering Assistance" in part 2 of volume 3 of the IAMSAR Manual.
8.2 Survivor's preparation before being rescued
8.2.1 Describe the purpose of assembling survival craft and/or persons overboard
Instructors should emphasize the purpose of assembling survival craft and/or persons
overboard in order to enlarge the target so as to facilitate detection by rescue ships or rescue
aircraft.
8.2.2 Demonstrate the retrieval of a drogue or sea-anchor
Instructors should explain the purpose of packing up a drogue or floating anchor, and
preferably use the real object to demonstrate the retrieving method. Instructors should focus
on the difference between the sea anchor cable and recovery cable. Instructors should divide
the trainees into groups for practical exercises and provide appropriate guidance. Instructors
should clearly emphasize the differences in methods of retrieval of a drogue or sea-anchor of
liferafts and lifeboats.
8.2.3 Explain the importance of following rescue procedures and instructions
Instructors may make use of a failure caused by improper cooperation between survivors and
rescue ship personnel to explain the importance of cooperation between the two parties for a
clearer understanding by trainees of the importance of following all instructions from rescue
ships.
Instructors should emphasize that non-compliance with the rescue procedures and blind
operations will result in casualties and other unnecessary losses.

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8.3 Actions to be taken by the survivor when being rescued by ship
8.3.1 Describe the ship rescue sling (rescue boat, rescue net and rescue fishing net)
Instructors could use multi-media aids such as video clips on ships rescuing survivors, and
invite trainees to name the rescue equipment. Instructors could display pictures or videos of
rescue equipment such as rescue boats, rescue nets, salvage fishing nets, etc. to enable the
trainees to understand the equipment commonly used by rescue ships. Mention the
importance of a horizontal rescue of hypothermic casualties (e.g. using a rescue net or Jason's
Cradle)
8.3.2 Demonstrate how to climb the rescue net
Instructors should demonstrate how to climb onto the rescue net and board the rescue ship
from the water, and emphasize the safety precautions during the operation to prevent falls or
stampedes.
When organizing exercises, instructors should arrange the trainees in groups for alternating
the training according to site conditions. Instructors should guide the trainees in their
operations and provide guidance on timely corrective actions to the trainees on any incorrect
actions. Instructors should provide appropriate guidance on the operations performed by the
trainees.
During this training, instructors should ensure that the trainees wear lifejackets when climbing
on to rescue nets, and prevent two or more trainees climbing the same vertical position at the
same time for their safety.
8.3.3 Discuss the actions to be taken when conducting rescue with rescue fishing net
Instructors may use multi-media aids such as videos on rescue activities using rescue fishing
nets, and inform the trainees how to coordinate rescue efforts.
8.4 Actions to be taken by the survivor when being rescued by helicopter
8.4.1 Describe the helicopter rescue sling (harness, basket, seat, stretcher and
rescue net)
Instructors should use multi-media aids on helicopter rescue and invite the trainees to name
the equipment. In the learning process, instructors should use multi-media aids to illustrate
helicopter lifting appliances, including sling, hanging basket, hanging seat, stretcher and
hanging net, etc., to enable the trainees to understand the lifting appliances commonly used
in helicopter rescue.
8.4.2 Explain hand and arm signals used for safe helicopter lifting
Instructors should explain to the trainees the hand and arm signals used for safe helicopter
lifting, such as, lifting, not lifting, etc. and divide the trainees into groups for practice. For further
guidance, instructors should refer to section 4, chapter 4 of T1 of the Brown's Guide to Survival
at Sea.

