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Certificate II in Transport & Distribution

Maritime Operations

Teacher’s Guide

Maritime Toolbox Teacher’s Guide

Table of ContentsGeneral Overview..............................................................................................3

Purpose...........................................................................................................3Target audience..............................................................................................3Units of competency.......................................................................................4Underpinning ideas.........................................................................................4

Key features…………........................................................................................5Learning setting..............................................................................................5Online communication.....................................................................................7Accessibility....................................................................................................8

Using the toolbox..............................................................................................8Workplace activities........................................................................................9Assessment....................................................................................................9Resources.....................................................................................................10Teacher’s role...............................................................................................10Customisation...............................................................................................10

TDMMF701A Observe safe working practices.........................................21TDMMF801A Comply with emergency procedures.................................25TDMMF901A Fight and extinguish fires...................................................29TDMMF1001A Provide First Aid..................................................................36TDMMF1101A Survive at sea in the event of vessel abandonment.........44TDMMF201A Respond to navigational emergencies..............................50TDMMF3201A Apply regulations when operating a small vessel............58TDMMF1201A Minimise the risk and maintain a state of readiness to

respond to emergency situations involving fire...............63TDMML201A Contribute to effective human relationships on board a

vessel....................................................................................67TDMMR4301A Assist in mooring and anchor handling activities............72TDMMR3001A Operate and carry out basic maintenance on marine

propulsion systems.............................................................76TDMMR3101A Operate and carry out basic servicing on auxiliary

systems................................................................................81TDMMR3201A Operate and carry out basic routine servicing of marine

extra low and low voltage electrical systems...................86TDMMB601A Monitor condition and seaworthiness of a small vessel..90TDMMC701A Apply seamanship skills and techniques when operating a

small vessel..........................................................................94TDMMC901A Manoeuvre a vessel of less than 12 metres in length

within inshore limits..........................................................100TDMMH701A Apply weather information when navigating a small

vessel..................................................................................106TDMMH801A Plan and navigate an inshore passage................................110

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General Overview

PurposeThe demand for training in Maritime operations throughout Australia extends beyond the city and town limits where most Registered Training Organisations (RTO’s) are based and deliver their training.

All states have a significant Maritime industry in metropolitan and regional areas and find that the costs and block release models associated with traditional training methods are often prohibitive for both employer and learner.

It is evident from the experiences and feedback from employers and learners that the need to provide a more flexible approach to training is a necessity to meet the demands of this industry. The increased use of electronic technologies in the Maritime industry has created an environment that will enthusiastically adopt computer based training.

This toolbox approaches learning in an innovative and challenging way and will enable providers to customise learning resources so they are relevant to their immediate audience.

Target audienceThe target audience for computer-based delivery of the selected Units of Competency from this Maritime Toolbox consists of learners primarily studying at the Australian Qualifications Framework (AQF) levels 1 and 2. The toolbox covers 20 units of competency. This includes the 8 pre-sea entry-level units of competency, which are also common compulsory units for each of the 6 certificate qualifications from certificate 1 to the advanced diploma and 11 units of competency selected from the Maritime Deck Operations and cover the full range of work activities for the Certificate II in Transport & Distribution (Maritime Operations) within the Maritime training package.

The ability to access computer based training will be particularly valuable to learners, such as trainees in regional areas, who currently are required to travel to the cities to undertake “block release” training. It will also be of benefit to trainees whose employers would prefer to have them trained on the job. In these instances, one of the benefits to the employer will be that the learner/trainee will be guided in their learning through the provision of tasks that fit into the usual routines of the enterprise.

The ability to provide customised training, to be undertaken “on the job”, will open up opportunities for training of staff for many Maritime enterprises that have previously found training to be too far away, too expensive, and/or too generic for their needs.

Training at AQF levels 1 and 2 provides the foundation skills for the Maritime Industry, and learners at this level are required to gain practical experience under supervision. In line with the requirements of the Training Package assessment for each unit of competency must be undertaken within relevant marine authority approved and audited arrangements by a registered training organisation. The tasks for each unit may be

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used for assessment of knowledge however appropriate practical assessment must also occur at the registered training organisation or on an appropriate working or training vessel.

Units of competencyTraining Package Maritime Qualification TDM 201 01 Certificate II in Transport & Distribution

(Maritime Operations)CompetenciesNational Code UNITS OF COMPETENCYTDMME101A Understand orders and be understood in relation to shipboard

duties TDMME501A Transmit and receive information by marine radio or telephone TDMMF701A Observe safe working practicesTDMMF801A Comply with emergency proceduresTDMMF901A Fight & extinguish firesTDMMF1001A Provide first aidTDMMF1101A Survival at sea in the event of vessel abandonmentTDMMF201A Respond to navigational emergenciesTDMMF3201A Apply regulations when operating a small vesselTDMMF1201A Minimise the risk of fire and maintain a state of readiness to

respond to emergency situations involving fireTDMML201A Contribute to effective human relationships on board a vesselTDMMR4301A Assist in mooring and anchor handling activitiesTDMMR3001A Operate and carry out basic maintenance on marine propulsion

systemsTDMMR3101A Operate and carry out basic maintenance on auxiliary systemsTDMMR3201A Operate and carry out basic routine maintenance on extra low

voltage electrical systems, starter motors and alternatorsTDMMB601A Monitor condition and seaworthiness of a small vessel TDMMC701A Apply seamanship skills and techniques when operating a small

vesselTDMMC901A Manoeuvre a vessel less than 12 meters in length within shore

limitsTDMMH701A Apply weather information when navigating an inshore passageTDMMH801A Plan and navigate an inshore passage

Underpinning ideasThe Maritime Toolbox takes an activity and problem-based approach to learning. Each unit of competency in the Toolbox presents learners with a task to complete for that unit of competency.

Learning tools and activities are provided for the learners to develop their skills and underpinning knowledge in performing specific tasks. The activities also provide an

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opportunity for the learner to assess and check their knowledge and understanding, conduct research and interact with other learners and their facilitator/teacher.

Each unit has a number of tasks for the learners to complete designed to form a meaningful learning experience. All activities, tools and tasks can be customised – they can be adapted by the teacher to include content and/or different delivery contexts – and are supported by a range of learning support resources. More information on activities and resources can be found in the Learning setting section below.

Many of the activities have a workplace component where learners are asked to complete a task or demonstrate a skill to their supervisor.

In line with the requirements of the Training Package, assessment for each unit of competency must be undertaken within relevant marine authority approved and audited arrangements by a registered training organisation. The tasks for each unit may be used for assessment of knowledge however appropriate practical assessment must also occur at the registered training organisation or on an appropriate working or training vessel. The organisation of workplace assessment is the responsibility of the Registered Training Organisation.Key features

Learning setting

The interfaceTo provide a relevant and authentic learning context, the activities and resources in this Toolbox are located within a fictitious Marina that includes a jobs noticeboard, a tasks area, a tools area, an activity area, a support area and Captain Pete, who will provide information throughout the toolbox. This provides learners with a meaningful and familiar environment in which tasks and activities occur.

Pete’s MarinaThe toolbox is set in Pete’s Marina. Pete’s Marina is located on the Muddy River. There are a number of smaller rivers running into the Muddy River, which opens into a smooth water area, protected by a range of small islands. Although called the Muddy River it is actually a beautiful location that attracts numerous visitors and tourists. The fishing is also plentiful for both tourists and commercial fisherman alike.

Pete’s Marina is home to a range of operations. There you will find fishing vessels, tourist charter boats, self-sail yachts, houseboats and dinghy hire. Vessels are moored on the jetty as well as on pole moorings. Maintenance on all the vessels and motors occurs behind Pete’s Marina in the workshop.

On entering the toolbox the learner takes on the role of trainee at Pete’s Marina. Due to the diversity of operations at Pete’s Marina the learner will get to work in a range of areas and on different vessels. The jobs that Captain Pete will assign the learner as

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trainee will help them gain the skills and knowledge to meet the units of competency provided in the toolbox.

Captain Pete will explain what they need to do to complete the jobs and tasks given. As he has been in the Marine industry for a long, long time he will also be able to offer advice from time to time.

The Top NavigationThe top navigation is provided within each of the different areas within the Toolbox and uses icons to link to the job, tasks, tools, activities, glossary and support, so that learners or teachers may easily access any area no matter where they are within the Toolbox.

There is also a Breadcrumb trail provided within the top navigation bar. This can help the learner or teacher identify where they are and how they got there by tracking the links which they have taken. Clicking on the home icon at the beginning of the breadcrumb trail will return you to the home page.

JobFor each unit of competency the learners need to complete a job and one or more tasks within that job. Each job and task will assist the learner to develop the skills and knowledge for that unit.

The job page presents the learner with a scenario to complete.

Tasks Each job requires the learner to complete one or more tasks. Each task includes: Details of the task What needs to be done to complete the task Tools and activities to help complete the task

Tools Tools provide extra information to complete a task. Access to the tools is either where they are mentioned in the task or using the tools icon to select the information as needed. The tools are there to provide additional information to the learner to understand and complete various aspects of your tasks.

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ActivitiesActivities are provided at relevant points throughout the task for the learner to assess their own underpinning skills and knowledge and/or to check understanding. There are activities where the computer will tell the learner if their response is correct e.g. multiple choice, drag and drop, match-ups, short answer. Other activities require the learner to post and respond to comments on the discussion board or interact with other learners.

GlossaryMeanings of words that appear in bold type can be found in the glossary. Clicking on these words will reveal the meaning in a new window. The glossary can also be accessed through the glossary icon that appears on the navigation bar.

Web linksAt various places in the toolbox links are provided to specific websites where the learner can obtain further information. If the links are provided for the learner the words will be underlined. To access, roll the mouse over the words, a hand will appear, clicking the mouse will take the learner to the website.

SupportThis is the area where the learner can communicate with the online facilitator and other learners. The facilitator will be required to explain more fully how to use these functions.The support area is designed for the Registered Training Organisation to include features specific to their organisation. This could include but is not limited to: Link to the discussion board Facilitators email addresses, phone contacts etc Access to additional resources Links or information about additional learning support Information about job outcomes Licensing requirements within your state and job outcomes.

Online communicationCommunication is an integral part of the learning experience promoted by the Maritime Toolbox.

Communication toolsWhere appropriate in activities, learners are encouraged to post responses to activities or questions to the discussion board, or to submit their work to the teacher for evaluation and feedback. Some activities take a discursive slant, asking learners to contribute to a discussion topic, and to discuss the topic with their peers and teacher.

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AccessibilityThe Toolbox has been designed with accessibility in mind, and has been designed to comply with the W3C priority 1 level guidelines.

Access and equityIn an attempt to address access and equity guidelines, the Maritime Toolbox incorporates the following features:

Easy clickable iconsThe use of complicated navigation systems has been kept to a minimum throughout the Toolbox. The navigation features large icons with a correspondingly large ‘click zone’.

Text alternativesWhere audio or other media has been used in the toolbox, a text alternative has also been provided.

Screen reader friendlyThe toolbox navigation system has been designed to be screen reader friendly. Where required the toolbox makes use of ‘hidden links’, invisible to the user, but detectable by screen readers. All browser pages have been developed to the XHTML standard as approved by W3C World Wide Web Consortium.

Easy to navigate interfaceThe Maritime toolbox has been designed with an interface that is both inviting and easy to navigate. The toolbox navigation is directed from the Marina screen interface. From here learners can follow links to the resource areas of the toolbox. Navigation to anywhere in the toolbox can be performed on any page, allowing learners to easily move between all areas.

Using the toolboxThe Maritime Toolbox has been designed so that the teacher or training organisation can customise it for different contexts of delivery. These contexts may be influenced by factors such as industry sector (e.g. commercial fishing versus tourism), training setting (e.g. power driven versus sail boat) and individual learning styles (recognition of current competencies and different learning contexts).

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Customisation can occur on the following levels: Job/Task: The teacher can change or adapt the focus and parameters of a job or

task. Worksheets have been saved as rich text format (RTF) and can easily be edited using a word processing package.

Tools/Activities: Activities and learning tools can also be customised. With the use of industry standard applications they can be readily replaced added to or modified to suit.

Images: Photos and diagrams can be replaced with images more suitable to the industry sector, region or local environment.

To customise resources, you will need to edit the HTML files using a HTML editor such as Dreamweaver, Front Page, Homesite, or even a text-based editor such as Notepad. Some interactions are designed using JavaScript, a language used to create interactive web pages. Anyone with a working knowledge of JavaScript can edit these interactions.

Some activities have been built in Shockwave and Flash. The source files have been included so that these interactions can be customised by anyone with a working knowledge of flash or shockwave, or they can be deleted or completely replaced if they do not suit the target audience.

Workplace activitiesA major strength of this Toolbox is that it integrates learning with workplace activities. These activities can be completed by the learner in the workplace or simulated environment under the guidance of their Facilitator/Master. In most cases a record of these activities will be kept on a downloadable work sheet. This work sheet will then be: Signed off by the workplace supervisor Sent to the online facilitator And the original kept in the student’s logbook file

AssessmentIn line with the requirements of the Training Package assessment for each unit of competency must be undertaken within relevant marine authority approved and audited arrangements by a registered training organisation. The tasks for each unit may be used for assessment of knowledge however appropriate practical assessment must also occur at the registered training organisation or on an appropriate working or training vessel. Workplace-based assessment is outside the scope of resources offered in this Toolbox. The organisation of workplace assessment is the responsibility of the Registered Training Organisation

Some tasks require the learner to complete a work sheet and have it signed off by their workplace supervisor. The RTO may decide whether or not to accept this logbook as evidence of the learner’s competency.

ResourcesLearners will need access to a computer with an Internet browser and preferably with Internet access, be capable of supporting Shockwave/Flash and the free plugins

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installed. Learners will also need access to a printer to print Workplace activity worksheets.

Teacher’s roleThe teacher’s role is one of facilitator, support and guide. By familiarising yourself with the activities and resources in the toolbox you can guide the learners toward particular areas or suggest a pattern of study for those learners who need more direction than others.

CustomisationAll of the activities can be modified to reflect specific industry or organisational standards. The scenarios and images can be customised to reflect events or situations relevant to the workplace.

To customise resources, you will need to edit the HTML files using an HTML editor such as Macromedia Dreamweaver, Microsoft® Front Page, or even a text-based editor such as Microsoft® Wordpad. Some interactions are designed using JavaScript, a language used to create interactive web pages. Anyone with a working knowledge of JavaScript can edit these interactions.

Some interactions have been built using Macromedia Shockwave and Flash. These interactions cannot be customised. However, they can be deleted or completely replaced if they do not suit the target audience.

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TDMME101A – Understand orders and be understood in relation to shipboard duties

This unit involves the skills and knowledge to communicate effectively with others in the course of shipboard duties on board a commercial vessel, including understanding and interpreting orders.

The unit is consistent with the related functional standard in Section AII/1 of the STCW 95 Code and AMSA Marine Orders Part 3, Issue 5, Appendix 4. It forms part of mandatory minimum requirements for familiarisation and basic safety competence required for all seafarers under the STCW Code.

Element Performance Criteria

1. Communicate with officers, crew and others in performing duties

Orders are attended to, interpreted and implemented in accordance with established nautical practice

Effective listening skills are demonstrated Questions are used to gain additional information Verbal and written communication with others in the

performance of duties is clear and precise and uses the standard nautical vocabulary and follows established communications practice

Misunderstandings in communications are avoided using appropriate confirmation techniques and established communication practice

Appropriate techniques are used when communicating with others in multilingual crew to ensure that communications are effective and messages are clearly understood

Various forms of non-verbal communication are appropriately used when working and communicating with others in the course of shipboard duties

Responses are sought and provided to others in the group

Constructive contributions are made in terms of the process involved

Goals or outcomes are communicated and/or recorded

Job: Understand orders and be understood in relation to shipboard duties

Scenario:Understanding and being understood doesn’t just apply around Pete’s Marina. The skills you learn and practice will help you in all your interactions with other people.

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Your new job entails working aboard a new luxury dive boat that takes passengers in comfort to the Outer Reef for a day trip that includes snorkeling or two dives and a nice lunch. Dolphins, and in season, whales are often seen during the trip.

You will need to make notes of orders given and any jobs on the trip and record your experiences.

Task List1. Understanding orders2. Communicating with multilingual crew3. Non-verbal communications4. Communicating and participating

Task 1 – Understanding ordersYour new position at Pete’s Marina is very exciting. The crew you will be working with consists of a Master, Engineer, two deckhands, dive staff and cruise attendants from a variety of language backgrounds. So, what is established nautical practice?English is the accepted and legal language of the sea.

Ask your master/skipper to assist you in compiling a list of orders given on a day trip to the reef.Post to the discussion board and compare 3 others.

The standard nautical vocabulary is contained in the Standard Marine Communications IMO.

What are the dangers onboard a vessel from not using effective listening skills or misunderstanding orders?List 4 examples of each and post them to the discussion board. Compare two other postings.

Tools Standard marine communication phrases

Activities Active listening skills Standard nautical vocabulary

Task 2 - Communicating with multilingual crewAlthough your crew all speak English, they are from a wide and varied background, including Scotland, England, France, Canada, Germany, Israel, Japan and Australia. Lots of strong accents there!

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Using the communication tool provided: Consider why appropriate techniques are needed to communicate with a

multilingual crew. Give 3 examples of techniques you could use with your crew. Give three examples of incidents where better communications would have resulted

in better outcomes. Review the examples of incidents given in the tool. Give an example where poor

communication could cause problems onboard your vessel.Forward to your facilitator for comment.

Tools The importance of effective communication

Task 3 – Non-verbal communicationVarious forms of non-verbal communication are used when working and communicating with others in relation to shipboard duties.

Make a list of all the non-verbal communication used onboard your vessel, including: hand signals distress signals pictograms etcPost to the discussion board and compare 3 others.

Tools Other signals used on the water

Activities Non-verbal communication

Task 4 – Communicating and participatingAhoy, how is the communication going? The ship’s master will want to ensure that the crew know the plan for the day and what their tasks are, so now it is time to put all you have learnt into practice.

Crew information: The crew consists of a Master, Engineer, two deckhands, dive staff and cruise attendants. As the ship caters for tourists, the crew must be aware of language and cultural differences.

The Master is a local with twenty years experience. In charge of an expensive asset and responsible for many people’s lives, the Master knows that the crew must be active and aware of many issues including safety and passenger comfort.

The Engineer is from Glasgow, Scotland, which presents its own language challenges. One deckhand is a local with a coxswains licence while the other is from Canada and is getting sea time for coxswains.

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The cruise attendants are from England and France and are both sure of the superior status of their respective languages. They have hospitality and marine safety qualifications.

The dive staff consists of two dive instructors, a dive master and a DIT or Divemaster in Training. The dive instructors are from Germany and Israel while the dive master is from Woy Woy, NSW and the DIT is from Japan.

The company that operates the ship is safety conscious and customer orientated. The management know that their crew is an important asset of the business.

Training is fundamental to the success of the operation. Language education is integrated within the context of the overall learning rather than being regarded as a separate area.

