Model Course 1.08 Radar Navigation at Management Level (RADAR, ARPA, Bridge Teamwork and Search and Rescue)

E
SUB-COMMITTEE ON HUMAN ELEMENT, HTW 5/3/11/Add.1

TRAINING AND WATCHKEEPING 13 April 2018
5th session Original: ENGLISH
Agenda item 3
VALIDATED MODEL TRAINING COURSES
Draft revised model course 1.08 on Radar Navigation at Management Level

(RADAR, ARPA, Bridge Teamwork and Search and Rescue)
Note by the Secretariat
SUMMARY
Executive summary: This document provides the draft revised model course 1.08 on
Radar Navigation at Management Level (RADAR, ARPA, Bridge
Teamwork and Search and Rescue)
Strategic direction, if 1
applicable:
Output: 1.3
Action to be taken: Paragraph 2
Related document: HTW 5/3/11
General
1 The draft revised model course 1.08 on Radar Navigation at Management Level
(RADAR, ARPA, Bridge Teamwork and Search and Rescue) referred to in document
HTW 5/3/11/Add.1 is set out in the annex.
Action requested of the Sub-Committee
2 The Sub-Committee is invited to consider the draft revised model course 1.08 on
Radar Navigation at Management Level (RADAR, ARPA, Bridge Teamwork and Search and
Rescue), as set out in the annex, together with the report of the Review Group, as set out in
document HTW 5/3/11, and take action, as appropriate.
***
I:\HTW\5\HTW 5-3-11 Add.1.docx

HTW 5/3/11/Add.1
Annex, page 1
ANNEX
DRAFT REVISED MODEL COURSE 1.08 ON RADAR NAVIGATION

AT MANAGEMENT LEVEL (RADAR, ARPA, BRIDGE TEAMWORK AND
SEARCH AND RESCUE)
Model Course 1.08
RADAR NAVIGATION AT
MANAGEMENT LEVEL (RADAR,
ARPA, BRIDGE TEAMWORK AND
SEARCH AND RESCUE)
2018 Edition
London, 2018

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Annex, page 2
ACKNOWLEDGEMENTS
The International Maritime Organization (IMO) wishes to express its sincere

appreciation to the Government of the People's Republic of China for the valuable
assistance and co-operation in the revision of this course.
Copyright © International Maritime Organization 2018

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

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Annex, page 4
Contents
Introduction 5
Part A: Course Framework 9
Part B: General Outline 17
Part C: Detailed Outline 20
Part D: Instructor Manual 27
Part E: Evaluation and Assessment 79

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Annex, page 5
Introduction
 Purpose of the model courses
The purpose of IMO model courses is to assist maritime training institutions and their
teaching staff in organizing and introducing new training courses, or in enhancing,
updating or supplementing existing training materials whereby the quality and
effectiveness of the training courses may be improved.
It is not the intention of a model course to present instructors with a rigid "teaching
package" which they are expected to "follow blindly". Nor is it the intention to use
audio-visual or "programmed" materials as a substitute for the Instructor's presence.
As in all training endeavours, the knowledge, skills, competence and dedication of the
instructor are the key components in the transfer of knowledge and skills to those being
trained through IMO model course-based material.
Because educational systems and the cultural backgrounds of trainees in maritime

subjects vary considerably from country to country, the model course has been
designed to identify the basic entry requirements and trainee target group for each
course in universally applicable terms, and to specify clearly the technical content and
levels of knowledge and skill necessary to meet the technical intent of IMO conventions
and other related recommendations.
 Use of the model course
To use the model course, instructors should review the course plan and detailed
syllabus, taking into account the information provided under the entry standards
specified in the course framework. The actual level of knowledge and skills and the
prior technical education of trainees should be taken into account during this review.
Any areas within the detailed syllabus which may cause difficulties because of
differences between the actual trainee entry level and that assumed by the course
designer should be identified. To compensate for such differences, Instructors may
delete from the course, or reduce the emphasis on items dealing with knowledge or
skills already attained by trainees. Instructors should also identify any academic
knowledge, skills or technical training which trainees may not have acquired.
By analyzing the detailed syllabus and the academic knowledge required to allow
training in the technical area to proceed, Instructors can design an appropriate
pre-entry course or, alternatively, insert the elements of academic knowledge required
to support the technical training elements concerned at appropriate points within the
training course.
Adjustment of the course objective, scope and content may also be necessary if
trainees completing the course are to undertake duties in the maritime industry which

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Annex, page 6
differ from the course objectives specified in the model course. Within the course
outline the course designers have indicated their assessment of the time which should
be allotted to each area of learning. However, it must be appreciated that these
allocations are arbitrary and assume that trainees have fully met all entry requirements
of the course. Instructors should, therefore, review these assessments and may need
to re-allocate, as necessary, the time required to achieve each specific learning
objective or training outcome.
 Lesson plans
Having adjusted the course content to suit trainees' intake and any revision of the
course objectives as appropriate, Instructors should draw up lesson plans based on
the detailed syllabus. The detailed syllabus contains specific references to the
textbooks or teaching materials proposed to be used in the course. Where no
adjustment has been found necessary in the learning objectives of the detailed
syllabus, the lesson plans may simply consist of the detailed syllabus with keywords
or other reminders added to assist I Instructors in the presentation of the material.
 Presentation
The presentation of concepts and methodologies must be repeated in various ways

until Instructors are satisfied that trainees have attained each specific learning
objective or training objective. The syllabus is laid out in learning objective format and
each objective specifies a required performance or, what trainees must be able to do
as the learning or training outcome.
 Implementation
For the course to run smoothly and to be effective, considerable attention must be paid
to the availability and use of:
- properly qualified instructors;

- relevant support staff;
- teaching and other spaces;
- appropriate equipment and teaching aids;
- textbooks, appropriate technical papers, etc.; and
- other relevant reference materials.
Thorough preparation is the key to successful implementation of the course. IMO has
produced "Guidance on the implementation of IMO model courses", which deals with
this aspect in greater detail and is included in Appendix I.

