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RENAISSANCE TRAINING CENTER, INC. Rev. No.

:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 1 of 27

Name:

Course: Competence: Take charge of a survival craft or rescue boat during and after launch
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE
BOATS OTHER THAN FAST RESCUE BOATS Knowledge, Understanding, and Proficiency:
Knowledge of:
 Construction and outfit of survival craft and rescue boats and individual items of their equipment.
 Particular characteristics and facilities of survival and rescue boats.
 Various types of devices used for launching survival craft and rescue boats.
 Methods of launching survival craft into a rough sea.
 Methods of recovering survival craft.
 Methods of launching and recovering rescue boats in a rough sea
 Action to be taken after leaving the ship.
 Dangers associated with use of on-load release devices.
 Knowledge of maintenance procedure.

Topic: Construction, characteristics and facilities of different survival crafts and rescue boat, including its fittings and
equipment; The types of devices used for launching and recovery of survival crafts and rescue boat, including the
methods used during its normal operation and in rough sea. The use of On-load release devices specifically the dangers
associated on it. The different actions taken after leaving the ship; The operational readiness, maintenance and
inspection of survival craft.
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 Distinguish the different types of survival craft by its construction, characteristics, associated fittings and
equipment.
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 2 of 27

 Interpret the different markings on survival craft as to the number of person they are intended to carry.
 Understand and demonstrate the launching / recovery of survival craft during normal operation and in rough sea.
 Understand and demonstrate the used of on-load and off-load release mechanism.
 Explain the different actions to be taken after leaving the ship.
 Understand the importance of operational readiness and maintenance of survival craft on board.

Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction STCW Explain and discuss creation of IMO SOLAS and STCW Active participation, sharing of ideas and Powerpoint
including specific section and table of competencies recitation slide 1-9

Core General design and lay out of Discuss and explain Discussing and sharing of ideas Powerpoint
the ship Ask question Interpret some markings found in slides slide 10-24
14, 17, 20
Core Safety regulations Explain importance of different safety regulations cited Taking notes on emphasis Powerpoint
in slide 27 Comparing different safety regulation slide 25-27
Core Emergency plans and Explain and discuss Listening and discussing Powerpoint
procedure Ask questions slide 28-33
Provide scenario like fire in galley, MOB and let trainee Formulating procedures for safety
suggest safety procedure to avoid such accidents
Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 3 of 27

Course: Competence: Organize shipboard emergency procedures


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING The importance of the principles for the development of the ship-specific emergency procedures, including:
PASSENGER SAFETY, CARGO SAFETY AND HULL  The need for pre-planning and drills of shipboard emergency procedures
INTEGRITY TRAINING  The need for all personnel to be aware of and adhere to pre-planned emergency procedures as carefully as
possible in the event of an emergency situation
Topic: Factors to consider in drills, Adherence to procedure
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 Express the importance of drills and pre planning in shipboard emergency
 Explain the importance of cohesion and adherence with procedures
 Distinguish the importance of taking the part of a leader in the absence of one and following the procedures
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 4 of 27

material used
Introduction Sea Tragedy Give a glimpse of what happened on scandinavian star Active participation, sharing of ideas and Whiteboard
recitation

Core Factors to consider in drill Explaining and discussing Discussing and Taking notes on emphasis Powerpoint
Pointing out the importance of cohesion slide 35-40

Case study on the last part Answer the activity sheets Day 2 PPT Slide
87-101
Case study
activity sheet

Core Adherence to procedure Explaining and pointing out the negative effect of Taking notes on emphasis Powerpoint
complacency slide 41-47
Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 5 of 27

Course: Competence: Optimize the use of resources


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING Ability to optimize the use of resources, taking into account:
PASSENGER SAFETY, CARGO SAFETY AND HULL  The possibility that resources available in an emergency may be limited
INTEGRITY TRAINING  The need to make full use of personnel and equipment immediately available and, if necessary, to
improvise

Topic: Limitation of availability of resources, Make full use of personnel and equipment
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 Identify the resources that may be limited during emergency
 Identify other resources that can be used
 Describe equipment that can be improvised
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 6 of 27

material used
Introduction Site any disaster Asking question and discussion Active participation, sharing of ideas and White board
Ask during disaster, what resources are limited or recitation
deficient
Core Limitation of availability of Use introduction in Explaining and discussing the topic Active participation, sharing of ideas and Powerpoint
resources recitation slide 48-52