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Annex, page 48
8.4.3 Describe the methods of pick-up using harnesses/strops
Instructors should explain to the trainees that harnesses are most extensively used in
helicopter rescue, and then introduce the use of single and double vertical lifting slings.
Instructors should emphasize that survivors should wear lifejackets before being lifted and
double lifting slings should be used for the conscious hypothermia patients, with one going
under the armpits and the other round the knees, so that the rescue is carried out in the
horizontal or nearly horizontal level to prevent the cardiac arrest of patients suffering from
hypothermia while being lifted in vertical position.
8.4.4 Explain the correct method to don a helicopter harness and adopt a safe
posture while in a harness
Instructors should describe, using multi-media, the correct method to don the helicopter
harness and the safety posture in the process of lifting.
9 Integrated exercises
At the conclusion of the training, instructors should group the trainees and refer to the following
plan for integrated drills, aimed at combining all the learning objectives covered and practised
up to this point, with the objective of consolidating the results of learning, which should be used
as reference for a final assessment.
1 Called to the survival craft muster station (When hearing the abandon ship Remarks
signal)
.1 Identify emergency signal of abandoning ship
.2 Make personal preparation for abandoning ship
-- Wear personal protective clothing
-- Put on lifejackets and immersion suit
-- Carry as much as possible stuff for subsequent survival (including but not
limited to, warm clothes, blankets, fresh water and food)
.3 Carry the relevant survival equipment
-- Radio equipment
.4 Muster and call the roll, check the personal equipment and belongings
2 When hearing the master's (instructor's or commander's) order to leave the

ship

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.1 All the trainees board the survival craft from the ship and leave the ship
-- Help passengers and the injured to embark survival craft from the ship
-- Carry radio equipment and board the survival craft
-- Instructor lowers survival craft into water and unhooks
-- Instructor operates survival craft away from the ship (then comes back to
platform again)
.2 All the trainees jump to escape
-- Select the appropriate jumping sites
-- Observe whether there are any person or items near the jumping sites
-- Use the correct jump posture
-- Swim to the assembling point quickly
3 The action to be taken in water
.1 Demonstrate man overboard and assembling
.2 Demonstrate the posture to prevent heat loss
.3 Demonstrate blowing the lifejacket whistle and turning on the lifejackets light
.4 Demonstrate righting the inverted raft wearing lifejacket
.5 Demonstrate embarking survival craft from the water wearing lifejacket
.6 Demonstrate helping the survivor in water for embarkation
.7 Demonstrate keeping afloat in water without lifejacket
4 Initial actions to be taken on the survival craft to increase the chance to be

rescued
.1 Demonstrate casting and recycling a drogue or sea anchor

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Annex, page 50
.2 Demonstrate the use of visual signals
-- parachute flare
-- handheld flare
-- buoyant smoke signals
-- daylight signal mirror
.3 Demonstrate the use of SART/AIS-SART EPIRB TWO-WAY VHF
In the process of performing drills, instructors should conduct an overall assessment of the competence
of the trainees to ensure that they have achieved the standard of performance for the learning objectives
relating to the KUPs and the criteria for evaluating competence, as set out in table A-VI/1-1 of the
STCW Code.

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Part E: Evaluation and Assessment
 Introduction
The effectiveness of any evaluation depends to a large extent on the precise description of
what is to be evaluated. The detailed teaching syllabus should be designed to assist trainees
to meet the learning objectives, using descriptive verbs, for example, those widely used in
Bloom's taxonomy.
Evaluation/Assessment should be planned to assess if the learning objectives have been

achieved. It enables instructors to ascertain if trainees have gained the required skills and
knowledge needed at a given point to effectively demonstrate their competence to perform the
tasks set out.
The purpose of evaluation/assessment is to:
 facilitate trainee learning;

 identify trainees' strengths and weaknesses;
 assess the effectiveness of a particular instructional strategy;
 assess and improve the effectiveness of curriculum programs;
 assess and improve teaching effectiveness;
 feedback to trainees learning information; and
 evaluate the advantages and disadvantages of the model course.
The different types of evaluation/assessment may be classified as:
Initial/Diagnostic assessment
This should take place before trainees commence a course to ensure they are on the right
path. Diagnostic assessment is an evaluation of a trainee's skills, knowledge, strength and
areas for development. This could be carried out during an individual or group setting using
relevant tests.
Formative assessment
It is an integral part of the teaching/learning process and is hence a "Continuous" assessment.