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Annex, page 7
 Training and the STCW Convention
The standards of competence that have to be met by seafarers are defined in Part A
of the STCW Code in the International Convention on Standards of Training,
Certification and Watch keeping for Seafarers (STCW Convention), 1978, as
amended. This IMO model course addresses the competences and the training that is
required to achieve the standards for the knowledge, understanding and proficiency
(KUPs) set out in table A-II/2 of the STCW Code.
Part A provides the framework for the course, its aims and objectives and notes on
suggested teaching facilities and equipment. A list of suggested teaching aids,
bibliographies, IMO references and textbooks is also included as guidance.
Part B provides an outline of lectures, demonstrations and exercises for the course. A
timetable is not included, but from the teaching and learning perspective, it is more
important that the trainee achieves the minimum standard of competence defined in
the STCW Code than that a strict timetable is followed. Depending on their experience
and ability, some trainees may take longer to become proficient in some topics and
sub-topics than others.
Part C gives the Detailed Teaching Syllabus. This is based on the theoretical and
practical knowledge specified in the STCW Code. It is written as a series of learning
objectives, in other words what the trainee is expected to be able to do as a result of
the learning experience. Each of the objectives is expanded to define a required
performance of knowledge, understanding and proficiency. IMO references, textbook
references and suggested teaching aids are included to assist Instructors in designing
lessons.
Part D gives guidance notes and additional explanations to Instructors on the topics
and learning outcomes listed in Part C. For the various topics, this part presents subject
matter details, activities, and recommended presentation and assessment techniques.
Part E presents a generic guide for effective evaluation/assessment of trainees. Parts

C and D of this model course address the generic subject matter of Part E in greater
detail.
A separate IMO model course addresses Assessment of Competence. This course

explains the use of various methods for demonstrating competence and criteria for
evaluating competence as tabulated in the STCW Code.
 Validation
The guidance contained in this document has been validated by the Sub-Committee
on Human Element, Training and Watchkeeping for use by Administrations and

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Annex, page 8
training providers in developing relevant training programmes for the effective

implementation of uniform minimum standards for training and certification of
seafarers. Validation in this context means that the Sub-Committee has found no
grounds to object to the contents of this model course, but has not granted its approval
to the document, as the Sub-Committee does not consider any model course to be an
official interpretation of IMO Instruments.

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Annex, page 9
Part A: Course Framework
 Aims
The aim of this model course is to meet the mandatory minimum standards of
competence for seafarers in Navigation for the Function: Maintain safe navigation
through the use of information from navigation equipment and systems to assist
command decision-making at the Management Level as specified in table A-II/2 of the
STCW Code.
This course provides training in use of radar, ARPA/TT and AIS reporting functions,
bridge teamwork, and search and rescue for trainees at the management level on ships
fitted with radar equipment. This course takes account of IMO model courses 1.07 and
7.03, and includes the training related to acquiring, analyzing and applying radar
resources to manage proper command decision-making with regard to safe navigation
and successful search and rescue, to meet the mandatory requirements relating to the
radar system: "plan a voyage and conduct navigation", "determine position and the
accuracy of resultant position fix by any means", "coordinate search and rescue
operations", "establish watchkeeping arrangements and procedures" as set out in
section A-II/2 of the STCW Code.
 Objective
The objective is to provide trainees with guidance and information to gain knowledge,
understanding and proficiency (KUP) required to achieve the objectives of the learning
outcomes to demonstrate the standard of competence in Navigation at the
Management Level assigned to shipboard duties as required in section A-II/2 and set
out in table A-II/2 of the STCW Code.
Trainees who complete this course should be able to successfully demonstrate their
competence at the Management Level by being:
- aware when the radar should be used, and able to supervise officers in charge
of a navigational watch to select a suitable mode and range setting for
particular circumstances, and to set the controls for optimal performance;
- fully aware of the limitations of the equipment in detecting targets, and able to
evaluate the accuracy and reliability of information obtained and displayed;
- able to pay due attention to the functions of radar in position fixing, navigation,
clearing of danger and altering course;
- able to coordinate the preparation of voyage plans, and use all effective
means to ensure the implementation of voyage plans;