Taking notes on emphasis

Core Make full use of personnel Explain and discuss Active participation, sharing of ideas and Powerpoint
and equipment Asking question recitation slide 53-56
Ask trainee how to improvise example: Taking notes on emphasis
Use of any bouyant material as floating device
Use of rain water for drinking
Identify and recognize potential helper among Demonstration of improvisation and full Practical site
passengers use of resources

Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved
Debriefing after practical activity

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 7 of 27

Course: Competence: Optimize the use of resources


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING Ability to organize realistic drills to maintain a state of readiness, taking into account lessons learnt from
PASSENGER SAFETY, CARGO SAFETY AND HULL previous accidents involving passenger ships; debriefing after drills
INTEGRITY TRAINING Topic: How to organize realistic drills
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 Apply the theoretical concepts during drills or practical exercises
 Maintain state of rediness during practical exercises
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Recall the scandinavian star Discussing and explaining Active participation, sharing of ideas and whiteboard
tragedy recitation
Core How to organize realistic drills Discuss and explain listening and discussing Powerpoint
Tell the trainee that debriefing after practicum will also Participation in activity slide 57-67
be done so that good and bad points is commented for Taking notes on emphasis
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 8 of 27

improvement Return demonstration Day 2 PPT Slide


Facilitate Case study on the last part of training Answer case study on last day 87-101
Case study
activity sheet
Conclusion debriefing During demonstration of skill by the 1st group during Listening and discussing whiteboard
practical exercises, point out the good and bad, then ask
the other trainee how to improve it next time.

Course: Competence: Control response to emergencies


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING Ability to make an initial assessment and provide an effective response to emergency situations in accordance
PASSENGER SAFETY, CARGO SAFETY AND HULL with established emergency procedures
INTEGRITY TRAINING Topic: Initial Assessment
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 Make an initial assessment upon hearing alarm and demonstrate effective response in accordance with
emergency procedure
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Review of emergency alarms Instructor will describe the emergency signal and trainee Active participation, sharing of ideas and White board
will identify the type of emergency recitation

Core Initial assessment Relate the introduction with the topic Powerpoint
Discuss and explain Participation in activity slide 68-75
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 9 of 27

Ask trainee what to do if they hear an emergency alarm


in the context of being the leader Taking notes on emphasis
Demonstration Return demonstration Practical site
Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved

Course: Competence: Control response to emergencies


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING Ability to lead and direct others in emergency situations, including the need:
PASSENGER SAFETY, CARGO SAFETY AND HULL  To set an example during emergency situations
INTEGRITY TRAINING  to focus decision making given the need to act quickly in an emergency
 to motivate, encourage and reassure passenger and other personnel

Topic: leadership skills


Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 identify the qualities of a leader
 identify the skills needed by the leader to impose his will to others
 demonstrate ability to motivate others
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 10 of 27

Introduction leaders Ask trainee to cite an example of a leader Active participation, sharing of ideas and
Instructor will describe the type of leader being cited recitation

Core Leadership skills Relate the introduction with the topic sharing of ideas Powerpoint
Discuss and explain slide 76-83
Ask them if there is a leader in the classroom and let Taking notes on emphasis
them reason out why they chose that person as leader Return demonstrate during practicum how
Ask that leader to be the captain during practical to direct others in an emergency
Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved
Debriefing

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 11 of 27

Competence: Control response to emergencies


Course: Knowledge, Understanding, and Proficiency:
PROFICIENCY IN CRISIS MANAGEMENT AND  Ability to identify the development of symptoms of excessive personal stress and those of other
HUMAN BEHAVIOUR TRAINING INCLUDING members of the ship’s emergency team
PASSENGER SAFETY, CARGO SAFETY AND HULL  Understanding that stress generated by emergency situations can affect the performance of individuals
INTEGRITY TRAINING and their ability to act on instructions and follow procedures

Topic: Stress handling


Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 Identify symptoms of stress
 Identify effect of stress on performance of individual

Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Stress Ask anyone what they feel when stressed and when do Active participation, sharing of ideas and whiteboard
they feel such recitation
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 12 of 27