It provides information on a trainee's progress and may also be used to encourage and
motivate them.
Purpose of formative assessment
The purpose of formative assessment is, among others, to:
 provide feedback to trainees;

 motivate trainees;
 assess trainees' strengths and weaknesses; and
 assist trainees to develop self-awareness.
Summative assessment
It is designed to measure a trainee's achievement against defined objectives and performance

targets. It may take the form of an exam or an assignment and takes place at the end of a
course.

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Purpose of summative assessment
The purpose of summative assessment is, among others, to:
 assess if trainees are competent or not yet competent; and

 grade trainees.
Formative assessments and summative assessments are adopted in the course, with the
former being used mainly in the practical subjects, whereby instructors, by conducting such
assessments, are able to determine the extent to which trainees have met the learning
objectives. Summative assessments are mainly used at the end of the course, to determine
whether the trainees have achieved the criteria for evaluating competences specified in
table A-VI/1-1 of the STCW Code.
■ Evaluation for Quality assurance
Evaluation could also be required for quality assurance purposes.
Purpose of assessment with respect to quality assurance is to:
 provide feedback to instructors on trainees' learning;

 evaluate a module's strengths and weaknesses;
 assess if the defined objectives have been achieved; and
 improve teaching.
■ Assessment Planning
Assessment planning should be set out in specific, measurable, achievable, realistic and
time-bound (SMART) terms.
Some methods of assessment that could be used depending upon the course/qualification are
as follows, and should be adapted to suit individual needs:
- Observation (In Oral examination, Simulation exercises, Practical demonstration);

- Questions (written or oral);
- Tests;
- Assignments, activities, projects, tasks and/or case studies;
- Simulation (also refer to STCW Code, section A-I/12); and
- CBT.
■ Validity
The evaluation methods must be based on clearly defined objectives, and it must truly
represent what is meant to be assessed, for example only the relevant criteria and the syllabus
or course outline. There must be a reasonable balance between the subject topics involved
and the testing of trainees' knowledge, understanding and proficiency of the concepts.
■ Reliability
Assessments should be reliable (if the assessment was done again with a similar
group/learner, the results should be similar). Instructors may have to deliver the same subject
to different groups of learners at different times. If other assessors assess the same
course/qualification, it needs to be ensured that all arrive at similar decisions. To be reliable,

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Annex, page 53
an evaluation procedure should produce reasonably consistent results no matter which set of
question papers or version of the test is used.
If instructors are to assess their own trainees, they would need to clearly define what they are
to assess, and then decide how to do this, bearing in mind that instructors may not assess
their own trainees in accordance with the requirements of the STCW Convention and Code.
The "what" will come from the standards/learning outcomes of the course/qualification they will
deliver. The "how" may already be decided for them if it is an assignment, test or examination.
Instructors need to consider the best way to assess the skills, knowledge and attitudes of
learners, using formative and/or summative assessments and how the assessment will be valid
and reliable.
All work assessed should be valid, authentic, current, sufficient and reliable; this is often known
as VACSR – "valid assessments create standard results".
- Valid – the work is relevant to the standards/criteria being assessed;

- Authentic – the work has been produced solely by the learner;
- Current – the work is still relevant at the time of assessment;
- Sufficient – the work covers all the standards/criteria; and
- Reliable – the work is consistent across all learners, over time and at the required
level.
It is important to note that no single method can satisfactorily measure knowledge and skill
over the entire spectrum of subjects to be tested for the assessment of competence.
Care should, therefore, be taken to select the most appropriate method for the particular aspect
of competence to be tested, bearing in mind the need to frame questions to relate as
realistically as possible to the requirements of the tasks on board.
■ STCW Convention, as amended
The training and assessment of seafarers, as required by the Convention, are administered,
supervised and monitored in accordance with the provisions of section A-I/6 of the STCW
Code.
The methods and criteria for evaluation are set out table A-II/5 of the STCW Code as follows:
column 2 – knowledge, understanding and proficiency; column 3 – methods for demonstrating
competence; and column 4 – criteria for evaluating competence. Instructors should refer to
table A-II/5 of the STCW Code when designing the assessment.
■ Evaluation of competence
The arrangements for evaluating competence should be designed to take account of different
methods of assessment which can provide different types of evidence relating to trainees'
competence, for example:
 direct observation of work activities;

 skills/proficiency/competency tests;
 projects and assignments;
 evidence from previous experience; and
 written, oral and computer-based questioning techniques.