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Annex, page 10
- able to develop a good understanding of the provisions in the Convention on

the International Regulations for Preventing Collisions at Sea, 1972, relating
to the use of radar;
- able to identify developing situations and ascertain risks correctly by radar

and take appropriate actions, to verify the effectiveness of collision avoidance
and determine the proper timing for resuming the course and speed after
collision avoidance, bearing in mind that assumptions should not be made on
the basis of scanty radar information; and
- able to instruct the bridge team to use radar information to determine the
position of a distressed target, to approach the search and rescue spot by
continuous setting-up of radar and evaluating radar information, and to
manage proper informed decision-making to ensure successful coordination
of the search and rescue operations.
 Entry standards
This course is principally intended for trainees at the management level for radar
navigation on board. Prior to entering the course, trainees should be officers in charge
of a navigational watch who satisfy the minimum requirements set out in STCW Code,
table A-II/1, and have completed approved seagoing service, and perform functions
appropriate to the certificate held, for a period of not less than that required by the
Party concerned for a certificate of competence at management level.
Trainees for certification of masters or chief mates should have completed, or be

following a planned and structured programme of training; shipboard training should
include tasks or projects relating to management-level duties of masters or chief
mates.
Considering the particular duties of personnel at the management level, it is advised

that trainees should be familiar with the basic theory of Integrated Navigation System
(INS), and basic requirements set out in table A-II/1 of the STCW Code. It should also
be made clear to trainees that the following contents of this course are a part of the
KUPs for the relevant competence set out in table A-II/2 of the STCW Code. These
include "plan a voyage and conduct navigation", "determine position and the accuracy
of resultant position fix by any means", "coordinate search and rescue operations",
"establish watchkeeping arrangements and procedures" and "maintain safe navigation
through the use of information from navigation equipment and systems to assist
command decision-making".

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 Course certificate
On successful completion of the course and assessments, a document may be issued

certifying that the holder has successfully completed a training course which meets, or
exceeds the level of knowledge, understanding and proficiency for the standard of
competence specified in table A-II/2 of the STCW Code.
 Course intake limitations
The course intake is limited by the number of trainees who can receive adequate
individual attention from the instructor(s). The maximum trainee - instructor ratio may
be up to 24 to 1 for classroom lectures, and 8 to 1 for practical sessions and
simulations. Depending on the availability of radar and radar simulator equipment, the
course intake should be limited to three or four trainees per radar and/or radar
simulator display to allow each trainee sufficient practice in the operation of the
equipment while acting various roles.
Teaching staff should note that the ratios are suggestions only and should be adapted
to suit individual groups of trainees depending on their experience, ability, and
equipment available.
 Staff requirements
Instructors must have appropriate training in instructional techniques and training

methods, and should be appropriately qualified in accordance with the provisions of
STCW Code, section A-I/6. All training and assessments carried out, and instructions
given, should be by qualified personnel who understand the specific objectives of the
course.
To enhance the effectiveness and allow for interaction among trainees in simulator
training exercises, more than two own-ship stations could be used, and in this case,
an assistant instructor with similar experience would be desirable.
 Teaching facilities and equipment
Simulators used for the training should provide a controllable environment and
sufficient own-ship stations to accommodate the trainees for each course. Simulators
used for training should meet the requirements set out in paragraphs 1, 4, and 5 of
STCW Code, section A-I/12, and simulators for assessment should meet the
requirements set out in paragraphs 2, 4, and 5 of STCW Code, section A-I/12 .
Real radar or ARPA equipment used when delivering the course should satisfy the
applicable SOLAS Convention regulations and IMO performance standards for radar
or ARPA equipment, as set out in annex 4 to the Adoption of new and amended

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performance standards (resolution MSC. 64(67)), the Performance standards for

automatic radar plotting aids (ARPAs) (resolution A.823(19)) and the Adoption of the
revised performance standards for radar equipment (resolution MSC.192(79)).
Suitable teaching spaces equipped with the relevant facilities to facilitate the delivery
of training through lectures, group exercises and discussions, as appropriate, should
be provided. Appropriate multi-media equipment should be made available, where
necessary.
 Teaching aids (A)
A1 Instructor manual (Part D of this course)

A2 Audiovisual aids
A3 Plotting charts and instruments
A4 Multi-media training aids such as Videos, Computer Based Training (CBT),
etc. may be used as deemed fit by Instructors when presenting this course.
 Bibliographies (B)
B1 The Mariner's Handbook. 2016. United Kingdom Hydrographic Office.

B2 Bridge Procedures Guide. 2016. International Chamber of Shipping.
B3 Radio Regulations. 2016. ITU.
B4 Aids to Navigation Guide (Navguide). 2014. 7th Ed, IALA.
B5 Maritime Buoyage System. 2012. 7th Ed, IALA.
 IMO References (R)
R1 International Convention on Standards of Training, Certification and

Watchkeeping for Seafarers, 1978, as amended.
R2 International Convention for Safety of Life at Sea.
R3 The International Regulations for Preventing Collisions at Sea, 1972
(IMO-904).
R4 Resolution MSC.192(79): Revised Recommendation on Performance
Standards for Radar Equipment, 2004.
R5 Resolution MSC.64(67) Annex 4: Recommendation on Performance
Standards for Radar Equipment, 1996.
R6 Resolution A.823(19): Performance Standards for Automatic Radar Plotting
Aids, 1995.
R7 Resolution MSC.74(69) Annex 3: Recommendation on Performance
Standards for a Universal Shipborne Automatic Identification System (AIS),
1998.
R8 Resolution MSC.246(83): Performance Standards for Survival Craft AIS
Search and Rescue Transmitters (AIS-SART) for Use in Search and Rescue
Operations, 2007.