This task requires group participation. If you are not part of a crew ask you facilitator how to complete the task.

You and your crew are required to participate in the planning for the day’s activity. Compile a report addressing all the issues below and comment on the outcomes of your group’s discussions and communication between crewmembers.

For a successful crew meeting you will need to discuss and report on the following: Any special requirements should be noted – refer to the crew information to address

all the needs What training/language education is required or has been completed prior to the

voyage? What responses are sought and provided to others in the crew in relation to times,

tides, destination, activities, etc. List all areas needing to be addressed. List what constructive contributions are made in terms of the process involved. Get

it right the first time, the ship’s master would rather have you ask a question then get it wrong later. What questions were asked or should be asked by the crew?

What are the goals and outcomes? How are they communicated and/or recorded. Once you have completed your report forward to your facilitator for comment.

Activities Communication record sheet

Teachers roleBecome familiar with the job and tasks. Make sure you have read the tools and are familiar with the activities.

Moderate the postings to the discussion board by providing feedback and encouraging students to comment of each others postings.

Provide feedback on communication activity and crew meeting reports.

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Alternative approachesThe discussion board activities may be used for small group discussions in face to face classes.

Set up a role play with students taking on the role of different crew members and conduct a crew meeting.

To finalise this unit of competency the learner will need to complete the following: Posted orders list to the discussion board Posted examples of dangers on board a vessel from not using effective listening

skills or misunderstanding orders Active listening skills and Standard nautical vocabulary activities Forwarded importance of effective communication answers to your facilitator Non-verbal communication activity Crew meeting report Practical activity – Communication Record Sheet

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TDMME501A – Transmit and receive information by marine radio or telephone

This unit involves the skills and knowledge required to transmit and receive information by marine radio or telephone on board a commercial vessel, including using marine VHF and HF radiotelephone in accordance with regulations, carrying out user-maintenance and fault-finding procedures on radio equipment and power supplies, and operating an emergency position indicating beacon (EPIRB) and a search and rescue transponder (SART).

The unit is consistent with the Radio Regulations adopted by the World Administrative Radio Conference for the Mobile Service, 1987, the AMSA Marine Orders Part 6, and the Australian USL Code, Section 2, Schedule 5.


1. Operate VHF and HF Radio equipment to transmit and receive messages

Types of radio equipment are selected and operated within limits of specifications

Radio equipment is operated to transmit and receive various types of signal in accordance with manufacturer’s instructions, established radio operation procedures and regulatory requirements

Regulations and procedures applicable to vessel stations equipped with radiotelephony and digital selective calling (DSC) facilities are applied during radio communications

OHS procedures and hazard control strategies are applied when operating radio equipment in accordance with vessel’s ISM Code safety management system

2. Maintain and fault-find radio equipment

Routine maintenance checks are carried out on radiotelephony equipment in accordance with manufacturer’s instructions and specifications and company procedures

Out-of-specification performances and faults in radio equipment are correctly identified and investigated using prescribed fault-finding techniques in accordance with established user maintenance procedures and manufacturer’s instructions

Identified faults and defective radio equipment and component parts are rectified or replaced in accordance with manufacturer’s instructions and established maintenance procedures

3. Access search and rescue radio facilities

Application is made to the appropriate organisation for the provision of the required search and rescue services

Information required by AUSREP (Australian Ship Reporting) system is supplied in the required format

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4. Deploy and operate an EPIRB and a SART

Routine checks are carried out on Emergency Position Indicating Radio Beacons (EPIRBs) and Search and Rescue Transmitters (SARTs) to confirm their operational capability in accordance with manufacturer’s instructions and specifications

Appropriate action is taken to rectify or replace EPIRBs or SARTs that are found to be malfunctioning or are inoperable in accordance with manufacturer’s instructions and company procedures

Emergency Position Indicating Radio Beacons (EPIRBs) and Search and Rescue Transmitters (SARTs) are deployed as required in accordance with manufacturer’s instructions and established search and rescue procedures

Job: Transmit and receive information by marine radio or telephone

Scenario:Working around Pete’s Marina is great. There is always something going on, so you get many different jobs.

Operating a marine radio is one skill you can really learn on the job. You will use the radio for all kinds of things like calling the fuel dock to see if the boat can be refuelled and at what time.

Of course, you always need to get a weather report before heading out to sea. When you are at sea, you listen for weather updates and navigational information. Capt Pete might want to call to see how you are going, you might hear another boat say where the fish are biting or someone might need help.

You will need to do the following: Transmit and receive information by marine radio or telephone on board a

commercial vessel, including using VHF & HF radiotelephone Carry out user maintenance and faultfinding procedures on radio equipment and

power supplies Access search and rescue and rescue radio facilities Deploy and operate an EPIRB and a SART Maintain records of radio communications

Task List1. Types of equipment and how to use them2. Search and rescue3. Deploy and operate an EPIRB and SART4. Maintain records of radio communications

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Task 1 - Types of equipment and how to use themAhoy there, ready for a new task? Capt Pete has a rule that the only people worth employing are those who see something that needs doing and they then do it, so it is easy to get experience around the marina.

Radio operation is a good example as communication is so important to the smooth operation of Pete’s Marina and its fleet of boats.

Locate the communication equipment onboard your vessel and post to the discussion board. Compare 2 others.

Using the Marine Radio handbook, complete the following: Prepare samples of radio calls Practice using the radio calls Make notes of your practical use of various radio and communications equipment

including the telephone Use a small tape recorder to hear what you sound like ‘on air’Then complete the “Marine Radio Record Sheet”.

To complete this task you will need to complete the following: Demonstrate and practise safe handling of lead acid batteries Make a list of battery safety procedures Demonstrate and practise basic faultfinding List what pre sea checks are required When do you call an electrician?Forward to your facilitator for comment.

Tools Types of radio equipment Radiotelephone transceiver controls Sounding good on the radio Using a marine radio OH&S procedures and hazard control strategies

Activities Marine radio transmissions

Task 2 - Search and rescueAhoy. Before you go out to sea, you will need to get a weather report. Make sure you are confident using basic marine operation and know how to access search and rescue radio facilities.

Let’s get a forecast for the weather before we set sail. Go to the BOM (Bureau of Meteorology) website at http://www.bom.gov.au/info/marine/marpamp.shtml to check out the weather in you local area.

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http://www.bom.gov.au/info/marine/marpamp.shtml


Before you go to sea, you need to get a weather report. Click on the link to go to the Bureau of Meteorology and locate the weather report for your area: http://www.bom.gov.au/marine/seaphone_ug.pdf

Let’s look at basic radio operation in a bareboat fleet. Go to:http://www.holidaysallover.com.au/rio/rio/vhf/vhf.html to research using your VHF marine Radio and Using your VHF marine Radio2.

To complete this task you need to give details of the following: What are the SAR frequencies for VHF and MF/HF including DSC What are the content requirements of distress messages What are the legal requirements Demonstrate written log book requirementsForward to your facilitator for comment

Tools Weather

Task 3 – Deploy and operate an EPIRB and SARTReport on the following then forward to your facilitator: Describe how an EPIRB works How do you deploy and operate an EPIRB Describe how a SART works How do you deploy and operate a SART How do you safely transport and stow this equipment Describe radio distress signals

Task 4 - Maintain records of radio communicationsAhoy. Records of all radio communication are vital. The radio log needs to be updated, stored, filed and positioned in an accessible location on the vessel.

Prepare: A list of required documents for the vessel A logbook sheetRefer to the Marine Radio Handbook for clues. Once completed forward to you facilitator for comment.


Ensure learners have access to the Marine Radio Operators Handbook.

Moderate discussion board postings and encourage learners to comment on the postings from other learners.

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http://www.holidaysallover.com.au/rio/rio/vhf/vhf.html

http://www.bom.gov.au/marine/seaphone_ug.pdf


Provide feedback on tasks and activities.


Provide opportunity for learners to practice operating a marine radio. This could be in a real situation or simulated via role-play or in an online chat session with or without audio.

To finalise this unit of competency the learner will need to complete the following: Located the communication equipment and posted to the discussion board The radio calls task and Marine Radio record sheet Researched the regulations and procedures Battery and fault finding task Marine radio transmissions activity Researched the various websites for information on weather and basic Radio

Operation Answered the Search and rescue questions Listed the emergency distress equipment onboard your vessel Reported on EPIRB and SART equipment and procedures Prepared a list of required documents and logbook sheet Reported on EPIRB and SART equipment and procedures

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TDMMF701A – Observe safe working practices

This unit involves the skills and knowledge required to implement regulatory requirements for occupational health and safety on board a commercial vessel, including following and applying established maritime safe working practices and procedures and hazard control strategies.

The unit is consistent with the related functional standard in Section A VI/1-4 of the STCW95 Code and AMSA Marine Orders Part 3, Issue 5, Appendix 4. It forms part of mandatory minimum requirements for familiarisation and basic safety competence required for all seafarers. It covers the National Occupational Health and Safety Commission Generic Competency A and is equivalent to the Seafood Industry competency standard SFICORE104A Meet Workplace Health and Safety Requirements.


1. Identify and follow workplace procedures for hazard identification and risk control

Safety regulations and established vessel’s safety and hazard control practices and procedures are obtained, interpreted and applied to day-to-day work activities

Workplace procedures for Occupational Health and Safety and related work instructions for controlling risks onboard a vessel are accurately followed

Workplace procedures for dealing with shipboard accidents, fire and emergencies are known and followed

Hazards in the workplace are identified and appropriate action is taken to report them and to minimise or eliminate risk to personnel, vessel and the environment

Where relevant, procedures and precautions necessary for entry into a pump room, fuel tanks or other confined spaces on a vessel are correctly followed

Personal protection clothing and equipment is correctly used in accordance with established shipboard safety practices and procedures

Appropriate assistance is provided in the event of a shipboard emergency to secure the vessel and its machinery and equipment and to maintain the safety of the vessel and persons involved

Established emergency and contingency plans are followed in the event of a shipboard emergency

2. Contribute to arrangements for the management of occupational health and safety

Occupational health and safety issues and identified safety hazards are raised with designated personnel in accordance with workplace procedures and relevant occupational health and safety legislation

Contributions to occupational health and safety management in the workplace are made within

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workplace procedures and provisions of relevant legislation

Occupational health and safety issues are raised with designated personnel in accordance with workplace procedures and relevant occupational health and safety legislation

Contribute to participative arrangements for occupational health and safety management in the workplace within vessel’s procedures and scope of responsibilities and competencies

5. Complete Occupational Health and Safety records

Occupational health and safety records for self are completed in accordance with workplace requirements

Legal requirements for the maintenance of records of occupational injury and diseases are followed

Job: Observe Safe Working Practices

ScenarioIn this job you will be working with Tom, who is the Workplace Health & Safety Officer at Pete’s Marina, to ensure that the new vessel in the fleet is safe for crew and passengers.

Tom will guide you through a number of tasks so that you become familiar with safe work practices including: the deckhands responsibilities the type and location of all safety signage the safety clothing on board safety practices and procedures OH&S legislation how to report marine incidents

Task List1. The working environment2. Safe working practices3. OH&S, audits & report marine incidents

Task 1 – The working environmentAhoy me Matey's, In this task you are going to look at some of the basic responsibilities relating to safety on board a vessel.

Practical Activity - you are required to identify the type and location of all safety signage on board a commercial vessel. Use the Safety Sign Identification Record Sheet to complete this activity.

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Identify the dangers or hazards on board your vessel. What are the deckhand’s responsibilities to control risks for each of these? Post to the discussion board and compare 3 others findings.

Tools Responsibilities and dangers

Activities A Deckhands’ responsibility Safety sign identification record sheet

Task 2 – Safe working practicesAhoy, what procedures are required to make sure your vessel is a safe place to work? How can you assist to maintain a safe environment? This task will help answer those questions.

Using the safety procedures you have learnt, identify how you would provide appropriate assistance in the event of a shipboard emergency to: Secure the vessel Secure its machinery and equipment Maintain the safety of the vessel Ensure safety of persons onboardComplete the Emergency Record Sheet and forward to your facilitator for assessment.

Tools Operations and procedures

Activities Protective clothing and equipment Safety quiz Emergency record sheet

Task 3 - OH&S, audits & report marine incidentsAhoy, Tom needs a hand to complete a safety audit of the vessel. Your task is also to assist in identifying and reporting on areas of non-compliance.

It is now time to help Tom with the Heath and Safety Audit. Don’t forget to identify at least one issue from the audit and complete a hazard report. Click on Health and Safety Audit for more details.

Obtain the “Marine Incident Form” from your local marine authority, ships captain, course facilitator or from the internet. An example of the form used by Pete’s marina is available here: Marine Incident Form F3071.

Fill in the form using the following scenario:

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During a violent tropical storm one of the vessels Moored at Pete’s Marina the ME II, broke free of its mooring. The ME II Registration No. “WWW1010” is an 18-meter, steel boat with a 150Hp diesel inboard engine used for prawning in the local estuaries.

The ME II is owned by Captain Pete Morgan of Pete’s Marina, Windy Point.Ph. No. 555 555 757D.O.B 15/01/1945Master Class 5License No.2222 5559999

Tools The Act’s objective International Safety Management (ISM) Code 2002 Marine incidents Hazard Report Form

Activities Health and safety audit


Provide learners with examples of OH&S records. Provide examples of completed audits. Facilitate an online discussion/chat on issues highlighted in the Health and Safety audits and discuss recommendations to reduce/minimize risk factors.


Provide learners with the opportunity to conduct a health and safety audit on different vessels.

To finalise this unit of competency the learner will need to complete the following: The safety sign identification record sheet and practical activities Posted dangers, hazards and responsibilities of deckhand to discussion board A Deckhands’ responsibility and safety sign identification record sheet activities The safety quiz and protective clothing activity The emergency record sheet and sent details of safety procedures assistance to

facilitator The health and safety hazard form Health & safety audit The marine incident report

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TDMMF801A – Comply with emergency procedures

This unit involves the skills and knowledge required to take appropriate initial action on becoming aware of an emergency on board a commercial vessel and to follow established emergency response procedures.

The unit is consistent with the related functional standard in Section A VI/1-4 of the STCW95 Code and AMSA Marine Orders Part 3, Issue 5, Appendix 4. It forms part of mandatory minimum requirements for familiarisation and basic safety competence required for all seafarers.


1. Take action on becoming aware of an emergency

Emergency situations are correctly recognised and identified

Response to an emergency situation follows established vessel’s emergency response procedures

Correct action is taken on discovery of an actual or potential emergency in accordance with established vessel procedures

Information given on raising alarm is prompt, accurate, complete and clear

2. Follow established emergency procedures

Vessel’s contingency plans for emergency response are known and are implemented in real and simulated emergency situations

Escape routes and internal and external communications and alarm systems are correctly used in real and simulated emergency situations in accordance with regulatory requirements and established procedures

Emergency communications and alarm signals and systems are understood and required action implemented in accordance with emergency procedures and regulatory requirements

Planned damage control procedures for dealing with damage to the vessel and its hull are implemented in accordance with company procedures and regulatory requirements

3. Follow procedures for the use of various life-saving appliances

Participation in life saving drills confirms readiness to correctly carry out life-saving procedures and use life-saving appliances

Procedures for the use of various shipboard life-saving appliances are followed in accordance with regulatory requirements, manufacturer’s instructions and company procedures

Job: Comply with emergency procedures.

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Scenario:You are employed as a deckhand at Pete’s Marina. Before working on any of the vessels in the fleet all crew at the marina are required to complete a safety induction. Everyone also participates in emergency drills on a regular basis. In emergency situations, you and the other members of the crew need to make some quick decisions and take appropriate actions, while complying with emergency procedures.

While working at the marina this week you are involved in 3 emergency situations. These are: Beaching and refloating the vessel A fire An emergency at sea

Task List1. Beaching and refloating the vessel2. Fire on board the vessel3. Emergencies at sea

Task 1 – Beaching and refloating the vesselAhoy. You are returning from a whale-watching trip and one of the passengers needs urgent medical treatment. You will need to beach the vessel in order to get the ill passenger safely to an ambulance. Afterwards you will need to refloat the vessel and return it to the mooring at the marina.

Good luck and safe travelling!

Determine how you will: Beach the vessel to get your ill passenger safely to an ambulance How you will refloat the vessel What you will do if the vessel begins to founderDocument this in a report and forward to your facilitator for feedback.

Tools Beaching Stranding and grounding Foundering

Activities Beaching, Grounding and Stranding

Task 2 – Fire on board a vesselAhoy. While preparing for a whale watching tour aboard the charter vessel “CU II”, a fire has started in the engine room. You and the other members of your crew will need to make some quick decisions and take appropriate actions to deal with this fire-fighting emergency on board the vessel.

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Determine your initial response to the fire in the engine room. Using the following headings dot point your response to the fire on board the vessel “CU II”: Safety precautions you need to take How and if you will attack the fire What you should do after the fire is outPost your response to the discussion board and compare your answers with the other learners.

Tools Safety precautions when fighting a fire How and when to attack a fire When the fire is out Practice fire drills

Activities Fire fighting New crew orientation

Task 3 – Emergencies at seaAhoy there, keep alert there is another emergency!! While on your whale watching tour, a passenger gets a bit excited at seeing the whales close up and falls overboard. What do you do now?

Find out the following information for the Volunteer Marine Rescue Group, which is responsible for your local area: Location (base) Call sign Repeater No. Phone No. Post this information to the discussion board.

To complete this task, you need to make a detailed report on the man overboard-emergency situation on board the vessel. Include the following: Identify the situation What are the vessels emergency response procedures? What actions would you take? How would you raise the alarm? Life-saving appliances – your participation and use.Send your report to your facilitator for feedback.

Tools The essentials for survival at sea Emergency station list or muster list Emergency signals Safety and distress calls

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Activities Skills and knowledge Emergency station Identify emergency signals Safety and distress call identification


Provide feedback on reports sent by learners. Moderate the postings to the discussion board by providing feedback and encouraging students to comment of each others postings.

Provide examples of situations involving beaching and refloating vessels and dealing with other emergency situations.


Role play emergency drills and safety and distress call procedures. Provide opportunity to use various life-saving devices.

To finalise this unit of competency the learner will need to complete the following: Determined how to beach and refloat vessel – sent report to facilitator Beaching, Grounding and Stranding activity Posted response to the fire to the discussion board New Orientation Checklist and forwarded to your facilitator Fire fighting and new crew orientation activities Practical activity for emergency stations Posted the VMR findings to the discussion board Forwarded your report to your facilitator Skills and knowledge, emergency station, identify emergency signals and safety

and distress call identification activities

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TDMMF901A – Fight and extinguish fires

This unit involves the skills and knowledge required to fight and extinguish fires onboard a commercial vessel.

The unit is consistent with the related functional standard in Section A VI/1-2 of the STCW95 Code, AMSA Marine Orders Part 3, Issue 5, Appendix 4, and the Australian USL Code. It forms part of mandatory minimum requirements for familiarisation and basic safety competence required for all seafarers.