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Annex, page 54
One or more of the first four methods listed could almost invariably be used to obtain evidence of
competence, in addition to appropriate questioning techniques to obtain evidence supporting the
level of knowledge and understanding.
For detailed guidance on Assessments, instructors should refer to IMO Model Course 3.12 on
Assessment and Examinations of Seafarers, however to assist instructors, some extracts from the
model course 3.12 on Assessment, Examination and Certification of Seafarers are set out below.
■ Compiling tests
Whilst each examining authority may establish its own rules, the length of time which can be
devoted to assessing the competence of trainees for certificates of competency and certificates
of proficiency 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 trainees.
An examination system should effectively test the breadth of knowledge, understanding and
proficiency of the subject areas pertinent to the tasks the trainees are expected to undertake on
board, as it is not possible to examine trainees fully in all areas. In effect, the examination samples
a trainee's knowledge, understanding and proficiency by covering, as wide a scope as is possible,
within the time constraints and testing the trainee's depth of knowledge, understanding and
proficiency in selected areas, particularly those that are critical to safety.
The examination should assess each trainee's comprehension of principles, concepts and
methodology; ability to organize facts, ideas and arguments; and competence and skill in carrying
out those tasks they will be called upon to perform as part of their duties on board, the
responsibilities for which they will require to be certificated.
All evaluation and testing techniques have their advantages and disadvantages, therefore, an
examining authority should carefully analyse precisely what should tested and can be tested.
A careful selection of test and evaluation methods should thus be made to ensure that the most
relevant techniques available are used for the learning outcome or ability to be tested.
■ Quality of test items
Irrespective of 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. In all cases, the questions should be checked to ensure that
they measure an objective which is essential to the task concerned.
■ Advantages and disadvantages of oral and practical tests
It is generally considered advisable that trainees for certificates of competency should be

examined orally. Some aspects of competency can only be properly judged by having the
trainee demonstrate the ability to perform specific tasks in a safe and efficient manner.
The safety of a ship and the protection of the marine environment are heavily dependent on
the human element. The ability of trainees to react in an organized, systematic and prudent
manner can be more reliably judged through an oral/practical test incorporating the use of
models or simulators than by other forms of tests. Equipment available should be relevant to
the abilities that are to be tested. Some items of equipment can economically be dedicated
solely for use in examinations.

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Annex, page 55
One disadvantage of oral/practical tests is that they can be time-consuming, as each test may
take up about one to two hours if it is to comprehensively cover the topics concerned.
■ Feedback
In order to keep the training programme up to date in the future, it is essential for users to
provide feedback. Objective and positive critical comments and new information would
facilitate the enhancement of the quality of the model course, and would promote better training
in safety and security at sea and protection of the marine environment. Such feedback,
information, comments and suggestions should be sent to the Head, Maritime Training and
Human Element, IMO.

HTW 5/3/12/Add.1
Annex, page 56
Appendix 1
Example Lesson Plan

COURSE: Personal survival at sea LESSON NUMBER: DURATION:45 MINUTES
TRAINING AREA: 4.2 lifejacket
Main element Teaching Textbooks, IMO Instructor Time

Specific learning objective method bibliography refs. guidelines (mins.)
.1 states the number and location of lifejackets: R2-Ch.3-Reg.7/

T1-Ch.4p.103-104 Reg.22/ Reg.32
- a passenger ship Classroom A1-p.** 5
T2-Pt.2-Ch.1 R5-Ch.2
- a cargo ship R9
.2 states that lifejacket buoyancy may be achieved by: R2-Ch.3-Reg.7/