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R9 Resolution MSC.112(73): Revised Recommendation on Performance

Standards for Shipborne Global Positioning System (GPS), 2000.
R10 Resolution MSC.116(73): Recommendation on Performance Standards for

Marine Transmitting Heading Devices (THDS), 2004.
R11 IMO: Resolution MSC.96(72): Recommendation on Performance Standards

for Devices to Measure and Indicate Speed and Distance, 2000.
R12 SN.1/Circ.197: Operation of Marine Radar for SART Detection, 1997.
R13 Resolution MSC.164(78): Revised Performance Standards for Radar

Reflectors, 2004.
R14 Resolution A.893(21): Guidelines for Voyage Planning, 1999.
R15 Ships' Routeing, 2015 Ed.
R16 International Aeronautical & Maritime Search and Rescue Manual, 2016 Ed.
R17 IMO: International Convention on Maritime Search and Rescue, 1979.
R18 IMO: GMDSS Manual, 2015 Ed.
 Textbooks (T)
T1 Bole, A, Wall, A, and Norris, A. 2014. Radar and ARPA Manual. 3rd Ed.
Oxford: Elsevier Ltd.
T2 Liu, T, Zhang, B. 2016. Shipborne Navigational Radar. Dalian, China: Dalian

Maritime University Press.
T3 Burger, W. 1999, reprinted 2008. Radar Observer's Handbook for Merchant

Navy Officers. 9th ed. Glasgow: Brown, Son and Ferguson LTD.
T4 Cockcroft, A. N. and Lameijer, J. N. F. 2012. A Guide to the Collision

Avoidance Rules. 7th ed. Oxford: Elsevier Ltd.
T5 Swift, A.J. and Bailey, T. J. 2004. Bridge Team Management: A Practical

Guide. 2nd ed. London: The Nautical Institute.
T6 Anwar, N. 2015. Navigation Advanced for Mates and Masters. 2nd Ed.
Livingston: Witherby Seamanship International Ltd.

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T7 Passage Planning Principles. 2006. London and Lanarkshire: Witherbys

Publishing Ltd and Seamanship International Limited.
T8 Passage Planning Practice. 2006. London and Lanarkshire: Witherbys

Publishing Ltd and Seamanship International Limited.
T9 Frost, A. 2016. Practical Navigation for Officers of the Watch. 2nd Ed.
Glasgow: Brown, Son & Ferguson LTD.

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Function: navigation at the management level
STCW 2010 table A-II/2 IMO Model course 1.08

Competence Knowledge, Understanding and Topic Sub- Knowledge, Understanding and Proficiency
Proficiency topic
1.1.2 Requirements of SOLAS Convention for radar
1 1.1
Voyage planning and navigation for all installation
conditions by acceptable methods of plotting
ocean tracks 2 2.1 2.1 Making a voyage plan
Plan a voyage and conduct
navigation 2 2.2 2.2 Executing a voyage plan
Routing in accordance with the General 2 2.1 2.1 Making a voyage plan
Provisions on Ships’ Routing 2 2.2 2.2 Executing a voyage plan
1.2 Operation principles of radar system, factors
Determine position and the 1 1.2 affecting radar information accuracy, radar
accuracy of resultant position fix Position determination in all conditions characteristics and limitations
by any means
2 2.2 2.2 Executing a voyage plan
A thorough knowledge of and ability to apply
4.1 Identification and confirmation of distress locating
Coordinate search and rescue the procedures contained in the International 4 4.1
signals
operations Aeronautical and Maritime Search and
Rescue (IAMSAR) Manual 4 4.2 4.2 Use of radar in SAR operations
Thorough knowledge of content, application
and intent of the International Regulations for
1 1.1 1.1.3 COLREG provisions on the use of radar
Preventing Collisions at Sea, 1972, as
Establish watchkeeping
amended
arrangements and procedures
Thorough knowledge of the content,
1.1.1 Competence requirements of the STCW Code
application and intent of the Principles to be 1 1.1
on radar navigation
observed in keeping a navigational watch
Maintain safe navigation An appreciation of system errors and 1 1.1 1.1.4 Different IMO resolutions on radar performance

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through the use of information thorough understanding of the operational standards concerning target detecting ability
from navigation equipment and aspects of navigational systems and fallback arrangement
systems to assist command 1.2 Operation principles of radar system, factors
decision-making 1 1.2 affecting radar information accuracy, radar
Note: Training and assessment characteristics and limitations
in the use of ARPA is not
required for those who serve 1 1.3 1.3 Awareness of radar working conditions
exclusively on ships not fitted
with ARPA. This limitation shall Blind pilotage planning 2 2.1 2.1 Making a voyage plan
be reflected in the endorsement
issued to the seafarer Evaluation of navigational information derived 2 2.2 2.2 Executing a voyage plan
concerned from all sources, including radar and ARPA,
in order to make and implement command 3.1 Use of radar acquiring information for collision
3 3.1
decisions for collision avoidance and for avoidance
directing the safe navigation of the ship 3 3.2 3.2 Use of radar in collision avoidance actions
The interrelationship and optimum use of all

navigational data available for conducting 2 2.2 2.2 Executing a voyage plan
navigation