1. Operate portable fire-fighting equipment

A, B, and C classes of fires are correctly identified in accordance with accepted fire-fighting practice

Correct portable fire-fighting equipment is selected and used to fight specific classes of fires

Class F fires are correctly extinguished with a fire blanket in accordance with accepted fire-fighting practice

Correct techniques are applied for the use of hose lines to extinguish fires on board a vessel

Where applicable, correct techniques are applied for the setting up of foam making equipment to extinguish B Class fires on board a vessel

2. Recharge portable fire extinguishers (where applicable)

Where applicable, correct techniques are used to recharge the various types of portable fire extinguisher

Portable fire-fighting equipment is confirmed as operational following recharging

3. Carry out fire-fighting operations

Correct procedures and techniques are followed when fighting fires in simulated or real fire emergencies

Safety clothing, appliances and equipment are appropriate to the nature of the fire-fighting operations

Extinguishment of a fire is achieved using appropriate procedures, techniques, equipment and fire-fighting agents

Correct portable fire-extinguisher(s) are selected and used for the class of fire involved in a fire emergency

Appropriate safety precautions and procedures are applied when fighting fires in accordance with regulatory requirements, vessel’s procedures and established fire-fighting practice

The timing and sequence of individual actions when fighting fires onboard a vessel are appropriate to the prevailing circumstances and conditions

Procedures for donning and starting up self-contained breathing apparatus (SCBA) are correctly applied

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Procedures for the logging of SCBA operators on a BA Control Board is correctly followed in accordance with vessel’s procedures an accepted fire-fighting practice

Search and rescue operations in a smoke filled environment are correctly conducted as a member of a fire-fighting team in accordance with accepted fire-fighting practice

Interior fires are extinguished using appropriate fire fighting equipment and procedures as a member of a fire-fighting team in accordance with accepted fire-fighting practice

Lifeline signals are correctly used during interior fire-fighting operations

A compartment filled with high expansion foam is correctly entered as per accepted fire-fighting practice

Job: Fight and Extinguish Fires

Scenario:You are employed as a deckhand on the commercial fishing vessel “MEII”, at Captain Pete’s Marina. A fire has started in the engine room.

It is the crew’s responsibility to try to save the vessel and crew. You will need to: Determine the cause and type of fire When and how to attack the fire Follow the fire plan for your vessel Successfully use the appropriate fire fighting equipment

After ensuring the fire is out and the vessel and crew are safe you will need to report this incident to the local authorities.

All crew complete a thorough induction before starting on any of the vessels in the fleet and also practice the Emergency Drills on a regular basis.

Task List1. What is a fire2. Signs, notices and colour codes3. The fire plan4. Fire fighting equipment on your vessel5. When there is fire

Task 1 – What is a fireYou need to determine what elements need to be present for a fire to start and how they are able to spread throughout a vessel or even to other vessels.

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You have been notified that there is a fire in the engine room. Determine what elements need to be present to start a fire. Then describe: What type of fire it is How the fire could have started How it could spread throughout the vesselPost you findings to the discussion board and compare two others.

Post to your discussion group: Three (3) fire risk areas of a vessel Describe what you, as a crewmember can do to prevent an incident from happening

in these areas What can be done to maintain a safe environment onboard a vessel

You need to determine how, when and if to attack the fire. Use the information you have learnt in “rate of burning” and “classes of fire” to give details on what you would do in the case of the engine room fire. Forward to your facilitator for assessment and feedback.

Tools Elements of a fire How fires spread Common causes of fire Fires in ships The five classes of fire

Activities Fire Classes of fire

Task 2 – Signs, notices and colour codesYou need to be able to identify the various Safety Signs, Notices and Colour Codes aboard your vessel so that you are able to ensure your own safety and that of your fellow crew.

You will need to have access to a vessel currently within survey. If you are not sure how you will achieve this, speak with your course facilitator. Inspect each major compartment on board that has regular access for routine tasks

and note each of the safety signs with a description of its purpose. Identify the type of all Fire Extinguishers on board and list by location.Complete the new crew orientation checklist and forward to your facilitator.

Tools Safety signs and colour codes Portable fire extinguishers

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Activities Identify gas cylinders New crew orientation checklist

Task 3 - The fire planSurviving a fire emergency should be much more than a matter luck. Although luck is always a factor, it works much better when combined with skill, knowledge, and preparation. When a fire breaks out, every second makes a difference. It takes a plan and a team.

After the FireAsk the ships master or crew from your vessel or others, if they can tell you about any fires they have had or they know of, aboard a vessel. Post your findings to the discussion board and give details of: Did they have a fire plan How did the fire plan help in each example Were there any mistakes

Post to the discussion board a description of the fire fighting drills performed on board your vessel and their frequency. If you do not perform these drills on your vessel because it is not required to do so, describe why it is not required and the method and frequency used to inform the crew of how to respond to these emergencies.

Obtain a copy of the ships fire plan and review it. Post to your discussion board any comments you might make in regards to: its currency layout does it meet all legislative requirements is it complete how could it be improved upon

Tools Why have a fire plan The plan Common mistakes The importance of drills

Activities Reviewing the plan

Task 4 - Fire fighting equipment on your vesselYour skipper should ensure that the vessel has the required fire fighting equipment on board, as outlined in the USL code. However it is the duty of every crewmember to know how it is used and how to maintain the equipment. The crew must also check that it has not been stolen or lost and that it is in good condition.

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Fire Fighting ArrangementsThis exercise will help you to learn about the fire fighting arrangements aboard your vessel. To complete this exercise you need to have access to a vessel in survey that has major compartments including wheelhouse, engine room, accommodation spaces, galley and/or saloon.

Inspect each major compartment that has regular access for routine tasks and make notes: What portable fire fighting equipment is installed in each compartment Are there any fixed fire fighting installations or other means of preventing the spread

of fire Draw a diagram of the layout of the vessel Show or list the fire appliances installed in each compartmentForward your answers to your facilitator.

Tools Fire extinguishers Fire extinguisher selection Miscellaneous fire fighting equipment

Activities Fire extinguishers Selection Equipment choice Respiratory hazards Respiratory equipment and hazards

Task 5 - When there is fireBig fires start as small fires. If fire breaks out on board there are a lot of things to do right away. You will determine: your initial response evaluate the safety precautions you need to take decide on how and if you will attack the fire

Priority ActionsThe following scenario will help you to think about how to react to a fire emergency.

While on watch with the skipper at 0430, the wheelhouse gauges indicate a problem is experienced with overheating of the main engine. The skipper sends you below to wake the engineer and tell him the problem. On entering the accommodation space, you see smoke appearing from under the door of the mate's cabin.

What action would you take? Write down:

o the order of priority of your actionso the reasons for the priority

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o any reports that you would makeo the information you consider essential in those reports

Submit this information to your course facilitator.

Go to: Marine Incident Reports to complete this practical activity.

The following activities will need to be performed under strict supervision after adequate training has been provided from a trained professional in fire fighting. Discuss this with your Course Facilitator/Master before attempting either of these activities.

Once completed forward to your course facilitator for assessment.

Tools Safety precautions when fighting a fire When to attack a fire Removing the causes of fire When the fire is out Practice fire drills

Activities Fire fighting Marine incident reports Fire fighting record sheet Confined space record sheet


Provide feedback on reports sent by learners. Moderate the postings to the discussion board by providing feedback and encouraging students to comment of each others postings. Provide feedback on tasks and activities.

Encourage learners to access their local fire service to gain additional knowledge.


Provide feedback on reports sent by learners. Moderate the postings to the discussion board by providing feedback and encouraging students to comment of each others postings.

To finalise this unit of competency the learner will need to complete the following:

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Determine what elements need to be present for a fire to start and posted to your discussion board

Posted to the discussion board: Three (3) fire risks, preventative and maintenance requirements on board a vessel

Forwarded details of how, when and if to attack a fire to your course facilitator Fire and classes of fire activities Inspected each major compartment on board a vessel and completed the new crew

orientation checklist and forwarded to course facilitator Identify gas cylinders and new crew orientation checklist activity Posted to the discussion group:

o after the fire detailso description of fire fighting drillso review of fire plan

Reviewing the plan and activity Forwarded details of fire fighting arrangements to course facilitator Fire extinguishers, selection, equipment choice, respiratory hazards and respiratory

equipment and hazards activities Forwarded details of priority actions to your facilitator The marine incident report Fire fighting, practical activities record sheet for fire fighting and confined spaces

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TDMMF1001A – Provide First Aid

This unit involves the skills and knowledge required to provide basic first aid on board a vessel, including the performance of immediate life saving first aid until qualified medical assistance is available; the recognition of the symptoms and signs of acute illness and/or injury and the taking of appropriate action; the correct management of wounds and bleeding, burns, and bone and muscle injuries; and the adaptation of First Aid procedures for remote situations. (The unit is consistent with competency requirements set for the ‘St John Ambulance National Senior Level First Aid Certificate’ and ‘Level 2 First Aid Certificate’.)

(Note that this unit may be replaced with the generic First Aid Unit currently being developed by the Health and Community Services Industry Training Advisory Board when endorsed)

The unit is consistent with basic first aid requirements specified in the AMSA Marine orders and the Australian USL Code.


1. Perform immediate life saving first aid pending the arrival of medical assistance

The priorities of First Aid Care are correctly applied in a real or simulated first aid situation

The DRABC Action plan is correctly used to identify and control danger, loss of consciousness, loss of airway, breathing and circulation

An unconscious casualty is correctly placed in stable side position and the steps in clearing the airways to promote breathing in accordance with established first aid procedures

The correct method of Expired Air Resuscitation (EAR), External Cardiac Compression (ECC) and Cardio Pulmonary Resuscitation (CPR) is applied in a real life resuscitation situation, or in a simulated exercise using a manikin

2. Recognise the symptoms and signs of acute illness and/or injury and take appropriate action

The symptoms and signs of the most common causes of unconsciousness are correctly identified

A real or simulated unconscious casualty is cared for in accordance with established first aid procedures

Causes of respiratory failure and breathing difficulty are correctly identified and appropriate care is provided for a real or simulated casualty with obstructed breathing

The symptoms and signs of a casualty with angina pain, heart attack and heart failure are correctly identified

Symptoms and signs of acute abdominal and pelvic injury are correctly identified and appropriate immediate first aid treatment of these conditions is provided in a

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real or simulated situation Facial, ear and eye injuries in a real or simulated first aid

situation are correctly managed in accordance with established first aid procedures

The symptoms and signs of poisoning, bites and stings are correctly identified and appropriate immediate management of these conditions is provided in a real or simulated situation

A real or simulated conscious casualty with an acute illness and/or injury is cared for in accordance with established first aid procedures

3. Manage wounds and bleeding

Severe external bleeding is correctly controlled in a real or simulated situation

The symptoms and signs of severe internal bleeding are correctly identified and appropriate immediate management of these conditions is provided in a real or simulated situation

The symptoms and signs of shock as a result of severe injury are correctly identified and appropriate immediate management of these conditions is provided in a real or simulated situation

A real or simulated laceration, abrasion and a deep puncture wound is correctly managed in accordance with established procedures

The signs of wound infection are correctly identified and a real or simulated wound infection is correctly managed in accordance with established procedures

4. Manage burns Immediate rescue procedures are correctly used in real or simulated first aid situations involving a burned casualty

The severity of a burn is correctly assessed in terms of depth, position and size in accordance with established first aid procedures

The correct method of treatment for burns and associated shock is correctly applied in real or simulated first aid situations involving a burned casualty

5. Manage bone, joint and muscle injuries

Symptoms and signs of factures (simple and complicated), are correctly recognised in accordance with established first aid procedures

Problems and treatment associated with dislocated joints are correctly managed in accordance with established first aid procedures

First aid treatment of pelvic and chest injuries and fractures of limbs, including immobilisation techniques is correctly performed in accordance with established

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procedures A real or simulated casualty with suspected head, neck

and back injuries is correctly cared for in accordance with established first aid procedures

The symptoms and signs of sprains and strains are correctly identified in accordance with established first aid procedures

The RICE method of treatment of sprains and strains is correctly used in real or simulated first aid situations involving sprains and strains

6. Adapt First Aid procedures for remote situations

Safety precautions needed to prevent accidents, illness and injuries and infection in remote area situations are correctly applied in real or simulated situations

Identify and discuss the factors involved in the prevention of heat and cold exposure

The symptoms and signs of a real or simulated casualty exposed to heat or cold are correctly identified including hyperthermia and hypothermia and appropriate management of the casualty carried out in accordance with established first aid procedures

A real or simulated ill or injured person in remote conditions is correctly cared for until help arrives, including the monitoring of airway, breathing and heart beat, the control of pain, hydration and the maintenance of body temperature

A real or simulated casualty with ‘severe injuries’ in a remote situation is correctly cared for, including the preparation for transport

First aid and emergency equipment required for remote area situations is correctly identified and used in real or simulated situations in accordance with established first aid procedures

Job: Provide First Aid

ScenarioNow that you have completed your Senior First Aid Certificate, you have been asked to take on the role of First Aid Officer aboard your vessel.

This position has many responsibilities, some of which are: To ensure that all documents and information aboard relating to First Aid are

current, reliable and practical To ensure that all first aid equipment is maintained and items have not expired To provide emergency first aid as required aboard your vessel

Some of the incidents you are required to attend to in this new position include:

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The engineer apparently suffering from electrocution A passenger that has been bitten by a dangerous marine creature A crewmember with an eye injury A passenger who has ingested a corrosive chemical Injuries to a crew member standing in the bite of a rope Burns to a crewmember who was trying to put out a fire in the galley One of the crew had his hand crushed while attempting to hold a fender in place

Note: These learning resources and activities will assist you in obtaining the knowledge to provide first aid on board a vessel however you will need to discuss with your facilitator/training organization how you will undertake the practical requirements and assessment consistent with a ‘Level 2 Senior First Aid Certificate’.

Task List1. Maritime health2. The first aid kit3. Emergency first aid4. Typical maritime hazards

Task 1 – Maritime healthThe standard of safety of a ship is dependent not only on the health of the ship but more so on the health of the seafarers in charge of the operations of a ship.Before you have any incidents to deal with it would be good to be familiar with the maritime regulations that deal with the administration of First Aid on board a vessel.

Tools IMO standards of training and maritime health Medical issues

Activities Conventions and codes

Task 2 – The first aid kitIf your vessel is likely to operate in remote areas, your reliance on the medical kit will be much greater. You will need to ensure that its contents have not expired and that it is fully maintained.

For a vessel familiar to you identify which would be the most suitable Marine First Aid kit to have on board. Post details of type of vessel, operating area and recommended kit to the discussion board and compare your findings with the other learners.

Task 3 – Emergency first aidA current Senior First Aid Certificate is compulsory for attaining a Coxswains Certificate from your State or Territory Authority.

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Now that you are ready to take on the role of First Aid officer on the vessel the crew are bringing the vessel to the wharf to prepare for the three day live aboard trip to the reef.

While manoeuvring the vessel into a tight space on the wharf, a stern spring line was used and when under strain it snapped. One of the crew was standing in its bite when this occurred and has been injured as a result. The recoil of the rope acted in a whipping motion and has put a rather large gouge in his upper arm as well as breaking some ribs and possibly causing internal bleeding.

Please describe what you, as a senior first aid officer would do for this crewmember to: Control the bleeding from the gouge in his upper arm What symptoms or signs should you be looking for to determine if he has any

internal bleeding resulting from his broken ribs? What symptoms or signs should you be looking for to determine if he is suffering

from shock and what actions would you take if this does occur?Send your response to your facilitator for feedback.

Before entering any accident scene you need to first be aware and remove any dangers that may affect yourself, others or any casualties.

Obtain a copy of the flowchart “Handling an Emergency” PDF document available from the St Johns website and demonstrate to your course facilitator that you are able to follow its recommended procedures in a given a situation.

To access this resource Go to the St Johns Ambulance website - http://www.stjohn.org.au/ Click on the link to First Aid Information Click on the link to Emergency First Aid – a quick guide Select the file Handling an Emergency .PDF

There has been a fire in the galley and one of the crew has been burnt on the forearms while trying to put out the fire. He has become overwhelmed by the smoke and is now unconscious on the floor with his overalls on fire.

Please describe what you, as a senior first aid officer would do for this crewmember in regards to: Rescue procedures in relation to burned casualty How you would assess the severity of the burn in terms of depth, position and size

according to first aid procedures Correct method of treatment for burns and associated shockPost your response to the discussion board and compare your response with that of the other learners.

One of the passengers has accidentally ingested a corrosive chemical. Please describe what you, as a senior first aid officer would do for this passenger and post this information to the discussion board.

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http://www.stjohn.org.au/

http://www.stjohn.org.au/


Tools Emergency first aid The DRABC action plan

Task 4 – Typical maritime hazardsAustralia is home to some of the most venomous inhabitants on our planet. Symptoms can become life threatening very quickly so it is important you know how to identify symptoms and administer the appropriate First Aid procedures. This may save lives including your own.

Just as well you have this knowledge as a passenger on excursion to the reef was walking bare foot in some rock pools and has been bitten by what she described as a small octopus about the size of a golf ball. The bite initially didn’t hurt but she became nauseous and she has now lost her sight. Obviously this is an extremely urgent emergency situation in a remote location. Use your first aid experience to describe what you can do to save the life of this passenger. Send your response to your facilitator for feedback.

Research and post to the discussion board symptoms displayed by someone suffering from the venom of a dangerous marine creature found in your local area and the appropriate steps to take in administering first aid.

Fortunately no incidents involving exposure have occurred on this trip. To make sure you are prepared though identify how you could minimise the effects of exposure after vessel abandonment. Post your response to the discussion board.

While berthing the vessel one of the crew had his hand crushed while attempting to hold a fender in place on the side of the vessel. He is now free of the situation but is in considerable pain.

Please describe what you, as a senior first aid officer would do for this crewmember in regards to: What symptoms or signs should you be looking for to determine if he has any

fractured or dislocated injuries How you would apply the R.I.C.E method of treatment to this patientSend your response to your facilitator for feedback

First you are called to the engine room where you discover the engineer unconscious on the ground. Before entering the room you notice the lights are flickering and a burning smell in the air, the engineer has a welding unit in his hand and it is obvious that the cord has frayed and is in contact with the guardrail.

Use the DRABC action plan to describe the actions you need to take. (Don’t just describe the DRABC action plan)

D –

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R –

A –

B –

C –

Post your answer to the discussion board.

You are also told one of the crew while grinding a metal surface to prepare it for welding a new lug on, has had a small piece of hot metal embed into his eye from the grinder.

As you need to care for the engineer please describe how you would instruct another person in dealing with this incident. Post your instructions to the discussion board and comment on the response of one other learner.

Tools Hypothermia Hyperthermia


Ensure learners have access or know they need to obtain a Senior First Aid Certificate as working through this resource will not provide them with one. Ensure learners are familiar with the International Conventions and Standards.

Facilitate an online discussion on the standards – encourage students to comment on their interpretation of these in practice.

Moderate posting to the discussion board by providing feedback and encouraging students to comment on each others postings. Provide feedback on tasks and activities.