Core Identifying stress Relate the introduction to topic listening and discussing Powerpoint
Discuss and explain Taking notes on emphasis slide 84-86

Core Effect of stress Discuss and explain Listening and discussing Powerpoint
Ask what will they do to relieve stress Taking notes on emphasis slide 87-93
Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 13 of 27

Course: Competence: Control passenger and other during emergency situations


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING  Ability to control passenger and other passengers and other personnel in emergency situations, including
PASSENGER SAFETY, CARGO SAFETY AND HULL awareness of the general reaction patterns of passengers and other personnel in emergency situations,
INTEGRITY TRAINING including the possibility that:
 Generally it takes some time before people accept the fact that there is an emergency situation
 Some people may panic and not behave with a normal level of rationality, that their ability to
comprehend may be impaired and they may not be as in non-emergency situations
 Awareness that passengers and other personnel may, inter alia:
 Start looking for relatives, friends and/or their belongings as a first reaction when something
goes wrong
 Seek safety in their cabins or in other places on board where they think that they can escape
danger
 Appreciation of the possible problem of panic resulting from separating families may, inter alia:
o Start looking for relatives, friends and/or their belongings as a first reaction when
something goes wrong
o Seek safety in their cabins or in other places on board where they think that they can
escape danger
o Appreciation of the possible problem of panic resulting from separating families

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 14 of 27

Topic: Human behaviour and responses


Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 Demonstrate how to control passenger during emergency
 Identify passenger whoare in panic and looking for love ones
 Demonstrate how to help passenger during search of lost relative and lead them to safety
 Identify the need for and demonstrate ability to look for other passenger after mustering

Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)
Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Film showing Show the film Active participation, sharing of ideas and V1
Discuss and explain recitation LED TV
whiteboard
Core Human behaviour and Use the film in discussing the content of the lesson Watching and discussing Powerpoint
responses Explain and discuss Taking notes on emphasis slide 94
Point out that mustering procedure is the best way to Participation in activity
avoid loosing someone during emergency Return demonstrate during practical

Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved
Debriefing of activity if they were able to demonstrate
and identify those passengers that are looking for their
child , companion or relatives

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 15 of 27

Course: Competence: Establish and maintain effective communication


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING Ability to establish and maintain effective communications, including:
PASSENGER SAFETY, CARGO SAFETY AND HULL  The importance of clear and concise instructions and reports
INTEGRITY TRAINING  The need to encourage an exchange of information with, and feedback from, passenger and other
personnel
Topic: Effective communication
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 Demonstrate clear and concise instruction
 Encourages feedback from passengers

Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Pass the message Select 6 trainees and give an instruction to the first Active participation, sharing of ideas and whiteboard
trainee and let them relay it to the last trainee one at a recitation
time (message is “Say my name” the trainee must say
the name of instructor since he is the first sender)
Core Effective communication Relate activity with the topic Listening and discussing Powerpoint
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 16 of 27

Explain and discuss Taking notes on emphasis slide 109-113


Demonstration Return demonstrate effective Loud haler
communication 2 way radio
Facilitate Case study of M/V Estonia Answer case study activity sheet Day 2 PPT Slide
68-86
Case study
activity sheet

Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved
Debriefing after activity

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 17 of 27

Course: Competence: Establish and maintain effective communication


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING  Ability to provide relevant information to passengers and other personnel during an emergency situation,
PASSENGER SAFETY, CARGO SAFETY AND HULL to keep them apprised of the overall situation and to communicate any action required of them, taking into
INTEGRITY TRAINING account:
 The language or languages appropriate to the principal nationalities of passengers and other
personnel carried on that particular route
 The possible need to communicate during an emergency by some other means, such as by
demonstration, or by hand signals or calling attention to the location of instructions, muster
station, life-saving devices or evacuation routes, when oral communication is impractical
 The language in which emergency announcement may be broadcast during an emergency or drill
to convey critical guidance to passenger and to facilitate crew members in assisting passenger
Topic: Communication with appropriate language and handsignals
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 Demonstrate ability to communicate and call attention of passengers
 Demonstrate ability to supplement communication thru sign language and hand gestures

Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)
Practical
Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Announcement with different Select trainee from south and north, ask the trainee Active participation, sharing of ideas and whiteboard
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 18 of 27

dialect from south to make an announcement in their native recitation


language and ask the trainee from north if they
understood it.