T1-Ch.5p.127-130 Reg.22/ Reg.32
- packing with buoyant material Classroom A1-p.** 5
- inflating R9
.3 identifies and tests equipment fitted on lifejackets: R2-Ch.3-Reg.7/

T1-Ch.5p.127-130 Reg.22/ Reg.32
- lifejacket light Classroom A1-p.** 10
- whistle firmly secured by a cord R9
R2-Ch.3-Reg.7/
.4 demonstrates donning a lifejacket correctly within a period Practical T1-Ch.5p.127-130 Reg.22/ Reg.32
A1-p.** 15
of one minute without assistance Exercises T2-Pt.2-Ch.1 R5-Ch.2
R9
R2-Ch.3-Reg.7/
.5 demonstrates the non-automatic methods of inflation of Practical T1-Ch.5p.127-130 Reg.22/ Reg.32
A1-p.** 10
inflatable lifejacket Exercises T2-Pt.2-Ch.1 R5-Ch.2
R9

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Appendix II
Sample assessments
Any written examination or skills assessment should consist of a sufficient number of questions
to obtain objective evidence to confirm that trainees have met the learning objectives, and that
trainees can demonstrate that they have acquired the knowledge and skills for the relevant
competences in STCW Code, table A-VI/1-1.
The following sample questions on practical skills demonstration have been included for
indicative purpose only:
I. Examples of written examination
I Multiple choice questions.
1. Are your liferafts fitted with_______?
A. cargo wires
B. topping lift
C. guiding lines
D. tripping line
2. What must be carried out in order to manually launch an inflatable liferaft not designed
for float-free operation?
A. It will be easily launched by simply breaking the weak link.
B. Depress the hydrostatic release button.
C. It is easily launched by cutting the container securing straps.
D. It is only necessary to attach the weak link to the vessel.
3. What is the minimum number of channels required for the portable two-way VHF for
survival craft?
A. Channels 16 and 12
B. Channels 6, 12 and 16
C. Channels 6, 13 and 16
D. Channel 16 only
4. How should the painter of a liferaft which is fitted with a hydrostatic release be secured
to the ship?
A. It should not be secured in any way
B. Secured via a weak link to a secure part of the ship
C. Directly to a secure point on the ship
D. Secured to the part of the hydrostatic release that is designed to break free

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5. Which of the following actions should be done before throwing this type of inflatable
liferaft over the side?
A. Check that the painter is made fast to a secure point and that the sea below is
clear
B. Inflate it on deck and then launch it if clear below

C. Take the top off the container to enable raft to inflate once in the water. If all
clear, throw raft over side
D. Disconnect the painter and launch it, checking that all is clear below
6. During a helicopter evacuation, the helicopter lowers his winch wire to the deck. Which
of the following should NOT be done with the winch wire?
A. Touch the wire with bare hands

B. Secure it to the deck with a weak link
C. All of the mentioned actions
D. Secure it to a strong point on deck
7. If you are in water at a temperature 10℃, wearing only shorts, approximately how long
would you be able to survive?
A. About an hour.
B. About five hours.
C. Less than one minute.
D. About five minutes.

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Annex, page 59
8. Having boarded the liferaft, how do you release the painter?
A. Wait for it to break as it is provided with a weak link
B. Cut it with the safety knife stowed on the exterior of the canopy close to the
painter attachment point
C. Let go the quick release toggle
D. Cut it with the axe provided
9. How many thermal protective aids are carried in each liferaft?
A. 3
B. Nil
C. 10% of the number of persons the liferaft is designed to carry, or two, whichever
is the greatest
D. 4
10. What is most important when preparing for emergencies?
A. That people know where to muster.

B. That people listen to orders given.
C. That people are well trained.
D. That people know where to find designated equipment.
11. How many kinds of visual signals can be use? (1) rocket parachute flares; (2) hand
flares; (3) buoyant smoke signals; (4) daylight signals; (5) signaling torch; (6) radar
reflector
A. (1) (2) (3) (4)

B. (1) (2) (3) (4) (5)
C. (1) (2) (3) (4) (5) (6)
D. (2) (3) (4) (5) (6)
12. Which one of the following statements regarding life-buoys does not correspond to
present SOLAS regulations?
A. All lifebuoys shall be placed in a holder with a quick release arrangement.
B. At least one lifebuoy on each side of ship shall be fitted with a buoyant lifeline.
C. Not less than half the total number of lifebuoys shall be fitted with a buoyant
light.
D. At least one lifebuoy shall be placed within the vicinity of the stern.