Organize face to face first aid training with a qualified first aid instructor.

To finalise this unit of competency the learner will need to complete the following: Familiarised yourself with the international codes and conventions applicable to first

aid

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Conventions and codes activity Posted details of type of vessel, operating area and recommended marine first aid

kit to discussion board Examined the medical kit aboard your vessel, determine if its contents are complete

and have not expired Described actions required in providing first aid to the crewmember injured while

standing in the bite of a rope and sent your response to your facilitator Posted response to burns incident to the discussion board Posted response to poisoning to the discussion board Obtained a copy of the flowchart ‘Handling an Emergency’ and demonstrated to

your facilitator that you are able to follow the recommended procedures in a given situation

Researched and posted to the discussion group symptoms displayed by someone suffering from the venom of a dangerous marine creature found in your local area and the appropriate steps to take in administering first aid

Sent to your facilitator a description of what you will do for the passenger bitten by a marine creature

Identified how you could minimise the effects of exposure after vessel abandonment and posted to the discussion board

Sent your response to your facilitator on first aid administered to the crewmember with the crushed hand

Posted actions against DRABC action plan to the discussion board for the engine room incident

Posted instructions for another person to provide first aid to the crewmember with the eye injury

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TDMMF1101A – Survive at sea in the event of vessel abandonment

This unit involves the skills and knowledge required to survive at sea in the event of abandonment.

The unit is consistent with the relevant maritime regulations describing mandatory minimum requirement for familiarization and basic safety competence required for all seafarers. This includes relevant sections of the Australian USL Code, Section A VI/1-1 of the STCW 95 Code and AMSA Marine Orders Part 3, Issue 5, Appendix 4.


1. Practice survival techniques

The timing and sequence of individual survival actions are appropriate to the prevailing circumstances and conditions of the emergency and minimize potential dangers and threats to other survivors

Initial actions when boarding survival craft enhance chance of survival

Jumps safely from a height into the water in accordance with established survival practice

Swims while wearing a lifejacket and floats without a lifejacket in accordance with established survival practice

Inverted life raft is righted while wearing a lifejacket in accordance with established survival practice

Appropriate handling strategies are applied to manoeuvre survival craft in rough weather and sea conditions

Sea anchors and drogues are deployed in accordance with accepted nautical practice

Signs of hypothermia or other distress are identified and treated in accordance with accepted survival medical practice

Exposure cover is deployed on an open lifeboat in accordance with accepted survival practice and manufacturer’s instructions

Rationing of food is in accordance with accepted survival practice

2. Operate life saving and survival equipment

Location and accessibility of life-saving and survival equipment is established

Method of boarding survival craft is appropriate and avoids dangers to other survivors

Survival equipment is operated in accordance with instructions and accepted survival practice

Survival radio equipment is operated in accordance with manufacturer’s instructions and regulatory protocols

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Immersion suit, various thermal protective aids, life-jacket and other life-saving clothing are correctly donned and used in accordance with instructions

3. Participate in abandon vessel drills

Abandon vessel musters and drills are attended in accordance with regulatory requirements and company procedures

Action taken on identifying muster signals is appropriate to the indicated emergency and complies with established procedures

Information is obtained and correctly interpreted on the use of life-saving equipment and procedures to be followed in the event of the order to abandon vessel

Job: Survive at sea in the event of vessel abandonment.

Scenario:The abandon ship signal has been sounded. After an attempt by the crew to fight and contain a fire, the ships captain has determined that the vessel is to be abandoned for the safety of all aboard. Luckily your training has prepared you and your fellow crewmates to deal with emergency situations in a fast and efficient manner by working as a team, communicating well and obeying orders from your captain.

Your job as identified on the ships muster list is to relay the distress signal to try and get help on the scene. After completing this you put on your life jacket and help to ensure all passengers are wearing theirs. You are then to assist in preparing the life rafts and help all passengers to abandon the vessel and enter the life raft.

While awaiting rescue you have been nominated to be leader for your raft and so you allocate duties to aid in the chances of rescue, increase chances of survival and to occupy people’s time.

Task List1. Emergencies at sea2. Floatation equipment and immersion suits3. Using the life rafts4. Abandoning the vessel5. Awaiting rescue

Task 1 – Emergencies at seaTo deal efficiently with an emergency on board a vessel. You need the right equipment, training and attitude.

Most vessels with more than four crewmembers will carry out drills at least once a month. Be sure to participate and learn the skills that may save your life.

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Ask the ship's master or your course facilitator to show you a survey document indicating the emergency equipment to be carried aboard and the frequency of training drills required for your vessel

For a vessel you are familiar with, identify from the survey document the emergency equipment that must be carried on board, and find out how often training skills are required. Post this information (including vessel size and type) to the discussion board and compare your findings with the information about other vessels provided by other learners.

Tools Survival at sea Essentials for survival Emergency signals Emergency station list or muster list Safety and distress call identification

Activities Skills and knowledge Identify emergency signals Safety and distress calls Emergency station record sheet

Task 2 - Floatation equipment and immersion suitsIt is essential to wear a life jacket while involved in vessel abandonment. Lets face it if you are abandoning the vessel, luck has already turned against you. You must know how to use them correctly and feel comfortable with their use. If a person feels comfortable in the life jacket and is familiar with what it can do, chances of survival increase. Remember, a life jacket should NOT be considered a substitute for swimming ability.

A life jacket is an aid to buoyancy. Swimming skills are still the basic ingredient to water safety. Work through the following to check your knowledge.

Locate and inspect the condition of life jackets and immersion suits (if applicable). Practice procedures for donning this equipment and check for fit. Complete the following activity to demonstrate your knowledge and ability.

Identify from survey documents the requirements for lifebuoys and buoyant apparatus aboard your vessel. Locate and inspect the condition of these.

Tools Types of life jackets Donning a life jacket Immersion suits Lifebuoys and buoyant apparatus

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Activities Life jackets record sheet Lifebuoys

Task 3 - Using the life raftsThe life raft and its equipment are there for your survival. Its correct use is crucial and the time to learn how is not when an emergency happens.

Check out the life rafts and other emergency equipment so you know how to use it when needed.

Tools Life rafts Life raft equipment and rations Pyrotechnics

Activities Life rafts Equipment and rations Pyrotechnics Survival equipment identification

Task 4 - Abandoning the vesselSmall vessels may sink in 15 minutes or less. Big ships may take longer.

Your preparation for abandonment will depend on how imminent the danger is, whether it is a crash abandonment, for example after a collision or after an emergency such as a fire that you have fought but are unable to control.

You will need to work as a team, communicate well and follow the orders from the master of your vessel.

After the abandon ship signal sounded you put your life jacket on, assisted the passengers to put theirs on and assisted in preparing the life rafts. You have been given one last but important task to complete prior to abandoning ship. Go to Prepare to Abandon to complete the task above.

Complete an abandon ship exercise drill, where you will be required to work as a team, communicate well and follow the orders from the master of your vessel.

Tools What to do upon hearing the ‘abandon ship’ signal Prepare to abandon vessel Leaving the vessel Survival craft drills

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Activities Abandoning the vessel Prepare to abandon

Task 5 - Awaiting rescueThe initial actions have now been completed. Survivors in the water have been hauled in. Everyone is safely in the survival craft. The actions to be taken next are designed to increase the chances of survival while awaiting rescue.

To ensure survival on your life raft you need to: Allocate duties (refer to the tool above if unsure) Occupy peoples time to maintain moraleOutline how you will do both these tasks and submit to your facilitator for feedback.

Tools Dangers to survivors Allocate duties on the survival craft Guidelines for living in a survival craft

Activities Dangers


Provide examples of ships muster list. Moderate posting to the discussion board by providing feedback and encouraging students to comment of each others postings. Provide feedback on task and activities.


Role play emergency drills. Provide practical experience in abandoning ship.

To finalise this unit of competency the learner will need to complete the following: Identified from the survey documents the equipment aboard and the frequency of

training drills required for your vessel and posted to discussion board Skills and knowledge, identify emergency signals, safety and distress calls and

emergency station record sheet activities Located and inspected the condition of life jackets and immersion suits (if

applicable). Practiced procedures for donning this equipment and checked for fit Identified from survey documents the requirements for lifebuoys and buoyant

apparatus aboard your vessel. Located and inspected the condition of these Life jackets record sheet and lifebuoys activities

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Described the life raft and Pyrotechnics on your vessel and how you will use them in the abandon ship situation. Posted answer to discussion board

Life rafts, equipment and rations, pyrotechnics and survival equipment identification activities

Worked as part of a team, communicated well and followed the orders from the master of your vessel during an abandon ship drill

Abandoning the vessel and prepare to abandon activities Allocate duties, tasks and responsibilities to each person on your life raft. Provided

this to your course facilitator Dangers activity

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TDMMF201A – Respond to navigational emergencies

This unit involves the skills and knowledge required to respond to navigational emergencies such as beaching, grounding and collision of a commercial vessel, including taking action in emergencies to limit damage and protect and safeguard all persons on board a vessel.

The unit is consistent with the related functional standard in Section AII/2 of the STCW 95 Code, and relevant sections of the AMSA Marine Orders and the Australian USL Code.


1. Take action prior to and during a navigational emergency

Navigational emergencies are recognised and appropriate action is taken in accordance with Australian and international regulations to avoid or minimise the emergency

Radar, effective watchkeeping and other available means are used to determine and minimise risk of collision with another vessel

Where a navigational emergency is unavoidable, appropriate warnings are given to officers and crew and other vessels and persons who may be affected

Where a navigational emergency has occurred, all possible action to minimise risk to officers, crew and other persons is taken in accordance with company procedures and international regulations

In the event of ‘man overboard’, appropriate action is taken to manoeuvre the vessel and to deploy survival equipment

Directions are given to officers and crew to manage and control the emergency

Appropriate action is taken to stabilise the emergency situation

Distress signals or calls for assistance are made if required in accordance with Australian and international regulations and conventions

2. Perform damage control measures after a navigational emergency

Shipboard equipment and areas are shut down and isolated in accordance with the nature and extent of the emergency, company procedures and limits of responsibility

On-board personnel are mustered in accordance with company procedures relevant to the identified emergency

On-board personnel and external agencies are notified of the navigational emergency and action being taken

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Emergency equipment and damage control materials are prepared in accordance with the nature and extent of the threat or danger

Nature and extent of damage to vessel is assessed and an appropriate damage control strategy is devised using available equipment, materials and personnel

Directions are given to officers and crew on action to be taken to manage and control damage to the vessel

Records are maintained of damage control measures taken during the emergency and their outcomes

3. Manage the abandonment of the vessel

Where it is assessed that the emergency is a serious risk to on-board personnel, correct procedures are initiated to abandon the vessel

On-board personnel are mustered in accordance with company procedures and international regulations and are given the required directions and instructions as per practiced drills

Preparation and deployment of survival equipment by officers and crew is correctly coordinated

4. Refloat a grounded vessel

The extent of grounding of the vessel is assessed including possible damage to the integrity of the hull

The timing of tides are checked and an appropriate plan for the refloat of the vessel is devised in accordance with company procedures and maritime principles

External assistance to refloat the vessel is sought where necessary

Action is taken to control any identified damage to the hull using appropriate means

Preparations for refloating are made in accordance with company procedures, good nautical practice and vessel manufacturer’s instructions

On-board personnel are advised of refloating plan and their responsibilities

Vessel is refloated in accordance with company procedures and plan of action

5. Coordinate emergency towing operations

Vessel is prepared for towage in accordance with company and vessel’s manufacturer’s instructions

Towing operation is carried out in accordance with accepted maritime practice

Towing lines are carefully monitored during towing operation and appropriate action is taken if there is excessive risk to either the towing or towed vessel

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Job: Respond to navigational emergencies.

One of the vessels from Pete’s Marina, the “Elizabeth Margaret” has been involved in an accident with another vessel, called the “Amanda Vee”. One of the crew has been knocked overboard from the impact. After a quick assessment of the situation you decide to begin an immediate search and rescue operation in which you will be required to manoeuvre the vessel in line with standard operational procedures for search and rescue and then act as lookout before deploying survival equipment.

On return to the Amanda Vee you survey the damage to her and determine she has been holed by the Elizabeth Margaret and grounded. The Amanda Vee is under equipped to handle this situation so you gain permission to board her and using the collision mats from on board the Elizabeth Margaret you isolate the affected area, reduce the ingress of water and begin the bilge pumps to attempt to refloat her.

After stabilizing the situation you organise for the crew to abandon ship and transfer to the Elizabeth Margaret and then you secure the vessel for towing to the nearest safe harbour.

This job involves developing skills to be competent in: Actions to take prior to and during a navigational emergency Performing damage control measures after a navigational emergency Managing abandonment of a vessel Refloating a grounded vessel Coordinating towing operations

Task List1. Emergencies at sea2. Collision at sea regulations3. Maintaining a lookout4. Damage control and maintenance5. Grounding and refloating the vessel6. Abandoning the vessel7. Towing a vessel

Task 1 – Emergencies at seaAhoy, ready for another challenge? Before you are able to deal efficiently with the emergency situation between the “Elizabeth Margaret” and the “Amanda Vee”, you need the right equipment, training and attitude.

Search your State Maritime Authority below or local ship chandler to find at least one unique resource that you feel is of value when dealing with an emergency at sea, including: Safe boating Navigation General waterway safety

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This resource may be a book, magazine or a brochure but must be valid for your state. Post your findings to the discussion board.

The following practical activity will complete this task. Ask your Supervisor/Master to assess your knowledge of the vessels “Emergency Station List” by completing the “Record of Emergency Station Sheet” then forward to your facilitator for final assessment.

Tools Equipment training and knowledge Emergency signals Emergency radio calls

Activities Emergency signals and urgency calls Record of emergency station

Task 2 - Collision at sea regulationsAhoy. Mayday Mayday! There has been a collision between the “Elizabeth Margaret” and the “Amanda Vee”. What are the international regulations that apply to collisions at sea and what you should do in the event of an accident? How could you minimize the damage of a collision?

Ask the master of your vessel if you can practice ‘stopping methods’ and ‘turning skills’ under his direct supervision. If you do not have access to a vessel, you will need to ask your facilitator how you can be assessed for this task. Record all your experiences in your notebook.

The collision between the two vessels was unavoidable. Describe what actions you would take in regard to: - Warnings given to officers, crew and other vessels affected Minimising risk to officers, crew and others Directions given to manage and control the emergency Stopping methods used Minimising the damage to the vessels Distress signals or calls for assistance madeSend this report to you facilitator for feedback.

Tools Collisions at sea regulations Taking off speed Turning the vessel Actions to take after collisions

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Activities The different stopping methods Turning circles Collisions at sea

Task 3 - Maintaining a lookoutAhoy, one of the crew has been knocked overboard from the impact of the collision. You need to be able to give your skipper accurate verbal directional reports. Use your knowledge of navigational markers, buoys, lights and ship sounds to give the skipper all the information he needs.

Ask the master of your vessel if you can practice your skills as lookout under the direct supervision of an experienced seafarer. If you do not have access to a vessel to complete this task, you will need to ask your facilitator how you can be assessed for this task. Record all your experiences in your notebook.

Tools Accurate verbal reports Using radar for early warning Searching for a missing person overboard

Activities Practical activity search and rescue

Task 4 - Damage control and maintenanceAhoy there! The Amanda Vee has been holed by the Elizabeth Margaret and grounded. She is under equipped to handle this situation so you gain permission to board her and using the collision mats from on board the Elizabeth Margaret, you isolate the affected area, reduce the ingress of water and begin the bilge pumps to attempt to refloat her.

Draw a diagram of a ships hull from a side view imaging it is the Amanda Vee. Indicate on your diagram where she has been holed. Identify the watertight compartments and hatches to ensure watertight integrity.

Write a response to each of the following damage control measures taken during the emergency: What shipboard equipment and areas need to be shut down and isolated? What is the nature and extent of damage to the vessel? What emergency equipment and damage control materials need to be prepared to

deal with the nature and extent of the threat and damage? What is the most appropriate damage control strategy using the available

equipment, materials and personnel? What maintenance can you perform on board to contribute to ensuring the vessel

remains afloat?Post your response to the discussion board and comment on one other learner’s response.

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Tools Reserve buoyancy Damage control

Activities Damage control

Task 5 - Grounding and refloating the vesselHi Captain Pete here again. The Amanda Vee has been assessed to establish the extent of the grounding and preparations for refloating are underway. It is now time for all the crew to be advised of the refloating plan. Remember to check the tides and assess if external assistance is required. Good luck!

In order to be able to tow the stricken “Amanda Vee” back to her harbour, you need to refloat her. Write an action plan for refloating the vessel considering the following details: The extent of grounding Timing of tides If external assistance is required How to control any identified damage What preparations are needed What advice is needed for the crew regarding the refloating plan and their

responsibilities?Forward to your facilitator for feedback.

Tools Grounding the vessel Refloating the vessel

Activities Grounding of a vessel An intentional grounding

Task 6 - Abandoning the vesselAhoy. The “Amanda Vee” has been stabilized. You now need to organise for the crew to abandon ship and transfer to the Elizabeth Margaret.

Decide on the best way for the crew of the Amanda Vee to abandon ship and board Elizabeth Margaret. Post you answer to the discussion board and comment on at least one other learner’s response.

Tools What to do upon hearing the ‘abandon ship’ signal How to prepare Leaving the ship

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Activities Additional equipment for survival craft Vessel abandonment Safety drills record sheet

Task 7 - Towing a vesselAhoy. The “Amanda Vee” is secured and ready to be towed to the nearest safe harbour.Consider the safest way to tow the Amanda Vee and the best way of maintaining contact with the skipper who has remained on board. Post your answer to the discussion board and comment on the other learner’s answers.

Tools Towing a vessel

Activities Towing Towing and being towed


Encourage learners to visit local ship chandlery to identify useful resources for dealing with emergencies.

Moderate posting to the discussion board by providing feedback and encouraging students to comment of each others postings. Provide feedback on task and activities.

Ensure learners have access to and are familiar with regulations for preventing collisions at sea.

Facilitate an online discussion on grounding a vessel.


Facilitate practical exercise or role play emergency radio calls. Role play providing verbal reports in role of lookout.

To finalise this unit of competency the learner will need to complete the following: Posted the emergency at sea resource to the discussion board Emergency signals activity Forwarded the completed Record of Emergency Station Record Sheet to your

facilitator Practiced stopping and turning methods

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The different stopping methods, turning circles and collisions at sea activities The actions report and forwarded to your facilitator Recorded your lookout practical experiences in your notebook Practical search & rescue activity Posted diagram and response to damage control measures to the discussion board Damage control activity Posted your planned intentional grounding to the discussion board Grounding activity Forwarded your Action plan for refloating the vessel to your facilitator Practical activity: Abandoning the vessel drills Additional equipment for survival craft, and safety drills record sheet activities Practical activity: Towing and being towed Towing activity

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TDMMF3201A – Apply regulations when operating a small vessel

This unit involves the skills and knowledge required to monitor and control compliance with Australian and international legislative requirements applying to small commercial vessels operating on coastal voyages, including assessing and interpreting current information on the relevant Commonwealth and State and Territory Acts, Legislation, Codes and other publications and applying to vessel operations. It also includes the identification, interpretation and application of information on the responsibilities of vessel’s officers and crew under relevant maritime law and the monitoring of the compliance of vessel’s operations and maintenance with relevant maritime regulations.