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Part B: General Outline
 Lectures
As far as possible, lectures should be presented within a familiar context and should
make use of practical examples. The presentation and transfer of theoretical
knowledge may be achieved in various ways by combining diagrams, pictures,
sketches, computer data and radar application cases, as required.
Effective teaching methodology may involve delivery of the relevant knowledge to

trainees by certain techniques, and enhancing the knowledge by further explanation.
For example, the instructor may firstly introduce general contents to trainees, then
illustrate each objective in detail, and finally provide a summary and conclusion.
Utilization of multimedia equipment and disseminating handouts to trainees would be
an effective and advisable way to supplement lectures.
 Practical training
Well-designed practical training exercises that reflect the requirements set out in
table A-II/2 of the STCW Code, substantially improve training outcomes. Practical
training such as, the use of plotting charts and instruments, multi-media aids, and data
recovery relevant to actual on-board management level tasks and duties will facilitate
effective learning.
 Course Timetable
No specific timetable has been included in this course. Teaching staff should note that
the suggested hours for lectures, demonstrations and practical work, and length of
time allocated to each objective within the sequence is for indicative purposes only.
These factors may be adapted by Instructors to suit individual groups of trainees
depending on their experience, ability, equipment and the number of Instructors
available for teaching.
Development of a detailed timetable depends on the level of skills of the trainees

entering the course and any revision work of basic principles that may be required.
Instructors must develop their own timetable depending on:
- the level of skills of trainees;

- the numbers to be trained; and
- the number of instructors,
and normal practices at the training establishment.

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Preparation and planning constitute an important factor which makes a major

contribution to the effective presentation of any course of instruction.
*Care should be taken when indicating the total hours for the model course and each
subject presented in a model course. The approval of a detailed timetable is best left
to Administrations due to their understanding of the entering candidates' knowledge
and skills, the class size and the resources available to each training provider.
 Course Outline
Part B is a general description of topics and the sequence of presentations. The course
is divided into 4 topics and 9 sub-topics corresponding to the competence and KUPs
defined in table A-II/2 of the STCW Code. The training is delivered by means of
lectures and practical training exercises. Teaching staff should note that the suggested
timings are for indicative purposes only, and session timing should be adapted to suit
individual groups of trainees depending on their experience, ability, equipment and
staff available for training.
The course timetable should reflect the varying needs for the different target groups. It
may be possible for experienced instructors to accommodate different target groups
within the same course by adjusting the timetable and presentations accordingly.

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 Course Outline
Practical
Lecture
Knowledge, understanding and proficiency training
(hours)
(hours)
1. Proficiency in the radar system and related resources 1.0 2.0
1.1 Requirements of STCW, SOLAS, COLREG and Performance Standards for Radar 0.3
Equipment and related applications 0.4
1.2 Operation principles of radar system, factors affecting radar information accuracy, radar
characteristics and limitations 0.3 2.0
1.3 Awareness of radar working conditions
Practical Training1 Awareness of radar working conditions
2. Use of radar in navigation 3.0 9.0
2.1 Making a voyage plan 2.0
2.2 Executing a voyage plan 1.0
Practical Training 2 Use of radar in navigation 9.0
3. Use of radar in collision avoidance 3.0 9
3.1 Use of radar acquiring information for collision avoidance 1.0
3.2 Use of radar in collision avoidance actions 2.0
Practical Training3 Use of radar in collision avoidance 9
4. Use of radar in search and rescue (SAR) 3.0 6
4.1 Identification and confirmation of distress locating signals 1.0
4.2 Use of radar in SAR operations 2.0
Practical Training 4 Use of radar in search and rescue 6
Total 36.0 10.0 26

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Part C: Detailed Outline
 Introduction
Part C correlates the knowledge, understanding and proficiencies defined in the STCW
Code, with the specific outcomes that trainees must acquire. Each specific outcome is
presented as a topic or sub-topic. This is done so that the developer of the course, the
instructor delivering the course and other model course users can focus on
outcome-based learning.
The detailed teaching syllabus has been written in learning outcomes format in which
the outcome describes what the trainee must do to demonstrate that the specified
knowledge or skill has been acquired and the proper attitude has been developed. All
the outcomes are understood to be prefixed by the words, "At the end of the session,
the trainees should be able to …………."
In Part C, the detailed teaching syllabus breaks down each topic/sub-topic into
Learning Objectives under the column of "Knowledge, understanding and proficiency".
A table lists each topic or sub-topic and the corresponding guidance in Part B of the
STCW Code. Teaching aids and references are significant to the detailed teaching
syllabus and delivery of the course, in particular,
- Teaching aids (indicated by A)
- Bibliography (indicated by B)
- IMO references (indicated by R), and
- Textbooks (indicated by T),
would prove to be valuable information sources to users.
The following are examples of the use of references:
- "A1" means teaching aid 1, i.e. the Instructor Manual in Part D of this model
course;
- "B1" means bibliography 1;
- "R1" means IMO reference materials 1;
- "T2" means textbooks 2.

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 Lesson plans
While designing lesson plans based on the Detailed Teaching Syllabus, Instructors
should arrange knowledge points appropriately, taking into account the STCW Code,
the SOLAS Convention, IAMSAR, IMO Radar performance standards, and the
relationship with other relevant IMO model courses, where applicable.