Core Communication with Relate the activity with lesson Watching and discussing Powerpoint
appropriate language and Explain and discuss Participation in activity slide 114-116
handsignals Recall hand signals used by the stairway guide and other Taking notes on emphasis Whistle
crew in video Demonstrate announcement and calling Loud haler
the passenger attention using simple
english and hand signals
Conclusion Recapitulation Point of emphasis: ask trainee to generalize what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved
Debriefing after practical exercises

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 19 of 27

Course: Competence: Loading and embarkation procedure


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING Ability to apply properly the procedures established for the ship regarding:
PASSENGER SAFETY, CARGO SAFETY AND HULL  loading and discharging vehicles, rail cars and other cargo transport units, including related communications;
INTEGRITY TRAINING  lowering and hoisting ramps;
 setting up and stowing retractable vehicle decks; and
 embarking and disembarking passengers, with special attention to disabled persons and persons needing
assistance
Topic: Loading and embarkation procedure
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 organize safe embarkating and disembarking of passenger including those who needs special assistance
 express and explain how to secure, lower and hoist ramps safely

Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)
Practical
Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Section A-V/2 paragraph 4 Discuss and explain Listening and asking questions Powerpoint
slide 1-3
Core Procedure for loading and Explain and discuss Participation in activity Powerpoint
discharging Pointing out some safety precaution Taking notes on emphasis slide 4-8
Demonstrte hand signals used in loading vehicles Return demonstrate hand signals

Core Procedures for safely lower Explain and discuss Listening and asking questions Powerpoint
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 20 of 27

and hoist ramps, and set up Taking notes on emphasis slide 9-12
and stow retractable vehicle
decks
Core embarking and disembarking Explain and discuss Listening and asking questions Powerpoint
passengers demonstration Taking notes on emphasis slide 13-19
Return demonstration Wheelchair
Stretcher
lifejacket
Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and evaluate if the intended learning
outcome was achieved
Debriefing after practrical exercise

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 21 of 27

Course: Competence: Carriage of dangerous goods


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING Ability to apply any special safeguards, procedures and requirements regarding the carriage of dangerous goods on
PASSENGER SAFETY, CARGO SAFETY AND HULL board ro-ro passenger ships
INTEGRITY TRAINING Topic: Carriage of dangerous good
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 able to determine compatibility of dangerous goods
 describe labels of dangerous goods
 interpret markings of dangerous goods
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Dangerous goods labels Ask trainee if they are aware of labels seen on boxes of Active participation, sharing of ideas and whiteboard
perfumes, chemicals,or any materials that is hazardous recitation
or dangerous.
Core Carriage of dangerous good Discuss and explain listening and discussing Powerpoint
Using compatibility chart, as an activity provide two Participation in activity slide 20-26
dangerousgoods and let the trainee decide the stowage Taking notes on emphasis
of such goods if it needs to be segregated, keep apart,
and no need for segregation or isolated
Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 22 of 27

Course: Competence: Securing cargoes


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING  apply correctly the provisions of the Code of Safe Practice for Cargo Stowage and Securing to the vehicles, rail
PASSENGER SAFETY, CARGO SAFETY AND HULL cars and other cargo transport units carried; and
INTEGRITY TRAINING  use properly the cargo-securing equipment and materials provided, taking into account their limitations
Topic: Securing Cargoes
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 demonstrate the use of cargo securing equipment
 identify SWL of equipment
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)
Practical
Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Sudden stop at high speed Ask trainee if they have experience sudden stop while Active participation, sharing of ideas and whiteboard
the jeep is at high speed, ask them what happened after recitation
the jeepney full stopped.
Core Securing cargo Relate the introduction to the topic listening and discussing Powerpoint
Discuss and explain Taking notes on emphasis slide 27-35
Show different cargo securing equipment and state the SWL of each equipment Shackles
demonstrate how to use it return demonstrate Ropes
chains
Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved

Course: Competence: Stability, trim and stress Calculation


Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 23 of 27

PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:


HUMAN BEHAVIOUR TRAINING INCLUDING Ability to:
PASSENGER SAFETY, CARGO SAFETY AND HULL  make proper use of the stability and stress information provided;
INTEGRITY TRAINING  calculate stability and trim for different conditions of loading, using the stability calculators or computer programs
provided;
 calculate load factors for decks; and
 calculate the impact of ballast and fuel transfers on stability, trim and stress
Topic: Stability, trim and stress Calculation
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 compare the bow and aft draft
 determine if the ship is trimmed by the stern, trim by the bow or even keel
 determine load factors for deck and compare the deck axle capacity
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)

Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Maximum capacity Ask them if the jeepney is overloaded what are the Active participation, sharing of ideas and whiteboard
things that may happen. What if all passenger is on the recitation
other side of the jeep?