The unit is consistent with the relevant sections in the Australian USL Code.


1. Access and interpret information on relevant Australian and international legislation, codes and conventions

Current documentation on applicable maritime regulations is stored and filed in an accessible location on the vessel in accordance with regulations

Documentation on applicable maritime regulations is updated with relevant publications

Relevant maritime regulations are accessed and interpreted to confirm the requirements for vessel’s operations and maintenance and personal responsibilities

Certification extensions for the vessel and requirements for renewals are timely and ensure continuous validity

Survey items and equipment reflect effective programs of tests, checks and maintenance in accordance with certificate conditions

Arrangements for renewals and surveys are timely and comply with enterprise and issuing authority requirements

Vessel’s documents indicate any effects of damage, alterations or additions to the vessel or operations in accordance with certification requirements and the procedures of the relevant maritime authority

Procedures are developed to ensure that only authorised personnel access documents

Certificates and documentation are stored in a manner, which enables their use for the prosecution of vessel’s business

2. Ensure operations and maintenance comply with legal requirements

Interpretations of relevant sections of applicable maritime regulations are applied to day-to-day operations and maintenance of the vessel

Procedures are followed for monitoring operations and maintenance according to applicable maritime

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regulations Areas and plant equipment are checked and inspected

in accordance with planned procedures Problems that may lead to potential non-compliance are

promptly and fully identified Remedial action is timely and ensures compliance with

applicable maritime regulations Training and instructions on procedures ensure

subordinates comply with regulations Advice to others on the legitimacy of operations is

accurate and given at an appropriate time Failure to comply with procedures is identified and dealt

with according to established procedures

3. Monitor and control compliance with applicable maritime regulations

Records of compliance are clear, concise and accurate Records comply with applicable maritime regulations The level and detail is sufficient to meet the objectives

for maintaining the records Documentation is secure and confidentiality is

maintained in accordance with established procedures Computer backup procedures (where relevant) follow

good operating practices and enterprise procedures Records and reports are distributed to the required

maritime authority at appropriate times and places Storage method and duration comply with legal and

company requirements

Job: Apply regulations when operating a small vessel.

Scenario:Captain Pete’s Marina has recently purchased a commercial passenger vessel but before it can be commissioned into operation there are a few tasks we need to complete to ensure that it complies with State and Commonwealth Legislation and Codes applying to vessel operations.

You will need to do the following: Update all documents on board relating to state legislation and ensure all

procedures and operations comply Ensure all certificates and licenses are current Develop strategies and procedures for maintaining validity of

documentation Check all emergency equipment is under current survey Outline training the staff will need to ensure their knowledge and skills are

up-to-date Develop a maintenance program for this vessel that meets the standards

in the USL Code

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Task List1. Checking documents against legislation2. Emergency equipment3. Marine pollution

Task 1 – Checking documents against legislationAhoy there. Before heading to sea, you will need to check that all the documents onboard the vessel are compliant. To do this you will need to find out about the legislative requirements.

Now that you understand the legislation you can complete the compliance check for our new vessel.

The next step is to check that the licences and certificates on board the vessel are current and valid for a vessel registered with the Commonwealth of Australia.

The best way to ensure that all certificates, licences and documentation are current and valid is to have a procedure in place to track these. Can you develop a procedure for our new vessel so that all crewmembers know what is required? Go to ‘Document Procedures Activity’ for more clues.

Tools State legislation Certificates and surveys

Activities State legislation Compliance with legislation Certificates and licences Document procedures

Task 2 - Emergency equipmentAhoy. Before we can take the vessel out. I need you to check that all the emergency equipment is compliant. You will also need to demonstrate your knowledge of the safety procedures on board your vessel.

Does your vessel comply with the USL code? (Refer to Section 10 of the USL Code). Including: Life buoys Life jackets Distress flares EPIRB's Inflating life rafts Rigid life rafts If it differs from the USL Code does it comply with the relevant State Marine Act? Email your findings to your facilitator.

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Practical Activity – Crew Training. You are to organise and coordinate an emergency muster with the intension of possible abandonment on board a vessel. Ensure your crew comply with regulations and record the consequences of failure to comply with these procedures.

Forward together with a copy of the ships log detailing the procedure in accordance with your state legislation to your facilitator.

If you are not currently employed or for some other reason this is not possible, contact your course facilitator to discuss how else you might be assessed.

Tools Life saving equipment Fire appliances Emergency procedures

Activities Emergency station

Task 3 - Marine pollutionAhoy ready for task 3? We will need to advise all of the crewmembers about their obligations under the Marine Pollution Convention.

Tools Marine pollution Disposal of garbage at sea

Activities Pollution procedures


Ensure learners have access to and understand the USL code and conventions as they apply to small vessels.

Facilitate an online discussion on marine pollution and disposal of items at sea.



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Role play an emergency muster.

To finalise this unit of competency the learner will need to complete the following: Researched the legislation for your State & Territory The compliance check Developed a procedure for the new vessel Emailed details of life saving equipment Emailed details of fire appliances The practical activity – crew training Prepared a memo for marine pollution The practical activity – pollution procedures

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TDMMF1201A – Minimise the risk and maintain a state of readiness to respond to emergency situations involving fire

This unit involves the skills and knowledge required to minimise the risk of fire and maintain a state of readiness to respond to emergency situations involving fire.

The unit is consistent with the related functional standard in Section A VI/1-2 of the STCW95 Code, AMSA Marine Orders Part 3, Issue 5, Appendix 4, and relevant sections of the Australian USL Code. It forms part of mandatory minimum requirements for familiarisation and basic safety competence required for all seafarers.


1. Carry out fire minimisation procedures

Fire hazards on board vessel are identified and action is taken to eliminate or minimise them

Responsibilities for checking fire prevention equipment and systems are fulfilled and appropriate action is taken to ensure that they are operational

An awareness and understanding of the causes of fire and its minimisation is maintained through participation in fire drills and related instructional programs

A state of readiness to respond to fire emergencies is maintained at all times

2. Respond to emergency situations involving fire

Emergency situations involving fire are correctly identified in accordance with established nautical practice

Type of fire is identified in accordance with the established classification system for fires

Initial action on becoming aware of fire emergency is in conformity with established practices and procedures

Action taken is timely and appropriate for seriousness of the fire emergency

Action taken on identifying muster signals for a fire emergency is appropriate and complies with established procedures

Appropriate precautions and procedures are implemented when responding to electrical fires

Appropriate precautions and procedures are implemented when responding to uptake and hydrogen fires

Communications are clear and concise at all times and orders are acknowledged in a timely and seamanlike manner

Job: Minimise the risk of fire and maintain a state of readiness to respond to emergency situations involving fire.

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Scenario:Captain Pete’s Marina has recently purchased from inter-state a commercial passenger vessel and you have been asked to assist the engineer in performing a scheduled maintenance of the vessel before it can be commissioned into operation. The engineer has asked that you conduct a fire risk assessment of the vessel and to fulfil the requirements of the fire plan maintenance schedule. You have also been asked to fuel the vessel.

On the vessels maiden voyage a fire has started in the engine room. It appears to have started when a water pipe leaked onto an electrical switch. The fire itself is not too serious but the fact that room contains various fuels, gases and charging batteries has created a significant threat to the fire fighting team and the vessel itself.

Your job is to follow all appropriate precautions and procedures in fighting this fire as outlined in the fire plan.

Task List1. Identify the fire2. Fire detection systems used on board vessels3. Identifying fire hazards

Task 1 – Identify the fireYou need to determine what elements need to be present for a fire to start and how they are able spread throughout a vessel or even to other vessels.

What type or class of fire has occurred onboard the vessel? Post your answer to the discussion board.

Tools Elements of a fire How fires spread The five classes of fire

Activities Fire Classes of fire

Task 2 - Fire detection systems used on board vesselsYou are required to demonstrate a basic understanding of the types of fire-detection, fire-fighting equipment and systems used, their features and the principles of operation to maximise constant vigilance in fire prevention and minimisation on board your vessel.

Which identifies three different fire suppression systems. Describe areas on a commercial vessel where each of these would be suitable for use. Post your response to the discussion board.

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Tools An introduction to fire detection, alarm, and automatic fire sprinklers Fire suppression systems Fire fighting checking procedures

Activities Fire detection and alarm system Fire sprinklers Fire fighting equipment inspection

Task 3 - Identifying fire hazardsPrevention is always better than any cure. You are to identify any potential fire hazard areas on board your vessel and recommend what can be done to maintain this as a safe environment.

Post to the discussion board: Three (3) fire risk areas of the vessel you are either employed or training on and describe what you as a crewmember can do to prevent an incident from happening in these areas.

Plan an emergency drill including all crew aboard your vessel. Your plan should include a scenario of the incident starting with an electrical fire in the engine room and list detailed responsibilities for each crewmember (remember to include shut down, isolation and risk assessment for things like batteries and fuels). Post your plan to the discussion board and comment on the plan of another learner.

Tools Common causes of fire Fires in ships Causes of explosion Fuels Arrangements and installations Minimise the risk Fire and exposure emergencies

Activities Fuelling record sheet Prevention

Teachers roleBecome familiar with the job and tasks. Make sure you have read the tools and are familiar with the activities.Ensure learners have an understanding of SOLAS Chapter II-2.


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To finalise this unit of competency the learner will need to complete the following: Fire activity Classes of fire activity Posted type/class of fire to discussion board Described areas suitable on board for the 3 types of fire suppression systems

identified and posted to discussion board The inspection of the fire fighting equipment Fire detection and alarm system activity Fire sprinklers activity Posted to your discussion group: Three (3) fire risk areas of the vessel and describe

what you as a crewmember can do to prevent incident from happening in these areas

Planned an emergency drill including all crew aboard your vessel and posted to discussion board

Fuelling record sheet Prevention activity

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TDMML201A – Contribute to effective human relationships on board a vessel

This unit involves the skills and knowledge required to contribute to effective human relationships onboard a commercial vessel, including performance of allocated duties and observation of expected standards of work and behaviour on board a vessel.

The unit is consistent with the related functional standard in Section A VI/1-4 of the STCW 95 Code and AMSA Marine Orders Part 3, Issue 5, Appendix 4. It forms part of mandatory minimum requirements for familiarisation and basic safety competence required for all seafarers.


1. Contribute to the effective human relationships onboard a vessel

Social responsibilities to other members of the crew onboard a vessel are fulfilled

Contributes to the achievement of harmonious working environment onboard a vessel

Assists and encourages others in workplace activities Contributes to the solution of conflicts by participating in

mediation and negotiations fairly, honestly and effectively

Takes appropriate action to avoid and prevent harassment of others in the crew

Maintains appropriate standards of hygiene and cleanliness required when living in a shipboard community

Communicates with others effectively in the course of social and work activities

Shares credit for achievements with others in the crew Provides a good example of responsible, fair,

sympathetic, equitable and diligent member of the shipboard team

2. Observe standards of work and behaviour onboard a vessel

Work is carried out individually and in association with others in accordance with established performance standards

Feedback on assessed work performance is acknowledged, discussed and acted upon

Personal skills and knowledge are developed through onboard training and other means to ensure an effective contribution to shipboard work activities

Employment conditions are known, understood and followed

Individual rights and responsibilities onboard a vessel are known, understood and fulfilled

Drug and alcohol abuse are avoided as required by company and vessel’s policy and procedures and

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regulatory requirements

3. Resolve conflicts Conflict situations are recognised and appropriate assistance is sought to resolve the conflict with the personnel involved in accordance with vessel’s procedures

Contributes to action to solve conflicts by actively participating in appropriate mediation and conflict resolution procedures

Job: Contribute to effective human relationships on board a vessel

Scenario:You are working as the first mate on the passenger vessel owned by Pete’s Marina and you have two new crewmembers ready to start work. You have been delegated to familiarise them with their obligations to maintain the shipboard procedures for housekeeping, stowage and safety.

As representatives of the company, the image you portray to the public is very important. Therefore, you will need to demonstrate effective and efficient communication skills at all times with customers and other crewmembers.

They will also need to complete an employment contract and be made aware of their rights and responsibilities as a crewmember aboard the vessel.

Task List1. Housekeeping, stowage and safety2. Effective communication3. Rights and responsibilities

Task 1 – Housekeeping, stowage and safetyIt's your duty to ensure that your own safety, as well as the safety of the people around you, isn't put at risk. This means being aware of the potential risks in your job and its surroundings.

Every time you carry out a task, ask yourself if there is anything you can do to reduce potential hazards. Remember that prevention is better than cure!

Carry out a range of food preparation activities onboard your vessel.Make a list of the duties you have assisted in and include the hygiene and cleanliness standards you have observed / learnt.Forward to your facilitator.

Compile a list of shipboard duties aboard your vessel. As you have 2 new onboard, what training & safety drills will be needed? Assign each new crewmember to particular duties from your list and indicate how

you will assess each of their activities.

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Post to the discussion board and compare 2 others.

Tools The galley Food preparation Accommodation spaces The tourism industry

Activities Housekeeping

Task 2 - Effective communicationWorking in any aspect of the maritime industry you will be required to get along with people – whether it be other crew, people who provide services to your vessel or people you provide a service too such as tourists or markets. In order to do this successfully you need to communicate well with others in either group situations, one to one, face-to-face or electronically.

Providing InstructionOne-way communicationSelect a simple work task, such as starting the engine, turning on the radar or using the marine radio or any other task you are authorised to undertake. Write out the instructions for the work task. You can use diagrams if you wish.(a) Now give your written instructions to someone else, preferably someone who is not

familiar with the task. This person is then to follow your instructions under supervision. They are not allowed to ask you for clarification of the written instructions.

Two-way communication(b) Ask another person to use your written notes to complete the task. This time, they

are allowed to refer back to you for clarification of anything they don’t understand.After both partners have finished the above task, you are to discuss which method of communication worked better (a) or (b)? Why? Post to the discussion group the responses.

Providing ServiceRead through the following scenario and answer the Questions below.

On a day trip charter to see the whales a young woman rushes through the cabin, she is flushed, and looks around anxiously for a vacant toilet and is obviously not well. The woman approaches a crewmember (Ben) and informs him she is ill and that there are no vacant facilities.

Ben is busy with some preparations for lunch he looks up and observes the situation, then looks around for someone to attend to her. When he sees that no one else is available, he turns his head back and suggests that she goes up on deck where she will not make a mess.

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The woman obviously embarrassed says rather crossly and loudly that had she known of the poor facilities onboard she would not have bought a ticket.

On return the young woman still seething approaches the ticketing counter, throws her boarding pass down on the counter says she will not only expect a refund but, will also never do business here again. What are the signals verbal and non-verbal, the customer, and the crewmember are

giving? What do you think caused the situation to become disastrous so quickly? How do you think Ben could have managed this situation better? What could the woman have done to make the situation better?Post your answers to the discussion group.

Tools The process of communication Qualities and barriers of communication Channels of communication Active listening and feedback Giving, receiving instructions and provide service

Activities Qualities and barriers of communication Methods of communication

Task 3 - Rights and responsibilitiesSkippers, crew and passengers all have rights and responsibilities aboard your vessel and the consequences for not adhering to them are generally set out in various codes and conventions which the commonwealth and each state or territory authority interpret into law.

Your 2 new crewmembers are required to complete an employment contract and need to be made aware of their rights and responsibilities.

Click on Captain Pete for an example of a typical “Crewmember Employment Agreement”. Make sure you read it thoroughly, and then complete the following activity.

Well done, you are now ready to complete practical activity. Click on Record of Human Relationships skills for a copy of your record sheet. Once completed, forward to your facilitator to finalise this “job”.

Tools Conventions, codes and organisations maintaining rights & responsibilities Obligations Discrimination

Activities Codes and conventions

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Rights and responsibilities Identify discrimination/harassment


Role play active listening techniques and effective communication skills.

Ensure learners have an understanding of Navigation Act.



To finalise this unit of competency the learner will need to complete the following: Forwarded a list of food preparation & hygiene practices to your facilitator Posted a list of duties, training, drills & how to assess to the discussion board Housekeeping activity “Providing Instructions” task and forwarded to facilitator “Providing a Service” task and posted to discussion board Qualities and barriers of communication and methods of communication activities Reviewed Pete’s Marina’s Employment Contract Practical activity and record sheet for HR skills Codes and conventions, rights and responsibilities and identify discrimination/

harassment activities

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TDMMR4301A – Assist in mooring and anchor handling activities

This unit involves the skills and knowledge needed to assist the responsible officer in a range of mooring and anchor handling activities as required of an integrated rating, including preparing for arrival or departure from an anchorage or mooring, handling mooring lines, carrying out stoppering and heaving line tasks, anchor operations, securing a vessel to a sea buoy, and securing a tug using either tug’s or vessel’s lines.


1. Carry out mooring and anchor handling tasks

Tasks required of an integrated rating in preparation for arrival and departure from an anchorage or mooring are completed in accordance with shipboard procedures

Mooring line handling, stoppering and heaving line tasks are performed in accordance with shipboard procedures

Mooring and unmooring operations are carried out in accordance with established procedures

Anchor operations are carried out in accordance with shipboard procedures

A vessel is secured to a sea buoy in accordance with shipboard procedures

A tug is secured using tug’s or vessel’s lines in accordance with shipboard procedures

Communications during mooring and anchor handling operations are clear and timely and involve the correct use of communications equipment where required

2. Follow safety and hazard control procedures

All required safety precautions and regulations are followed when carrying out routine mooring and anchor handling tasks

Operational hazards are identified and action is taken in conjunction with the officers, engineers and other team members to minimise or eliminate risk to personnel, vessel and the environment

Shipboard emergency and contingency plans are followed in the event of a failure or emergency associated with mooring and anchor handling equipment and machinery and associated systems

Job: Assist in Mooring and Anchor Handling Activities.

Scenario:You are preparing to take a dive group out to “Shipwreck” which is an artificial reef situated approximately 3 km off shore. The artificial reef you will be visiting is one of the largest in Australia and consists of car bodies, shipwrecks, old barges and car tyres. The vessel you will be taking is new to the Marina and this is your first voyage.

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This job involves assisting your master/supervisor in a range of mooring and anchor handling activities, including preparing for arrival or departure from an anchorage or mooring, handling mooring lines, carry out stoppering and heaving line tasks, anchor operations and securing a vessel to a sea buoy.

Task List1. Mooring and anchoring2. Carry out mooring and anchor handling activities

Task 1 – Mooring and anchoringAhoy me Matey’s. Your trip to the artificial reef will require you to use ropes and knots to secure the vessel. There are a few things you’ll need to know to make sure the vessel holds fast.

Make a list of all details you need to brief the crew on prior to leaving the Marina. What further briefing will you need to give on arrival at your destination, then finally on returning to the Marina? Record all details in your notebook ready to forward to your facilitator at the end of the task.