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 Detailed Outline
All objectives are understood to be prefixed by the words "The expected learning outcome is that trainees are able to…"
Textbooks & Teaching

Knowledge, understanding and proficiency IMO References
Bibliographies aids
1 Proficiency in the radar system and related resources (3.0 hours)
1.1 Requirements of STCW, SOLAS, COLREG and Performance Standards for
Radar Equipment and related applications (0.3 hours)
.1 describe the standard of competence on radar navigation in the KUPs of the STCW R1 A1; A2
Code for personnel at the management level
.2 express the resolutions on the performance standards for radar system in the R2 T2 A1; A2
SOLAS Convention, as well as the number of radar sets and bands required for
ships of different tonnage
.3 illustrate the influences of COLREG on collision avoidance decision-making with R3 T4 A1; A2
regard to the use of radar to maintain a proper lookout, to determine the reasonable
safe speed, to appraise the risk of collision and to take effective action timely for
collision avoidance; interpret the implications and influences of scanty radar
information on safe navigation
.4 generalise the requirements of different IMO resolutions on radar performance R4; R5; R6 T1; T2; T3 A1; A2
standards for radar equipment in the detection range, discrimination, detection
accuracy, clutter suppression, target tracking, etc.; analyze the impact of backup
and fallback arrangements in case of partial malfunction of radar system
1.2 Operation principles of radar system, factors affecting radar information
accuracy, radar characteristics and limitations (0.4 hours)
.1 analyze the principles of radar detection, information processing and display, R4; R5; R6 T1; T2; T3 A1; A2; A4
evaluate the influence of sensor errors, noises, clutters and false echoes on radar
image presentation
.2 analyze the influences of errors from essential sensors on radar information, R4; R5; R6; R7; T1; T2; T3 A1; A2; A4
evaluate the factors that affect radar information, such as blind area, the changes R9; R10; R11

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of electromagnetic wave propagation, the changes of weather and sea condition,

radar clutters, radar false echoes and target characteristic, etc.
.3 predict the possible faults of bridge team in radar operation, stress the importance R4; R5; R6; R7; T1; T2; T3; B4; A1; A2; A4
of team management to acquire essential and complete navigational information R8; R9; R10; B5
by operating radar properly in accordance with the operating procedures R11; R12; R13
.4 analyze the influences of characteristics of radar presentations and limitations on R4; R5; R6; R7; T1; T2; T3; B4; A1; A2; A4
radar watchkeeping, observation, position fix, navigation, collision avoidance R8; R9; R10; B5
decision-making; assess the countermeasures to be taken R11; R12; R13
1.3 Awareness of radar working conditions (0.3 hours)
.1 appraise abnormal operation of the radar system in reference to the "Scope of R4; R5; R6 T1; T2; T3 A1; A2
equipment" requirements of the IMO radar performance standards
.2 generalise the complexity of radar system; analyze the influence of radar equipment R4; R5; R6; R7; T1; T2; T3 A1; A2
on the normal operation and radar information output R9; R10; R11
.3 analyze the adverse effects of human element on working conditions and function R4; R5; R6; R7; T1; T2; T3 A1; A2
of the radar system due to inappropriate setup and operation; appraise radar R8; R9; R10;
working conditions using effective team management skills and good radar R11; R12
application experience
Practical training 1 Awareness of radar working conditions (2.0 hours) R4; R5; R6; R7; T1; T2; T3 A1
R9; R10; R11
2 Use of radar in navigation (12.0 hours)
2.1 Making a voyage plan (2.0 hours)
.1 manage the bridge team, evaluate and select radar targets when making a voyage R2; R13; R14 T1; T2; T5; T6; A1; A2; A4
plan taking into account avoiding risks, improving accuracy, and highlighting the T8; B4; B5
limitations and aiming at safe navigation
.2 select suitable radar targets and fixing methods and assess the accuracy of the R2; R13; R14 T1; T2; T5; T6; A1; A2;
resulting fix considering circumstances, limitations of radar and bridge resources B2 A3; A4
.3 select and assess radar navigation objects and methods considering R2; R4; R13; R14 T1;T2; T5; T6; A1; A2;
circumstances, limitations of radar and bridge resources T7; T8; T9; B2 A3; A4

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.4 select and assess reference radar navigation objects and methods to keep clear of R2; R4; R13; R14 T1; T2; T5; T6; A1; A2;
dangers considering circumstances, limitations of radar and bridge resources T7; T8; T9; B2 A3; A4
2.2 Executing a voyage plan (1.0 hours)
.1 execute a voyage plan in coastal and narrow channel waters to ensure safety of R2; R14; R15 T1; T2; T5; T6; A1; A2; A4
navigation by managing bridge resources effectively, by supervising the T7; T8; T9;B2
watchkeeping officers' radar operation, by evaluating radar information prudently,
and by utilizing radar resources properly and effectively
.2 execute a voyage plan in TSS and VTS waters to ensure safety of navigation by R2; R14; R15 T1; T2; T5; T6; A1; A2; A4
managing bridge resources effectively, by supervising the watchkeeping officers' T7; T8; T9; B2
radar operation, by evaluating radar information prudently, and by utilizing radar
resources properly and effectively
.3 execute a voyage plan in/near ice-infested waters to ensure safety of navigation by R2; R14 T1; T2; T5; T6; A1; A2; A4
managing bridge resources effectively, by supervising the watchkeeping officers' T7; T8; T9; B1
radar operation, by evaluating radar information prudently, and by utilizing radar
.4 execute an anchoring plan to ensure safety of navigation by managing bridge R2; R14 T1; T2; T5; T6; A1; A2; A4
resources effectively, by supervising the watchkeeping officers' radar operation, by T7; T8; T9; B2
evaluating radar information prudently, and by utilizing radar resources properly
and effectively
.5 execute a berthing and unberthing plan to ensure safety of navigation by managing R2; R14 T1; T2; T5; T6; A1; A2; A4
bridge resources effectively, by supervising the watchkeeping officers' radar T7; T8; T9
operation, by evaluating radar information prudently, and by utilizing radar
Practical training 2 Use of radar in navigation R2; R14; R15 T1; T2; T5; T6; A1; A2; A3
T7; T8; T9
3 Use of radar in collision avoidance (12.0 hours)