Core Stability, trim and stress Relate this introduction with topic listening and discussing V2
Calculation Discuss and explain Participation in activity Powerpoint
As an activity provide the draft and let the trainee decide Taking notes on emphasis slide 36-51
if the ship is trim by stern/bow or with even keel
Discuss danger of loading and ballasting operation with
ships stability
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 24 of 27

Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved

Course: Competence: Opening, closing and securing hull openings


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 25 of 27

HUMAN BEHAVIOUR TRAINING INCLUDING Ability to:


PASSENGER SAFETY, CARGO SAFETY AND HULL  apply properly the procedures established for the ship regarding the opening, closing and securing of bow, stern
INTEGRITY TRAINING and side doors and ramps and to correctly operate the associated systems; and
 conduct surveys on proper sealing
Topic: Opening, closing and securing hull openings
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 demonstrate ability to operate push buttons to close and secure hull openings
 demonstrate ability to note if the light of the closed position in control panel is maintained after closing hull
openings
 enumerate the procedure in conducting sealing surveys
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)
Practical
Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction experiment Ask trainee what will happen if the bottle of a mineral Active participation, sharing of ideas and Whiteboard
water is left half open and soaked to water. Do the same recitation Mineral water,
while piercing the top side of the bottle. sharp object
and basin with
water
Core Opening, closing and securing Relate the introduction with the topic listening and discussing Powerpoint
hull openings Discuss and explain Participation in activity slide 52-61
Demonstration of closing hull openings Taking notes on emphasis Actual ship or
Return demonstartion of securing hull as required by
openings and conduct of sealing survey STCW MARINA

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 26 of 27

Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved

Course: Competence: Ro-ro deck atmosphere


PROFICIENCY IN CRISIS MANAGEMENT AND Knowledge, Understanding, and Proficiency:
HUMAN BEHAVIOUR TRAINING INCLUDING Ability to:
Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado


RENAISSANCE TRAINING CENTER, INC. Rev. No.:0

Rev. Date
PROFICIENCY IN SURVIVAL CRAFT AND RESCUE BOATS OTHER THAN
FAST RESCUE BOATS Initial Issue Date:
December 2016
Author: AOT
Control No.:
IG056(03-16)R1(06-16)
INSTRUCTOR’S GUIDE Page 27 of 27

PASSENGER SAFETY, CARGO SAFETY AND HULL  use equipment, where carried, to monitor atmosphere in ro-ro spaces; and
INTEGRITY TRAINING  apply properly the procedures established for the ship for ventilation of ro-ro spaces during loading and
discharging of vehicles, while on voyage and in emergencies
Topic: Ro-ro deck atmosphere
Number of trainees: 24 Learning Outcome:
At the end of the lesson the trainee will be able to:
 demonstrate ability to read and operate gas measuring equipment
 interpret gas readings if environment is safe or not
Class Lay Out: STANDARD Formative Assessment: Written test (Multiple choice)
Time Phase Content Instructor Led Activity Trainee learning activity Instructional
material used
Introduction Atmospheric gases Ask trainee their awareness with the gases present in Active participation, sharing of ideas and whiteboard
our atmosphere which is suitable for living, let them recitation
contemplate if they are in a certain place is full of
smoke.
Core Ro-ro deck atmosphere Relate introduction with topic Listening and discussing Powerpoint
Explain and discuss Return demonstrate slide 62-67
Demonstrate the use of gas detector Interpret gas readings Gas detectors
Taking notes on emphasis
Conclusion Recapitulation Point of emphasis: ask trainee to generalized what they Sharing of ideas and learning whiteboard
have learned and try to evaluate if the intended learning
outcome was achieved
Debriefing after activity

Prepared by: Checked by: Approved by:

Arsenio Trinidad January Magno Allan Coronado

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