Tools Anchors Rope and wire Care and maintenance Knots

Activities Types of anchors Advantages and disadvantages of different activities Anchor procedures Types of fibres Knots and hitches Useful terms

Task 2 - Carry out mooring and anchor handling activitiesAhoy me Matey’s. You have briefed the crew and prepared the vessel for the trip to the artificial reef. Remember, the reef you will be visiting is one of the largest in Australia and consists of car bodies, shipwrecks, old barges and car tyres, this will determine the type of anchors you will use.

Complete the following task and forward to your facilitator for assessment:1. Identify: -

The operational hazards that you experienced or may experience What action is necessary to minimise or eliminate risk to personnel, the vessel

and the environment How the officers, engineers and other team members will be affected by the

operational hazards and actions.

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2. List: - Some emergencies that may occur on the vessel while mooring and anchoring The contingency plans that need to be followed in the case of failure or

emergency associated with mooring and anchoring handling equipment and machinery and all associated systems.

Consult your supervisor to learn about his/her experiences in emergency situation and what precautions are necessary.

Ask your Supervisor/Master to observe you in mooring and anchoring a vessel and assess you against the criteria in the “Record of mooring and anchoring sheet” then forward to your facilitator for final assessment.

Tools Mooring Mooring lines Anchoring Bitts and cleats Safety precautions during berthing and unberthing

Activities Prepare for mooring Mooring and anchoring Record of mooring and anchoring


Provide feedback on task and activities.

Encourage learners to visit local ship chandlery and inspect different anchors, ropes, wires, bits, cleats etc.


To finalise this unit of competency the learner will need to complete the following: Check condition of all ropes and anchors Choose correct anchors for the trip Provided briefing details for your crew in notebook and forwarded to facilitator Types of anchors, advantages and disadvantages of different activities, anchor

procedures, types of fibres, knots and hitches and useful terms activities Posted safety precautions and regulations to the discussion board Forwarded answers for operational hazards and shipboard emergencies to your

facilitator

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Prepare for mooring, mooring and anchoring and record of mooring and anchoring activities

The practical activity and record sheet

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TDMMR3001A – Operate and carry out basic maintenance on marine propulsion systems

This unit involves the skills and knowledge required to operate and carry out routine basic servicing checks within the limits of responsibility and skill of a Marine Engine Driver (Grade 3) on propulsion systems on a small commercial vessel.

The unit is consistent with the section in the Australian USL Code dealing with the competency requirements of a Marine Engine Driver (Grade 3).


1. Operate propulsion systems

Propulsion system is operated in accordance with procedures and manufacturer’s instructions and specifications

Propulsion system is prepared, started and shut down in accordance with manufacturer’s instructions

2. Carry out basic, routine servicing procedures on propulsion systems

The operation of propulsion systems is monitored in accordance with manufacturer’s instructions and faulty operation reported or rectified in accordance with procedures

Basic user service checks are carried out on propulsion system before and during operation in accordance with manufacturer’s instructions and within the limits of responsibility and skill of a Marine Engine Driver (Grade 3)

Faulty machinery and components are identified and are reported and action is initiated as required for isolation, tagging and repair or replacement in accordance with company procedures


All required safety precaution and regulations are followed when operating and maintaining propulsion systems

Appropriate action is taken in the event of a failure or emergency involving propulsion systems to isolate and secure the relevant equipment and the vessel and maintain the safety of the vessel and persons involved

Emergency and contingency plans are followed in the event of a failure or emergency involving propulsion systems

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Job: Operate and carry out basic maintenance on small vessel marine propulsion systems.

Scenario:Basic service checks need to be carried out regularly on all of the vessels propulsion systems. Ted, the marine engineer at Pete’s marina, needs you to give him a hand to do these service checks.

To complete this job you will need to: Identify the basic features & operating characteristics of propulsion systems used

on small vessels Carry out routine basic service checks on these systems Identify and isolate faulty components within these systems and take appropriate

action

Task List1. Identify basic features & operations of propulsion systems2. Operation & service checks3. Trouble shooting marine propulsion systems

Task 1 - Identify basic features & operations of propulsion systemsTed will be your supervisor for this task but before you start you need to be able to identify the different engine types, determine their major components and understand how they operate.

As you work through the Tools and Activities on marine engines make a list of the features of: Diesel Petrol 2-Stroke 4-StrokeA table is provided here to set this out. Send a completed copy of this to your course facilitator and keep the original in your record book for evidence.

You should now be able to identify whether your engine is diesel or petrol as well as the major components of it and the basic principles of operation. Have your supervisor complete the following record sheet and send a copy to your course facilitator and keep the original in your record book for evidence.

Identify the gearbox and stern-tube arrangements of a commercial vessel, and compare them to what you have learnt within the Tools. Discuss any variations with your course facilitator.

Identify the type and components of the cooling system used on a vessel you are familiar with. Post this information to the discussion board and compare with the information on other systems provided by other learners.

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Tools Diesel and petrol engines Typical engine components Engine timing Gearboxes and controls Stern tubes Engine cooling systems Engine lubrication systems Engine fuel systems

Activities Marine engine review Marine engine inspection record sheet Cooling systems Lubrication and fuel systems

Task 2 - Operation & service checksNow that you can identify the features & operating characteristics of propulsion systems, you are ready to help Ted carry out the basic service checks. Best to start with the pre-start checks. These should be performed each time you are preparing a vessel to go to sea.

It is now mandatory for a commercial operator to keep a Log of all maintenance done on board their vessel. Obtain a maintenance log for a vessel with an inboard engine. Identify and post to the discussion board an outline of the maintenance carried out on the propulsion system in the last 12 months.

Detail a safety precaution procedure in point form, for operating an outboard engine. You may refer to handbooks, internet sources, marine outboard dealers or include precautions you have learnt through your own experience or that of others. Send a copy of this to your course facilitator and keep the original for yourself.

Use the “Operating Checks” activity listed below to develop a checklist specific for pre-start, operating and shut down of the propulsion system aboard your vessel. Ask the master or engineer to supervise you performing these checks.

Tools Routine checks and maintenance for inboard engine operations Routine checks and maintenance for outboard engine operations

Activities Operating checks

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Task 3 - Trouble shooting marine propulsion systemsCorrect operation and maintenance of routine checks will reduce the risk of and severity of breakdown. If a system breakdown should occur, following a logical approach to identify and isolate the problem may save time, money and even the vessel.

Complete the next activity so you can advise Ted of the problems you have found during the service checks today.

Ask the Master/Skipper or engineer from your vessel the types of mechanical failure they have experienced while at sea that affected the propulsion system. Post to the discussion group one of the major breakdowns that could not be repaired at sea and what was done to get the vessel back to port for repair.

Tools Troubleshooting

Activities Breakdown troubleshooting


Ensure learners have a sound knowledge of different marine engines.

Facilitate an online discussion on the features of various marine engines.

Moderate posting to the discussion board by providing feedback and encouraging students to comment of each others postings. Provide feedback on tasks and activities.


To finalise this unit of competency the learner will need to complete the following: Made a list of the features of: Diesel, Petrol, 2-Stroke, 4-Stroke engines & sent your

course facilitator a copy Had your supervisor complete the Marine Engine Inspection record sheet and sent

a copy to your course facilitator Identified the gearbox and stern-tube arrangements of a commercial vessel, and

compare them to what you have learnt within the Tools. Discussed any variations with your course facilitator

Drew a diagram and identified the type and components of cooling system used on your vessel

Marine engine review activity Cooling systems activity

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Lubricate and fuel systems activity Obtained a maintenance log for a vessel with an inboard engine. Identified and

posted to the discussion board maintenance carried out on the propulsion system in the last 12 months

Detailed a safety precaution procedure for operating an outboard engine. Sent a copy of this to your course facilitator

Operating checks activity Asked the Master/Skipper or engineer from your vessel the types of mechanical

failure they have experienced while at sea that affected the propulsion system. Posted to the discussion board one of the major breakdowns that could not be repaired at sea and what was done to get the vessel back to port for repair

Troubleshooting activity

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TDMMR3101A – Operate and carry out basic servicing on auxiliary systems

This unit involves the skills and knowledge required to operate and carry out routine basic servicing checks on auxiliary systems on a small commercial vessel, including the steering, pumping and any refrigeration systems on the vessel.



1. Operate auxiliary systems

Auxiliary systems are operated in accordance with procedures and manufacturer’s instructions and specifications

Auxiliary systems are prepared, started and shut down in accordance with manufacturers’ instructions

2. Carry out basic, routine checking and servicing procedures on auxiliary systems

The operation of auxiliary systems is monitored in accordance with manufacturer’s instructions and faulty operation reported or rectified in accordance with procedures

Faulty equipment and components are identified and are reported and action is initiated as required for isolation, tagging and repair or replacement in accordance with company procedures


All required safety precaution and regulations are followed when operating and maintaining auxiliary systems

Operational hazards are identified and action is taken to minimise or eliminate risk to personnel, ship and the environment

Where relevant, procedures and precautions necessary for entry into confined spaces on a vessel are correctly followed

Appropriate action is taken in the event of a failure or emergency involving auxiliary systems to isolate and secure the relevant equipment and the ship and maintain the safety of the ship and persons involved

Shipboard emergency and contingency plans followed in the event of a failure or emergency involving auxiliary systems

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Job: Operate and carry out basic maintenance on auxiliary systems

Scenario:Ted, the marine engineer at Pete’s marina, needs you to give him a hand too check the operation and perform some of the basic service checks on the bilge, the steering and refrigeration systems aboard your vessel.

To complete this job you will need to: Identify the basic features & operating characteristics of the auxiliary systems used


action

Task List1. Identify basic features & operations of auxiliary system2. Procedures for auxiliary systems3. Maintenance checks & trouble shooting auxiliary systems

Task 1 - Identify basic features & operations of auxiliary systemTed will be your supervisor for this task but before you start you need to be able to identify the auxiliary systems aboard your vessel, determine their major components and understand how they operate.

Identify if your vessel has strums, strainers or a mud box.

Ask the master/engineer of your vessel if you can dismantle a simple bilge pump and check the condition of the impeller under their supervision.

See if you can identify the different types of valves used aboard your vessel.

Draw a diagram of the bilge system in a vessel you have access to. Make sure you identify all components as set out in the “Bilge System” Tool listed above. Send a copy of this to your course facilitator and keep the original in your record book.

Inspect the steering system of a small commercial vessel, and the arrangements for the rams and then draw a diagram making sure to outline the major components of this system. Send a copy of this to your course facilitator and keep the original in your record book.

Draw a diagram of the refrigeration plant in a vessel you have access to. Make sure you identify all components listed in the Tools provided above. Send a copy of this to your course facilitator and keep the original in your record book.

Tools Bilge systems

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Strums, strainers and mud boxes Bilge pumps Valves Bilge system specifications Cable and mechanical steering Hydraulic steering systems Ram arrangements The basic mechanics of a refrigeration plant Refrigeration temperatures and controls

Activities Identify hydraulic system components Identify refrigeration system components Refrigeration systems

Task 2 - Procedures for auxiliary systemsNow that you are able to identify the auxiliary systems aboard your vessel, you now need to be familiar with the procedures for using these systems and contingency plans in emergency situations.

Ask the master of your vessel to demonstrate the start up and shut down procedure for operating the bilge pump, including how (if any) bilge pump alarms are operated. Document these and provide your course facilitator a copy, keeping the original in your record book.

Locate the emergency tiller arm aboard your vessel and ask the master or engineer aboard your vessel to explain the procedures for its use.

Tools Emergency bilge pump operation Emergency steering Refrigeration plant operations

Activities Bilge duty to fire main Operate auxiliary systems

Task 3 - Maintenance checks & trouble shooting auxiliary systemsCorrect operation and maintaining routine checks will reduce the risk and severity of breakdown. If a system breakdown should occur, following a logical approach to identify and isolate the problem may save time, money and even the vessel.

Record a maintenance routine you have performed on the bilge system aboard your vessel and send a copy of this to your course facilitator.

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Discuss these pre-departure checks with the master of your vessel and customise them as required. Post any changes you have made to the discussion group.

Record in your logbook a maintenance routine you have performed on the steering system aboard your vessel and send a copy of this to your course facilitator.

Record in your logbook: the cut in/out temperatures the type of refrigerant used the safety equipment available for the refrigeration system aboard your vesselSend a copy of this to your course facilitator.

Tools Preventing back flooding in bilge systems Maintaining a healthy bilge Troubleshooting the bilge system Steering pre-departure checks Maintain steering systems Troubleshooting steering systems Refrigerant leaks Troubleshooting refrigerant systems

Activities Bilge troubleshooting Steering troubleshooting




To finalise this unit of competency the learner will need to complete the following: Sent a copy of your diagram of the bilge system to your course facilitator and kept

the original in your record book Inspected the steering system of a small commercial vessel. Sent details to your

course facilitator and keep the original in your record book Sent a copy of your diagram of the refrigeration plant in a vessel to your course

facilitator and kept the original in your record book Identify hydraulic system components, identify refrigeration system components and

refrigeration systems activities

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The start up and shut down procedure for operating the bilge pump. Provided your course facilitator a copy, keeping the original in your logbook

Located the emergency tiller arm aboard your vessel and had the master or engineer aboard your vessel explain the procedures for its use

Located the main switch for the refrigeration plant and familiarised yourself with start up and shut down procedures

Bilge duty to fire main and operate auxiliary systems activities Sent your facilitator a copy of a maintenance routine you have performed on the

bilge system Posted any changes you have made to pre-departure checks to the discussion

group Sent your facilitator a copy of a maintenance routine you have performed on the

steering system aboard your vessel Sent your facilitator a copy of the cut in/out temperatures, the type of refrigerant

used and safety equipment available for the refrigeration system aboard your vessel Bilge troubleshooting and steering troubleshooting activities

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TDMMR3201A – Operate and carry out basic routine servicing of marine extra low and low voltage electrical systems

This unit involves the skills and knowledge required to safely operate and carry out routine basic servicing of extra low voltage and low voltage electrical systems and be aware of the safety precautions when using 50 volt systems used on a small commercial vessel, including operation and service checks of systems, basic care and servicing of batteries and charging systems and basic operation and servicing of starter motors, alternators and associated equipment.

Note: All installation, servicing and repair of AC (50 volts or above) or DC (above 115 volts) must be carried out only by a suitably qualified engineer or licensed tradesman. Relevant State/Territory electrical licensing requirements must be fulfilled by any persons carrying out installation, servicing and repair of electrical circuits and systems at such voltages on a vessel.



1. Operate extra low voltage electrical systems

Extra low voltage (ELV) electrical systems are safely operated in accordance with procedures and manufacturer’s instructions and specifications and within the limits of responsibility of a Marine Engine Driver (Grade 3)

Appropriate precautions are taken when operating 50 Volt electrical systems in accordance with established company procedures

Basic servicing of extra low and low voltage systems is carried out in accordance with vessel’s procedures within the limits of responsibility and skill of a Marine Engine Driver (Grade 3)

2. Operate and carry out basic servicing of starter motors, alternators and associated equipment

The operation of starter motors, alternators and associated equipment is monitored in accordance with manufacturer’s instructions

Faulty equipment and components are identified and are reported and action is initiated as required for isolation, tagging and repair or replacement in accordance with the limits of responsibility and skill of a Marine Engine Driver (Grade 3)


All required safety precautions and regulations are followed when operating and servicing extra low voltage and low voltage electrical systems and associated equipment

Operational hazards are identified and action is taken to

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minimise or eliminate risk to personnel, ship and the environment

Where relevant and in consultation with relevant officers, procedures and precautions necessary for entry into confined spaces on a vessel are correctly followed

Appropriate action is taken in the event of a failure or emergency involving starter motors, alternators and extra low voltage electrical systems to isolate and secure the relevant equipment and the ship and maintain the safety of the ship and persons involved

Shipboard emergency and contingency plans followed in the event of a failure or emergency involving starter motors, alternators and extra low voltage electrical systems

Job: Operate and carry out basic routine servicing of marine extra low and low voltage electrical systems

Scenario:Ted, the marine engineer at Pete’s marina, needs you to give him a hand to check the operation and perform some of the basic service checks on the low and extra low voltage electrical systems aboard your vessel.

To complete this job you will need to: Identify the basic features & operating characteristics of the electrical systems used


action

Task List1. Identify basic features of extra low voltage electrical systems2. Electrical safety and troubleshooting procedures

Task 1 - Identify basic features of extra low voltage electrical systemsTed will be your supervisor for this task but before you start you need to be able to identify the extra low voltage systems aboard your vessel, determine their major components and understand how they operate.

Detail the battery arrangements on a vessel you have access to, are they connected in parallel or in a series. What is the voltage and amps of each battery and their combined total? Post this to your discussion group.

Draw a diagram of a main circuit board on a vessel you have access to and identify each circuit breaker, switch and the circuit they control. Send a copy of this to your course facilitator and keep the original in your record book.

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Ask the master/engineer of your vessel to help you identify ignition systems, starter motors, alternators or generators & ammeters aboard your vessel.

Tools Batteries as a power source Fuses, switches and lamps Ignition systems and starter motors Alternators, generators, regulators and ammeter

Activities Power source Circuit breakers Ignition and generators/alternators

Task 2 - Electrical safety and troubleshooting proceduresCorrect operation and maintaining routine checks will reduce the risk and severity of breakdown. If a system breakdown should occur, following a logical approach to identify and isolate the problem may save time, money and even the vessel.

Inspect the condition, storage and safety of battery arrangements aboard a vessel you have access to. Discuss any potential issues you determine with your master/engineer or supervisor.

Review the Record of Low Voltage Maintenance & Operation record sheet and when you feel confident have your master or engineer assess you and complete this record. Send a copy of this to your course facilitator, keep the original in your record book.

Tools Correct battery installations and maintenance Marine battery safety Isolation procedures Unsafe electrical components Identifying faults in electrical systems

Activities Marine batteries Low voltage checklist



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To finalise this unit of competency the learner will need to complete the following: Posted battery voltage and amp’s details to discussion board Sent a copy of main circuit board details to your course facilitator and kept the

original in your record book Identified ignition systems, starter motors, alternators or generators & ammeters

aboard your vessel Power source, circuit breakers and ignition and generators/alternators activities Inspected and discussed the condition, storage and safety of battery arrangements

aboard a vessel you have access to Been assessed and completed the record of low voltage maintenance & operation

record sheet and sent a copy to your course facilitator. Marine batteries and low voltage checklist activities

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TDMMB601A – Monitor condition and seaworthiness of a small vessel

This unit involves the skills and knowledge required to monitor the condition and seaworthiness of a small commercial vessel, including an awareness of the fundamental principles of vessel construction, load lines conditions of assignment, structural elements to restrain fires, design characteristics that contribute to watertight integrity and regulatory requirements for seaworthiness. It also includes the ability to identify structural components on drawings and on an actual vessel, and indications of any deterioration in the hull and fittings of a vessel.