3.1 Use of radar acquiring information for collision avoidance (1.0 hours)
.1 analyze the factors affecting the accuracy of manual plotting and evaluate the R5 T1; T3; T4 A1; A2; A3
reliability of plotting information

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.2 deduce the errors of radar target tracking information, AIS reporting information and R4; R5; R6; R7; T1; T2; T3; B4 A1; A2; A4
their associated information; analyze the limitations of processing delay of R9; R10; R11
automatic target tracking system; and evaluate the reliability of information
3.2 Use of radar in collision avoidance actions (2.0 hours)
.1 acquire reliable collision avoidance information through radar target tracking, AIS R3; R4; R5; R6; T1; T2; T3; T4; A1; A2;
target reporting, the association of radar tracked with AIS reported targets, manual R7; R9; R10; R11 B1; B2 A3; A4
radar plotting and equivalent systematic observation; effectively manage bridge
resources; differentiate and evaluate the radar information; and properly appraise
situations according to the prevailing circumstances and conditions
resources; differentiate and evaluate the radar information; and properly
determine if risk of collision exists according to the prevailing circumstances and
conditions
.3 interpret conduct of vessels in sight of one another and in restricted visibility and R3; R4; R5; R6; T1; T2; T3; T4; A1; A2;
use radar to obtain reliable collision avoidance information; differentiate and R7; R9; R10; R11 B1; B2 A3; A4
evaluate the radar information; effectively manage the bridge resources; and make
proper decisions and take effective actions for collision avoidance according to the
prevailing circumstances and conditions
resources; differentiate and evaluate the radar information; and appraise the
effectiveness of collision avoidance actions according to the prevailing
circumstances and conditions
.5 acquire reliable collision avoidance information through manual radar plotting and R3; R4; R5; R6; T1; T2; T3; T4; A1; A2;
trial manoeuvre; effectively manage the bridge resources; differentiate and R7; R9; R10; R11 B1; B2 A3; A4
evaluate the radar information; and determine the time of restoring the original
course or/and speed according to the prevailing circumstances and conditions

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Practical training 3 Use of radar in collision avoidance (9.0 hours) R3; R4; R5; R6; T1; T2; T3; T4; A1
R7; R9; R10; R11 B1; B2
4 Use of radar in search and rescue (SAR) (9.0 hours)
4.1 Identification and confirmation of distress locating signals (1.0 hours)
.1 supervise and manage the bridge team to use radar resources to identify, R2; R12; R18 T1; T2; T3 A1; A2
acknowledge and evaluate radar SART information in complex scenario
.2 supervise and manage the bridge team to use radar resources to identify, R2; R8; R18 T1; T2 A1; A2
acknowledge and evaluate AIS-SART information in complex scenario
.3 supervise and manage the bridge team to use radar resources to identify, R8 T1; T2 A1; A2
acknowledge and evaluate MOB-AIS information in complex scenario
4.2 Use of radar in search and rescue operations (2.0 hours)
.1 develop a search and rescue plan according to international conventions, R2; R16; R17; T1; T2; B1; B2; A1; A2; A4
regulations and guidelines related to SAR, using radar and related information from R18 B3
SAR units; taking into account sea states and visibility
.2 adjust radar in a timely manner and evaluate radar information when approaching R2; R16; R17; T1; T2; B1; B2; A1; A2; A4
the distress location; make proper decision and manoeuvre the ship R18 B3
Practical training 4 Use of radar in search and rescue (6.0 hours) R2; R16; R17; T1; T2; B1; B2; A1
R18 B3
Note: It is important for model course users to develop a comprehensive understanding of IMO References, Textbooks, Bibliographies and
Teaching Aids recommended in this table, in order to ensure that the Detailed Teaching Syllabus and lesson plans are consistent with the
requirements of the applicable IMO Instruments

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Part D: Instructor Manual
 Introduction
Based on Knowledge, Understanding and Proficiency in Part C, the Instructor Manual

in Part D is intended to provide more detailed information that is relevant to the
organization and structuring of the learning objectives, , sequence of lectures, possible
problems and solutions during the training to Instructors who use IMO model courses.
The course is structured to reflect the KUPs as specified in STCW Code, table A-II/2.
The Instructor Manual and its Guidance Notes provide highlights and a summary of
the topics that are to be presented. The manual provides information on teaching
methodology and organization, and the areas that are considered appropriate and
important to achieve the relevant learning outcomes. Instructors should prepare
relevant lesson plans for the delivery of each topic of the course specifying the teaching
strategy and method to be used, and describe the learning activities of the trainees.
 Structure
This course consists of 4 topics, which includes 9 sub-topics in total and more learning
objectives. Each topic includes 2 sections, namely, teaching guidance and assessment
strategies.
 Guidelines for using the model course
Teaching guidance
In this part, the main learning objectives and the resources that may be used in the
teaching process for the guidance and enhancement of professional knowledge of
Instructors such as relevant IMO Conventions, Regulations, Resolutions, model
courses, teaching points for radar navigation training for trainees at the management
level are specified. Instructors may use other relevant resources as they deem
appropriate when delivering this course.
Assessment strategies
Constructive assessment strategies are provided. Assessment builds a link between

the "knowledge, understanding and proficiency" and the "criteria for evaluating
competence" in table A-II/2 of the STCW Code. Assessment strategies reflect the
"methods for demonstrating competence" in the table. Assessment strategies not only
clarify the objectives which should be contained in the assessment process, which
include written examinations, oral tests, practical exercises, class discussions and
records, etc. but will also assist Instructors to conduct teaching tasks, but also provide