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Annex, page 60
Ⅱ Short answer questions.
1. How to reduce heat loss in low temperature water?
2. What action should be taken after hearing the abandon alarm?
II. Examples of practical assessments
Practice assessment example 1:
Trainees correctly check and don a lifejacket within the specified time.
The evaluation criteria are as follows:
Practice case 1: Correct donning of lifejacket
Pass: Meet the following criteria can be judged by pass.
.1 Able to correctly connect the lifejacket belt;

.2 The lifejacket belt fits well;
.3 Able to correctly demonstrate the use of lifejacket light and whistle;
.4 Able to correctly don the lifejacket within one minute without help;
Fail: Any of the following is deemed to be fail.
.1 Incorrectly connect the lifejacket belt;

.2 The connect of the lifejacket belt is too loose or tight;
.3 Fail to correctly demonstrate the use of lifejacket light and whistle;
.4 Fail to don the lifejacket within one minute.

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Annex, page 61
Practical assessment example 2
Safely jump into water from a certain height wearing the lifejacket
Pass: Meet the following criteria can be judged by pass.
.1 Check before jumping into water the clearance of water for debris or people;
.2 Protect the face, mouth and nose when jumping into water;
.3 Hold the feet tight when jumping into water;
.4 Keep upright position when jumping into water to prevent leaning forward;
.5 Keep this position until getting surfaced and regaining control of breathing.
Fail: Any of the following is deemed to be a failure.
.1 Fail to check before jumping into water the clearance of water for debris or people;
.2 Fail to effectively protect the face, mouth and nose when jumping into water;
.3 Fail to keep the feet tight when jumping into water;
.4 Too much tilt between body and water surface when getting into water;
.5 Fail to keep this position until getting surfaced and regaining control of breathing.
___________

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E

SUB-COMMITTEE ON HUMAN ELEMENT, HTW 5/3/12/Add.1

VALIDATED MODEL TRAINING COURSES

Draft revised model course 1.19 on Proficiency in personal survival techniques

Note by the Secretariat

Action to be taken: Paragraph 2

Related document: HTW 5/3/12

Action requested of the Sub-Committee

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DRAFT REVISED MODEL COURSE 1.19 ON

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Copyright © International Maritime Organization 2018

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[To be inserted by the Secretariat]

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Part A: Course Framework 8

Part B: General Outline 12

Part C: Detailed Outline 15

Part D: Instructor Manual 28

Part E: Evaluation and Assessment 51

Appendix I Example Lesson Plan

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■ Purpose of the model courses

■ Use of the model course

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 properly qualified instructors;

■ Training and the STCW Convention

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Part A: Course Framework

Trainees should be able to demonstrate the ability to:

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■ Course certificate or document

On successful completion of the course and demonstration of competence, a document may

■ Course intake limitations

■ Training facilities and equipment

 High-speed rescue boat1

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 1 helicopter rescue equipment

■ Teaching aids (A)

A1 Instructor Manual (Part D of the course)

■ IMO references (R)

R1 The International Convention on Standards of Training, Certification and Watch

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Part B: General Outline

An effective manner of presentation would be to develop techniques to transfer information

Instructors must develop their own timetable depending on:

 the level of skills of trainees;

and normal practices at the training establishment.

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8 Survivor's action when being rescued 0.75 0.75

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Part C: Detailed Outline

■ References and teaching aids

Teaching aids (indicated by A);

The abbreviations used are:

The following are examples of the use of references:

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Principles concerning survival, including:

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Knowledge, Understanding and IMO Textbooks, Teaching

1.3 Types of the main life-saving appliances R1- T1-Ch.4 A1