The unit is consistent with the relevant sections in the Australian USL Code dealing with the competency requirements of a coxswain, Master (Class 4) and Master (Class 5).


1. Monitor the condition of the vessel

Work to monitor condition and seaworthiness of the vessel is planned and carried out in accordance with procedures and safety regulations

Coverage and frequency of checks and inspections on the vessel complies with the procedures

Checks of the integrity of the vessel’s hull are correctly carried out including the use of a testing tank where required

Action taken in anticipation of environmental changes is timely and appropriate to the change

Action taken in emergency situations is appropriate to the significance of the situation and ensures watertight integrity

Precautions are taken to ensure that vessel and on-board powered equipment is operated in accordance with manufacturer’s instructions and regulations

2. Rectify identified problems with the condition of the vessel

Any deterioration of the vessel’s hull or structure is examined and reported and appropriate action is initiated to fix the identified problem

Repairs and corrosion control are initiated and coordinated in accordance with procedures and manufacturer’s instructions

Communication with owners, officers, crew and others concerning the condition and seaworthiness of the vessel and related action is clear, concise and made at an appropriate time and place

Records on problems identified and actions taken to carry out repairs and corrosion control and to ensure watertight integrity are complete, accurate and comply with requirements

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Job: Monitor Condition and Seaworthiness of a Small Vessel.

Scenario:Pete’s Marina is equipped with an 88-ton travel lift that can handle most vessels up to 85' in length and 23' wide. It is used for vessels owned by Pete’s Marina as well as being commercial leased to other vessel operators wishing to utilise the dry dock facilities.

Between charters, you are required to work at the dry dock assisting various boat owners in completing their maintenance, repairs and survey requirements.

This job involves gaining an awareness of vessel construction, design characteristics regulatory requirements for seaworthiness of a vessel. It will also give you the ability to identify structural components and indications of any deterioration of the vessel.

Task List1. Monitor the condition of the vessel2. Rectify identified problems with the condition of the vessel

Task 1 - Monitor the condition of the vesselAhoy me Matey’s. This task involves working to check and monitor the condition and seaworthiness of the vessel. One of the vessels owned by Pete’s Marina is for sale. There is a potential buyer, so the vessel has been scheduled to go to dry dock to be repainted. The potential buyer has a copy of the vessels structural plans and will be asking a few questions at the end of the task.

You may work on your own or with another learner or workmate.Visit a marina or boat sale yard in your area and find out the following: - What procedures should be in place to ensure the condition and seaworthiness of

vessels are monitored? How often are checks and inspections carried out and what is covered in the

checks? How are checks for the integrity of the vessels hull carried out? Include details of

the use of a testing tank where applicable. What environmental changes could affect the condition of the vessel? What actions should be in place to ensure watertight integrity in the case of an

emergency? What precautions are needed to ensure that the vessel and on-board powered

equipment are operated in accordance with manufacturers instructions and regulations?

When you have completed this task, post your findings to the discussion board or send to your facilitator.

Tools Major structural components Corrosion control

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The graving dock The floating dock The floating cradle (patent slip) The synchrolift Careening Heaving down The travel lift General procedures for docking and shipping

Activities Vessel structure Vessel structure record sheet

Task 2 - Rectify identified problems with the condition of the vesselAhoy me Matey’s, ready for another challenge? Task 2 involves rectifying problems with the condition of the vessel. While the vessel has been on dry dock for repainting, a number of problems were identified. It is your task to report on the problems, initiate action to fix the problems and communicate to all concerned accordingly. Work through the following information and then complete the task at the end.

After inspecting the vessel, compile a report on the deterioration of the vessel’s hull or structure, giving full details of what problems you identified.

Your report should include: The identified problems The repairs or corrosion control that is required Identify the actions required to carry our repairs and fix the identified problem/s Details of each person you need to contact Timeframes of when you need to contact each person concerned

NB: You will need to communicate with a variety of people concerning the condition and seaworthiness of the vessel including owners, officers, crew and workmate etc. Ensure all communication is clear and concise.

Forward your report to you facilitator for assessment then complete the Practical Activity below to complete the task.

Tools Watertight subdivision Routine maintenance

Activities Watertight subdivision Maintenance of vessel structure Record of maintenance

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Encourage learners to visit local shipbuilders, boat sales yards, dry dock facilities and inspect hulls of various vessels.


Facilitate discussion on boat yard or marine visits. Post questions for learners to answer.

Alternative approachesActivities may be used for small group discussions in face to face classes.

Facilitate discussion on corrosion control and maintenance and implications for safety at sea.

To finalise this unit of competency the learner will need to complete the following: The Vessel Structure Activity Answered all the questions for task 1 & posted your findings to the discussion board The practical activity and the record of vessel structure? Compiled a checklist for repairs needed The report of actions required Forwarded report and checklist to facilitator Practical activity & maintenance record sheet

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TDMMC701A Apply seamanship skills and techniques when operating a small vessel

This unit involves the seamanship skills, knowledge and techniques required when operating a small commercial vessel, including splicing ropes; using ropes and chains; maintaining ropes, wire and chain; rigging gear and loads; operating winches and windlasses; safe handling hawsers and moorings; stowing and securing anchors for sea; securing vessel for rough weather; maintaining watertight integrity; lashing and securing equipment; and towing and being towed.

The unit is consistent with the related functional standard in the Australian USL Code, dealing with the competency requirements of Coxswain and Master (Class 5).


1. Use and maintain ropes, wire and chains

Knots, hitches and bends using fibre and synthetic ropes are correctly made and used in the course of deck operations onboard vessel

Eye splices and short splices are made in fibre and synthetic rope in accordance with established nautical practice

Rope, wire and cables are checked and maintained in accordance with company procedures and manufacturer’s instructions

Breaking strain and safe working loads of ropes are determined and applied as load limits in the course of deck operations

Loads are correctly rigged using appropriate ropes, chains and rigging gear in accordance with regulations

Rigging gear is checked prior to use and/or going to sea and faulty gear reported and replaced or repaired

Maximum load limits are determined and applied when lifting equipment and loads using ropes, chains and rigging

Lines are made up in preparation for berthing of vessel Lines are handled as directed to assist in berthing and

unberthing a vessel A warping drum is used to heave in surge and veer lines Berthing lines are turned up and secured to bitts,

staghorns and cleats as required Moorings and hawsers are safely handled in accordance

with established nautical practice

2. Operate winches and windlasses

Winches, capstans and windlasses are checked and prepared for operation prior to use

Winches, capstans and windlasses are safely operated to carry out deck operations in accordance with

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operational requirements and manufacturer’s instructions

3. Tow and be towed Preparations for towing are safely made in accordance with established nautical practice

Correct towing procedures and precautions are applied when towing and being towed

4. Secure a small vessel for sea

Anchors, cables and deck fittings are correctly identified and selected for use when required

Accommodation spaces and personnel facilities onboard the vessel are checked for cleanliness, hygiene and tidiness and correctly secured for sea in accordance with established procedures and tourism or operational standards

Equipment and items on deck and in equipment and galley spaces are secured in accordance with regulations

Watertight integrity of vessel is checked and appropriate action is taken to prepare for prevailing and forecast weather and sea conditions

Anchor tasks are carried out in accordance with established nautical practice

Job: Apply Seamanship Skills and Techniques When Operating a Small Vessel.

Scenario:You will be going out with your skipper to take a group of up to eight divers on a day trip to “Shipwreck” which is an artificial reef situated approximately 3 km off shore. The vessel is called the “Cargo III” and the radio Station call sign “VNC 8144”. The vessel is 8-metres in length with a centre console helm with twin outboard engines. You have 8 diving clients and a dive master who will be boarding your vessel. Each of these divers will bring on board two air tanks and a 20-litre tub containing their personal diving equipment.

During your day charter, your clients are wishing to visit a variety of dive locations, which will involve mooring and anchoring the vessel a number of times. This will also be a great opportunity to practise your skills and techniques using ropes.

On your return, you will experience a number of events. You have just delivered an ill passenger safely into the ambulance and are returning to the Marina, when you see a vessel in the distance requiring assistance. On reaching the vessel you discover that they will require a tow back to the marina. The weather has turned bad, so you will need to employ the correct techniques for towing in heavy weather.

Task List1. Use and maintain ropes, wire and chains2. Operate winches and windlasses

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3. Tow and be towed4. Secure a small vessel for sea

Task 1 - Use and maintain ropes, wire and chainsAhoy me Matey’s. Your trip to the artificial reef will require you to use ropes and knots to secure the vessel. Prior to leaving the harbour with your clients, you need to make sure you have the correct anchors and equipment needed for the trip. The artificial reef you will be visiting is one of the largest in Australia and consists of car bodies, shipwrecks and car tyres. Work through the tools and activities then give details of the ropes and wires you need to choose for the trip.

Now you have learnt all about ropes, wires and chains you need to prepare your vessel for the dive trip

Prior to leaving the harbour with your clients, you need to make sure you have the correct ropes and equipment needed for the trip, and that they are in good condition

Make recommendations of what ropes you will need for this particular trip – keep in mind the information given about the artificial reef you are visiting

Post to the discussion board and comment on the posting of one other student.

Tools Record of maintenance Steel wire rope construction Strength of ropes Care and maintenance Cleaning of ropes

Activities Cordage Types of construction (lay) Safety precautions when working with ropes Coiling Knots, bends and hitches in common use on board a boat

Task 2 - Operate winches and windlassesAhoy again. This next task involves the use of anchors, winches, capstans and windlasses. Prior to leaving the harbour with your clients, you need to make sure you have the correct anchors and equipment needed for the trip. The artificial reef you will be visiting is one of the largest in Australia and consists of car bodies, shipwrecks and car tyres. Work through the tools and activities then give details of the anchors you have chosen for the trip.

Now you have learnt all about anchors winches and windlasses it is time to gain experience using as many different types of anchors as possible. Remember the initial task? You need to make sure you have the correct anchors and equipment for the trip. Make a list of what you need to prepare and post it to the discussion board.

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Your next task is to practice the following:1. Checking and preparing winches and windlasses prior to operation2. Operating winches and windlasses3. Stowing and securing anchors at sea4. Lashing and securing equipment5. Safely operating all equipment while carrying out deck operations

Write a report of your experiences and forward to your facilitator.

Tools Capstans and warping drums

Activities Anchor types

Task 3 - Tow and be towedAhoy me Matey’s, ready for another challenge? You are on your return to the marina, when you see a vessel in the distance requiring assistance. On reaching the vessel you discover that they will require a tow back to the marina. The weather has turned bad, so you will need to employ the correct techniques for towing in heavy weather. Work through the information and activities then complete the task at the end.

With the permission of your master, practise towing and being towed List the procedures you followed, giving details of any incidents, concerns you

encountered including what safety precautions were needed What techniques would be needed for towing in heavy weather? Post your findings

to the discussion board; compare your experiences with one other student, then forward to your facilitator for assessment

Task 4 - Secure a small vessel for seaAhoy Matey’s this is your last task to complete the “Apply Seaworthiness Job”. During your day charter, your clients are wishing to visit a variety of dive locations, which will involve mooring and anchoring the vessel a number of times.

Prior to leaving the harbour with your clients, you need to make sure you have the correct anchors, cables, ropes and deck fittings needed to secure the vessel at sea. Make a list of what you need for this dive trip and forward to your facilitator at the end of the task.

When you arrive at your first dive location. Make sure you chose the correct anchor cables and deck fittings

Give a description of the full procedure you have practiced and note any hazards or problems you experienced, then post it to the discussion board

You have returned from your day trip, now it is time to moor the vessel for the evening. What do you need to check to ensure the vessel is secure? Develop a checklist

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covering all areas for securing a vessel and forward to your facilitator. Your checklist should cover the following areas: Accommodation spaces and personnel facilities on board the vessel are checked

for cleanliness, hygiene and tidiness and correctly secured Equipment and items on deck and in equipment and galley spaces are secured The vessel is checked to make sure it is watertight and appropriate action is taken

to prepare for prevailing forecast weather and sea conditions

You are now required to put all you have learnt into practise. Ask your Facilitator/Master to observe you in manoeuvring a commercial vessel of less than 12 meters in length and assess you against the criteria in the Record of Manoeuvring a Vessel.When you successfully complete all of these tasks have your Facilitator/Master sign it off. You will need to keep this as a record of evidence.

Tools Safety precautions during berthing and unberthing Sharing wharf ballards

Activities Securing the vessel alongside Mooring over a post Securing lines to bitts, cleats and staghorns Bitts Cleats


Encourage learners to visit a ship chandlery to familiarize themselves with various ropes, wires and chains.



Facilitate a practical workshop on tying ropes, knots etc.

To finalise this unit of competency the learner will need to complete the following: Practised using ropes, hitches and splicing techniques Prepared your vessel for the dive trip Listed the ropes & equipment needed for the trip Posted your findings to the discussion board

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Listed the anchors you need for the dive trip and post to the discussion board Practised operating winches and windlasses Forwarded your report to your facilitator Practised towing and being towed Listed procedures, any incidents, concerns and/or safety procedures for your

practical activity Posted your findings to the discussion board and compared others findings Forwarded all details to your facilitator Listed the anchors, cables, ropes and deck fittings needed for the dive trip Post your procedure for anchoring the vessel (including any hazards or problems) A checklist for mooring the vessel for the evening The final practical activity and record sheet Forwarded all of the above to your facilitator for final assessment

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TDMMC901A – Manoeuvre a vessel of less than 12 metres in length within inshore limits

This unit involves the skills and knowledge required to manoeuvre a commercial vessel of less than 12 metres within inshore limits, including berthing, mooring and anchoring operations and manoeuvring during emergencies and exceptional circumstances.

The unit is consistent with the relevant sections of the Australian USL Code dealing with the competency requirements of a Coxswain.


1. Manoeuvre the vessel for required operations in normal conditions

Manoeuvres are made to safely progress the operation and keep the vessel in safe water

Vessel’s heading is maintained within acceptable limits with respect to the requirements of the manoeuvre, weather, tide, headreach and stopping distances

Alterations of heading or power are smooth and controlled at all times

Communication is clear, concise and acknowledged at all times according to good seamanship

Suitable mode of steering is selected for the manoeuvre with respect to the area, wind, tide and sea conditions

Vessel propulsion units are controlled as required to progress the operation and complement steering movements

Safe operating limits of vessel propulsion, steering and power systems are not exceeded

Adequate resources are organised prior to and during operations

Communication during manoeuvres is clear, concise and acknowledged at all times

2. Manoeuvre the vessel during exceptional circumstances and emergencies

Manoeuvres are made to safely progress the operations during the emergency or exceptional circumstance and to keep the vessel in safe water

Vessel’s heading is maintained within acceptable limits with respect to the requirements of the manoeuvre, the nature of the emergency or exceptional circumstance and the existing sea, tide and weather conditions

Risks to the vessel and the safety of persons on board are assessed during manoeuvres and appropriate risk minimisation strategies are developed and applied

Alterations of heading or power are smooth and controlled at all times and are appropriate to the emergency or exceptional situation

Action is taken in the event of collision, grounding or

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other marine casualty to secure the vessel and maintain the safety of the vessel and those on-board and of any other vessels and persons involved

Communication during the emergency is clear, concise and acknowledged at all times

Job: Manoeuvre a commercial vessel of less than 12 meters in length within shore limits

Scenario:You will be going out with your skipper to take a group of up to eight divers on a day trip to “Shipwreck” which is an artificial reef situated approximately 3 km off shore. The vessel is called the “Cargo III” and the radio Station call sign “VNC 8144”. The vessel is 8-meters in length with a centre console helm with twin outboard engines.

On today’s charter you have 8 diving clients and a dive master who will be boarding your vessel. Each of these divers will bring on board two air tanks and a 20-litre tub containing their personal diving equipment.

You will be required to notify the Volunteer Marine Rescue before leaving the port, giving details of you destination for the day.

On return, the weather has turned extremely bad, strong winds and large swells. One of the divers is suspected of suffering from the bends, immediate medical attention is required. Using the Marine Radio you call the Volunteer Marine Rescue for assistance. An ambulance has been arranged to meet the vessel inside the river mouth on the beach.

After beaching the vessel and getting the ill passenger safely into the ambulance, you now have to refloat the vessel and return it to the mooring at the marina.

Task List1. Effect of load on manoeuvrability of a vessel 2. Marine radio transmission 3. Berthing and unberthing the vessel 4. Prepare for mooring and anchor 5. Manoeuvring the vessel in bad weather6. Beaching and refloating the vessel

Task 1 - Effect of load on manoeuvrability of a vesselAhoy me Matey’s, ready for another challenge? This task requires you to position your passengers and their cargo to ensure the vessels stability and trim is maintained. You will discover what happens when you don’t do it right. Don’t forget to do the activities along the way.

You are required to give 5 examples of what can happen when your vessel is loaded incorrectly, then draw a diagram of the deck of a vessel as viewed from above; the

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vessel should be based on the description of the vessel outlined in the scenario. Make sure to detail features such as the centre console or helm, hatches, machinery, safety equipment and any other identifiable features on deck. Once you have completed your diagram you can detail where you would position your passengers and their cargo to ensure the vessels stability and trim is maintained. Forward all your work to your facilitator for assessment.

Tools Boat handling under power

Activities Position passengers and load their cargo

Task 2 - Marine radio transmissionAhoy again. Now it is time to practise using a Marine Radio. Let me know what type of radio and other communications equipment you have on board your vessel.

Now: are you ready to start on your voyage? Before you leave the port you must notify the Volunteer Marine Rescue (VRM) of your intended destination for the day, your route of passage, your call sign etc. Visit or contact your VRM to gain information on your local area, including the role of the VMR, contact details, membership fees and local radio channels etc. List all details in your notebook and have your master or facilitator assess your practical competence in completing the task.

Activities Marine radio transmission

Task 3 - Berthing and unberthing the vesselAhoy. Now we are going to berth and unberth your vessel. You need to collect Cargo III from her mooring so that you can load your cargo and prepare the vessel. Don’t forget to leave the dingy at the Marina before you leave for your journey!!

In this task you will need to demonstrate your skills at berthing and unberthing a vessel from a variety of locations. "Berths" include all berths, docks, wharves, anchorages or moorings. In order to prepare for your dive trip, you will need to take your dingy out to the swing mooring to collect “Cargo III” and bring her back to the jetty at Pete’s Marina. Write a report giving details of what is required to complete the task, make particular reference to safety aspects. When completed, submit to your facilitator for assessment.

Tools Berthing tool

Activities The underwater profile

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Berthing and unberthing the vessel

Task 4 - Prepare for mooring and anchorMake a list of all details you need to brief the crew of “Cargo III” prior to leaving the Marina. What further briefing will you need to give on arrival at your destination, than finally on returning to the Marina? Record all details in your notebook.

Tools Selecting and securing an anchorage Mooring lines Mooring to a buoy

Activities Prepare for mooring and anchor

Task 5 - Manoeuvring the vessel in bad weatherWell now Matey’s, we are in for some bad weather. How are you going to handle manoeuvring your vessel in extreme situations or if the weather turns bad while at sea? Complete the next task to learn how and fair weather sailing to you.

You will need to gain knowledge of the vessel’s stability, how to handle the vessel in adverse weather conditions and what steps to take to prepare the vessel for heavy weather. If you are expecting to encounter heavy weather, you should have your vessel well prepared using the checklist.

Now, you need to practice these stopping methods (with the permission of your master). If you do not have access to these facilities, you will need to ask your on-line facilitator how you can be assessed for this task. Record all your experiences in your notebook.

Tools Actions to take after collision

Activities Heavy weather handling checklist Manoeuvring the vessel in bad weather Turning in heavy weather Manoeuvring the vessel to cross coastal bars Stopping the vessel Collisions at sea regulations

Task 6 - Beaching and refloating the vesselYou are in for a spot of bother. You are returning from your day trip to the artificial reef and the weather has turned extremely bad, with strong winds and large swells. One of the divers is suspected of suffering from the bends, immediate medical attention is required. You will need to beech the vessel inside the river mouth on the beach in order to get the ill passenger

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safely to an ambulance. Then refloat the vessel and return it to the mooring at the mariner. Good luck and safe travelling!

At the end of this task you will be required to complete the procedure you would follow to beach and refloat the “Cargo III” Vessel from the scenario and post your findings to the discussion group. Work your way through the task then go to the Beaching and refloating activity at the end of the task to complete your report.

Ahoy there. Do you remember the original scenario? It is now time to put all you have learnt into practise. For a final assessment you will need to complete a Practical demonstration. Click on Pete for a copy of the Record Sheet. When you have successfully completed all of these tasks, have your master sign off on them, and then forward to your on-line facilitator.

Activities Beaching and refloating the vessel Record sheet


Facilitate an online discussion on the effect of load on maneuverability.


Encourage learners to visit a boat sales yard and inspect underwater profiles of different vessels.

Alternative approachesActivities may be used for small group discussions in face to face classes.

Role play marine radio transmissions.

Facilitate a practical workshop on berthing and unberthing, mooring and anchoring a vessel.

To finalise this unit of competency the learner will need to complete the following: Provided examples of incorrect loading your vessel Diagram of vessel correctly loaded Position passengers and load their cargo activity Given detail of communication equipment VRM information All details of your journey to notify VMR Marine radio transmission activity

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Your report for berthing details The underwater profile and berthing and unberthing the vessel activities Provided briefing details for your crew Practiced using spring lines Prepare for mooring and anchor activity Check the anchor is secured, the stopper fitted, winch brake on, spurling pipe and

any other openings made watertight Heavy objects or cargo that could be safely stowed below decks should be shifted

and properly secured Deck cleared of any loose debris or equipment. All equipment on deck is made

secure All watertight doors, hatch covers and openings to below deck secured and water

tight Freeing ports and scuppers checked to see they are free and working and a deck

lifeline rigged Bilges should be pumped, and any tanks, if possible, either emptied or pressed up

to reduce loss of stability through “free surface” effect Perform routine checks and maintenance on the engine and steering gear Life saving and fire fighting appliances, flares, grab bag and lifejackets within easy

reach Put position on chart and report to a shore station with a radio check Have a meal and prepare simple food for later The beaching and refloating activity The procedure for beaching and refloating a vessel and posted to the discussion

board The practical activity and forwarded record sheet to your facilitator

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TDMMH701A – Apply weather information when navigating a small vessel

This unit involves the skills and knowledge required to predict meteorological and ocean conditions and apply them to ensure the safe navigation of a small commercial vessel, including deciphering and applying information obtained from observations, reports and instruments, reliably and accurately calculating tides in accordance with official tide charts and forecasting weather for an intended near coastal voyage using all available data.

The unit is consistent with the relevant functional standards in the Australian USL Code.


1. Obtaining and deciphering weather and oceanographic information

Ocean and weather conditions are observed and correctly interpreted in accordance with established nautical and meteorological practice

Basic measurements of meteorological parameters are correctly made and recorded using established procedures

Relevant meteorological charts, publications and related documentation are updated, stored and maintained

Weather information is accessed on the Internet, where applicable

Relevant navigational charts, nautical publications and related documentation are used for voyage planning and identification of navigational hazards in accordance with established procedures

2. Applying weather and oceanographic data to safe navigation

Weather and ocean condition hazards relevant to a proposed voyage are identified using relevant forecasts based on interpretation of meteorological observations, reports and measurements

The route for a voyage is modified as required to take into account weather and sea condition hazards in accordance with established navigational practice

3. Maintain records of weather and oceanographic information and forecasts

Meteorological measurements, observations, reports and forecasts are recorded and filed in accordance with company procedures and regulatory requirements

Modifications to the routing of a planned coastal voyage due to forecast weather and ocean condition hazards are recorded and filed in accordance with established procedures

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Job: Apply weather information when navigating a small vessel

Scenario:Final preparations are underway for your clients, Mr & Mrs Jones who have booked the 21-metre yacht “Seaspray” for a 1-week voyage along the inshore passage. Before they arrive, you are required to observe and interpret weather conditions, apply weather conditions to the planned voyage and record your observations and measurements in the meteorological section of the ships logbook.

Task List1. Observing weather conditions2. Apply and record weather and ocean conditions

Task 1 – Observing weather conditionsAhoy me Matey’s, ready for another challenge? To ensure the safe navigation of the vessel, Mr & Mrs Jones need to know how to observe ocean and weather conditions and interpret this information.

Your task is to provide a list of the following information: Where to access information about the weather How to observe ocean and weather conditions How to correctly take basic measurements of meteorological parameters and record

the information using established procedures How to interpret this information in relation to the proposed voyage of Mr & Mrs

Jones How often they will need to check forecasts You will need to prepare the information you source as a document for your clients to be able to refer to in the course of their voyage.

As Mr. & Mrs Jones will arrive next week, collect the relevant weather information you need to plan their voyage, from the Bureau of Meteorology's web site at:http://www.bom.gov.au and post it to the discussion board.

Tidal Features Are there any special tidal features, which occur in your area that will be affected by

changes to weather and ocean conditions? Think about and note any that you may tell Mr. & Mrs Jones about. Go to the following website for a brief explanation of the basic astronomical factors:

co-ops.nos.noaa.gov. What sources of information would be most suitable for Mr & Mrs Jones’s voyage? Prepare notes to be able to explain to Mr & Mrs Jones how to use the instruments

needed for the voyage. Post these to the discussion board and compare with other students.

Tools Introduction to meteorology

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http://www.bom.gov.au/


A guide to Australia’s marine forecasts and warnings Air masses High and low pressures Tidal effects Calculation tide heights

Activities Introduction to meteorology High and low pressure

Task 2 - Apply and record weather and ocean conditionsAhoy, fair weather sailing? To complete this task you will need an understanding of gale conditions and cyclones; the appropriate actions and solutions needed under these conditions and the means of securing a vessel in a cyclone warning.

What impact will the information you have learned in task 1 have on the planned voyage for Mr & Mrs Jones? Identify safe anchorage points in the area Complete a contingency plan for their voyage in case of weather and ocean

condition hazardsForward to your facilitator for assessment.

Practical Activity: Go to the Bureau of Meteorology's web site at: http://www.bom.gov.au Locate 2 weather maps depicting good weather conditions and 2 maps depicting

bad weather conditions for your region Explain how the relevant pressure systems are influencing this in each scenario With the assistance of your Master/Facilitator, tune into a marine radio broadcast for

a “routine coastal waters and high seas forecasts and warnings”Record the relevant weather information announced for your region and forward to your facilitator.

Now you need to compile all the information you need to keep on file for the planned voyage, including: Meteorological measurements, observations, reports and forecasts Details of how you would instruct Mr & Mrs Jones to radio in to give details of

changes to their planned voyage due to forecast weather and ocean condition hazards

Record all these modifications to the route planned and include a copy of the contingency plan

Then forward to your facilitator.

Tools Instruments and observations Tropical revolving storms (TRS)

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http://www.bom.gov.au/


Activities Tropical revolving storms (TRS) Tide tables




Provide learners with a weather map and facilitate a group discussion on interpreting the map in relation to planning a voyage.

Post tide table and tidal depth calculations questions to discussion board.

Facilitate discussion on impact of weather and ocean conditions on voyage planning.

To finalise this unit of competency the learner will need to complete the following: The information list for weather conditions in a document for your clients The relevant weather information from the Bureau of Meteorology to plan the

voyage Posted your tidal features findings to the discussion board Introduction to meteorology and high and low pressure activities Identified the impact on the planned voyage, safe anchorage & contingency plan.

Forwarded to your facilitator Practical weather map activity Compile all the information needed for the voyage and forwarded to your facilitator Tropical revolving storms (TRS) and tide tables activities

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TDMMH801A – Plan and navigate an inshore passage

This unit involves the skills and knowledge required to plan and navigate an inshore passage for a small commercial vessel and determine the vessel’s position. This includes the use of coastal navigational charts to plan and conduct the passage and the application of coastal navigational techniques involving a range of instrumentation and navigational aids.

The unit is consistent with the related functional standard in the Australian USL Code.


1. Use and care for coastal navigational charts, nautical publications and related documentation

Coastal navigational charts, nautical publications and related documentation are handled and used in ways that ensure continued availability, utility and length of life

Navigational charts, nautical publications and related documentation are stored and maintained in accordance with established procedures and chart/publication publisher’s instructions

Navigational charts, nautical publications, notices to mariners and related documentation are filed in accordance with established procedures

Coastal navigational charts, nautical publications, notices to mariners and related documentation are correctly used for voyage planning and identification of navigational hazards

2. Plan route for inshore voyage

Navigational hazards relevant to a proposed inshore voyage are identified using relevant navigational charts, nautical publications and related documentation

The route for an inshore voyage is determined in accordance with operational instructions and navigational principles and taking due account of identified navigational hazards

Critical points along the proposed route of the voyage are identified and recorded

Appropriate actions to deal with the identified critical points are developed

Potential navigational contingencies and problems that may occur along the planned inshore route are identified and appropriate strategies for dealing with them are developed and recorded

3. Conduct an inshore passage

Measurements and observations of sea and weather conditions are accurate and appropriate to the planned inshore passage of the small vessel

Meteorological information and observations of sea and weather conditions are correctly interpreted and applied

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to decisions on the vessel’s speed and direction Information from navigation systems is interpreted and

applied to identify navigational hazards and to fix the small vessel’s position and to enable decisions to be made concerning the vessel’s speed and direction

The selection of the mode of steering is the most appropriate for the prevailing weather, sea and traffic conditions and intended manoeuvres

Required alterations to the small vessel’s course or speed are made taking into account prevailing weather and sea conditions, the proximity and course of other vessels, relevant navigational hazards, buoyage, signage and overall passage plan requirements

Alterations to the small vessel’s course and speed are appropriate to prevailing circumstances and conditions, comply with relevant maritime regulations and do not put at risk the safety of the small vessel or its passengers and crew or that of other vessels, passengers or crew

Signals relevant for navigational manoeuvres are made at the appropriate time in accordance with Australian and international regulations

Operational limits of vessel propulsion, steering, power systems and overall trim and stability are not exceeded during navigational manoeuvres

4. Fix small vessel’s position within a limited area

Primary position fixing method is selected in accordance with prevailing conditions

Position is fixed using the selected method using information derived from relevant navigational systems

Checks are made for random, instrument, system and data errors and appropriate corrections and allowances are made to derived courses and bearings

Time interval between fixes is appropriate to the prevailing navigational conditions

Verification of primary position fixing is regularly carried out using appropriate methods

Performance checks and tests of navigation position fixing instruments and systems are carried out in accordance with company procedures and manufacturer’s instructions

Position of small vessel is recorded in accordance with regulations and established procedures

5. Document and report planned route and passage

Planned route for a small vessel’s inshore voyage is recorded and reported in accordance with procedures and regulations

Plans and strategies for dealing with critical situations and contingencies along the route of an inshore voyage

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are recorded Details of an inshore passage including navigational

incidents and related action taken are recorded in the vessel’s log in accordance with relevant maritime regulations

Job: Plan & Navigate an Inshore Passage.

Scenario:Mr & Mrs Jones will be arriving at the end of the week. They have booked the 21-metre yacht, “Sea Spray”, from your marina for a 1-week inshore voyage. In preparation, you will need to use navigational charts to plan the passage; this will involve using a range of instrumentation and navigational aids.

Your plan should consist of charts to be used for the voyage clearly showing the intended course. A notebook containing information relevant to the passage will need to be prepared for Mr & Mrs Jones and should be forwarded to your master/facilitator at the end of the “Job”.

Notebook Plan - Include as a minimum: The proposed course and the distance on each leg of the voyage Tidal data Waypoint positions A list of navigation hazards in the passage A list of navigation aids that Mr & Mrs Jones should use An outline of possible problems and a contingency plan to deal with them

Tasks1. Selecting charts & publications2. Plan, document & report on route for inshore voyage3. Fix small vessel’s position within a limited area4. Conduct an inshore passage

Task 1 – Selecting charts & publicationsHi, I am Captain Pete, your “Marine Master” & supervisor for today’s tasks. Your overall task is to plan the navigation of the inshore passage for Mr & Mrs Jones’s upcoming voyage.

You will need to be able to explain to Mr & Mrs Jones how to use and care for Navigational charts, nautical publications and related documents.

Go to http://www.hydro.gov.au/ and locate a chart for your local area and write down its Chart No., Title, Scale, current edition date, recommended retail price. Locate the nearest chart agent listed. Post this information to the discussion board. Look at the information provided by the other learners and comment on the findings of at least one other person.

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http://www.hydro.gov.au/


When navigating an inshore passage within different States or Territories throughout Australia, various publications are required to supplement your charts. Your local State Authority determines these publications. Find out which publications are required in your state and their purpose. Post this information to the discussion board. Compare your findings with learners from other areas.

Visit the website for your state/territory that provides Notices to Mariners www.transport.qld.gov.au/home.nsf/maritime/mariners and identify the information that would be useful to you in ensuring that your chart is current. Add your findings to your notebook.

DISTANCE & BEARING Using various local charts, identify a distance of one nautical mile, i.e. 1 minute of

latitude Compare one minute of latitude to one minute of longitude Determine a course bearingAsk your master/facilitator to assess you.

Tools Navigational charts Nautical publications Chart maintenance Notice to mariners Using charts

Activities Chart corrections Storage and maintenance Updating corrections Notice to mariners

Task 2 - Plan, document & report on route for inshore voyageHi again from Captain Pete! Ready for your next task? For this Task, you will need to use your charts from the previous section to identify navigational hazards for the proposed voyage for Mr & Mrs Jones’s inshore passage. Ensure your route for the inshore voyage is planned in accordance with operational instructions and navigational principles.

Next, you need to prepare a record book for the Seaspray. Download COMMERCIAL AND FISHING SHIP OPERATING DOCUMENTS to determine which documents are not relevant to your vessel, and then complete the necessary documentation for your vessel type.

Your Record Book should contain information relevant to the passage. This information should include as a minimum: List of crew/passengers Weather conditions

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http://widebay.staging.bigbridge.com.au/navigation/legislation/legislation_activities/QT_Operating_Documents.pdf

http://widebay.staging.bigbridge.com.au/navigation/legislation/legislation_activities/QT_Operating_Documents.pdf

http://www.transport.qld.gov.au/home.nsf/maritime/mariners


Course deviation and reason Compass checks Fuel consumption Any problems or variations to the voyage plan and the reason for it

Tools Buoyage Safe water marks Cardinal marks Lateral marks Isolated danger marks Record books Selection of route

Activities Cardinal marks Lateral marks Identify marks Determining route of passage

Task 3 - Fix small vessel’s position within a limited areaHi! In this task you will demonstrate your understanding of primary fixing method in accordance with prevailing conditions, using information from relevant navigational systems.

PLOT YOUR POSITIONWhile your clients are aboard “Seaspray”, you will need to be able to plot their position on a chart from a given longitude and latitude. Before they arrive, I want you to practise plotting the position of another vessel. Use your GPS readings to plot the position of a vessel on your chart. Ask your Master for assistance. Post your findings on the discussion board showing the degree of reliance that can be placed on the GPS system. Review and comment on one other posting from another student.

Tools Plotting position Fixing position Compass error Speed and distance

Activities Speed and distance Deviation Magnetic variation

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Task 4 - Conduct an inshore passageHi there this is Captain Pete again, with a final check to see if you are ready to put everything you have learnt into practise. Before we do, there are just a few more tasks to complete. In this section we will look at the effects of the tide, currents and water depths.

Proceeding at 6 knots or slow ahead, apply 15 of starboard helm and complete a 360° turn. Provide your Facilitator or Master the following observations during the turn: How far did the vessel advance and transfer before it was 90° off the original track? How far are you displaced off your original track half way through the turn (known

as tactical diameter)? Complete the turn. Has your vessel turned inside the wake? (Final diameter)Complete the same manoeuvre, using 10 or 12 knots.

Monitor your vessel's log speed or GPS speed over the ground whilst altering course to determine the speed loss whilst turning.

Tools Tidal effects Calculating tide heights Manoeuvring a vessel International regulations for preventing collisions at sea Sound and light signals

Activities Tide tables Head on – manoeuvring and warning signals Manoeuvring through buoys and marks Intending to overtake – manoeuvring and warning signals Sound signals in restricted viability Manoeuvring a vessel Navigation record sheet

Teacher’s roleBecome familiar with the job and tasks. Make sure you have read the tools and are familiar with the activities.

Provide feedback on tasks and activities. Direct learners to appropriate learning tools to further develop their skills as required. In this case, you should be sure students plan is clear, logical and appropriate for the voyage intended


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Instead of using the graphical representation of the inshore passage you may like to use a chart of your local area or another one more relevant to your learners.

To finalise this unit of competency the learner will need to complete the following: Started your notebook (see Scenario) and included the following:

Care & use of charts for the Jones’s Storage & Maintenance procedures for Seaspray Your explanation for Mr & Mrs Jones regarding navigational hazards Noted details of correct chart & where to purchase it Identified useful information from mariners website

Obtained all necessary charts required Publications posted to discussion board Been assessed by your master for distance & bearing Chart corrections, storage and maintenance, updating corrections and notice to

mariners activities Record of critical points recorded in notebook Prepared your record book for the Seaspray AMSA form for your notebook Added your record of strategies for navigational contingencies to your notebook Cardinal marks, lateral marks, identify marks and determining route of passage

activities Posted your GPS findings on the discussion board & recorded your review in

notebook Added the following to your notebook:

Noted your radar ranges & compass bearings Noted bearings from coastal features Your calculations for speed & distance

Speed and distance, deviation and magnetic variation and activities Sourced your local & current tide table Added the following to your notebook:

Special tidal features in your area Depth of water at arrival & departure times Your explanation on how to use lights, buoyage & coastal features Signal Mr & Mrs Jones are required to use

Tide tables, head on – manoeuvring and warning signals, manoeuvring through buoys and marks, intending to overtake – manoeuvring and warning signals, sound signals in restricted viability, manoeuvring a vessel and navigation record sheet activities

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