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suggested approaches to assessing whether trainees satisfy the required performance

standards.
 Detailed instructor manual
A detailed manual, consistent with Parts B and C, is provided as follows.
1. Proficiency in the radar system and related resources
Teaching guidance
Proficiency in the use of the radar system and related resources enables trainees to:
understand the applied skills and limitations of the resources; to coordinate bridge
team resources; and apply radar resources effectively. Furthermore, trainees should
be capable of making proper use of the radar system output information to maintain
safe navigation.
Familiarization with the requirements of the STCW Convention and Code, the SOLAS
Convention, the Performance Standards for Radar Equipment, and Model Course 1.07
facilitates the delivery of this management level course.
In order to achieve proficiency in the use of the radar system and related resources,
trainees should: have a good understanding of radar including its operating principles;
factors affecting information accuracy, and its characteristics and limitations; have
awareness of the working conditions of the radar system; and master the skills for
radar system setup and operation in different scenarios, including multi-radar resource
allocation; and the influence of sensor setup on information output.
1.1 Requirements of STCW, SOLAS, COLREG and Performance Standards

for Radar Equipment and related applications
.1 Competence requirements for radar navigation
The STCW Convention provides seafarers with minimum training

requirements for certification of competence. For the function of navigation at
the management level, the KUPs in part A of the STCW Code related to radar
navigation are covered in the competence requirements as follows:
.1 plan a voyage and conduct navigation;
.2 determine position and the accuracy of resultant position

fixing by any means;
.3 coordinate search and rescue operations;

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.4 establish watchkeeping arrangements and procedures; and
.5 maintain safe navigation through the use of information from

navigation equipment and systems to assist command
decision-making.
.2 Requirements of SOLAS Convention for radar installation
The SOLAS Convention sets out the minimum standards for ship
construction, carriage requirements for equipment and safe
operation of ships. Trainees should gain an understanding of SOLAS
Convention, Chapter V, Regulation 18 which relates to type approval,
surveys and performances of radar equipment.
The minimum performance standards of radar and/or ARPA,

installed on or after 1 July 2002, shall meet requirements not inferior
to those adopted by IMO. Those performance standards include:
- Recommendation on performance standards for radar

equipment (Annex 4 of Resolution MSC. 64(67));
- Revised recommendation on performance standards for

radar equipment (Annex of Resolution MSC. 192 (79)); and
- Performance standards for automatic radar plotting aids

(Annex of Resolution A. 823(19)).
When radar and/or ARPA are replaced or added on to ships

constructed before 1 July 2002, such systems and equipment shall,
in so far as is reasonable and practicable, comply with the above-
mentioned performance standards. Radar and ARPA installed prior
to the adoption of performance standards by the Organization may
subsequently be exempted from full compliance with such standards
at the discretion of the Administration, having due regard to the
recommended criteria adopted by the Organization.
With regard to the type and number of radars, as stipulated in

Regulation 19 of SOLAS Convention, Chapter V, trainees should
have an understanding that all ships of 300 gross tonnage and
upwards, and passenger ships irrespective of size, shall be fitted with
a 9 GHz radar.

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In addition to the above equipment, all ships of 500 gross tonnage

and upwards shall have an automatic tracking aid. In addition to the
above equipment, all ships of 3,000 gross tonnage and above shall
have a 3 GHz radar or, where considered appropriate by the
Administration, a second 9 GHz radar and a second automatic
tracking aid.
.3 Provisions on the use of radar in COLREG
As required by Rule 5, 6, 7, 8 and 19 of COLREG, radar should be

used to maintain a proper look-out, to navigate at a safe speed, to
determine the risk of collision, and to take efficient avoiding actions
in time. The limitations of the radar equipment and scanty radar
information may pose potential threats to navigation.
Trainees should be thoroughly knowledgeable and have a full

understanding of radar related rules in the COLREG. Instructors
need to emphasize: the integrity of radar collision avoidance
information from the point of view of modern radar information
processing; and the reliability of radar collision avoidance information
from the point of view of information accuracy. Instructors should
ensure that trainees gain a thorough understanding of the application
of Rules 5, 6, 7, 8 and 19 of the COLREG.
.4 Resolutions on radar performance standards concerning the

radar detecting ability and fallback arrangement
According to the SOLAS Convention, radar and ARPA on board may

follow different performance standards. Trainees should be made
aware of the different standards that are applicable for compliance
purposes. Instructors should make known to trainees the varying
requirements regarding the detection range, discrimination,
accuracy, anti-clutter and target tracking. Performance standards for
radar and ARPA are combined into one instrument by Resolution
MSC. 192 (79). ARPA is no longer the single equipment and is
covered under the "target tracking" function in the radar system.
Trainees should be familiar with the backup and fallback

arrangements to maintain minimum basic radar functionality in the
event of partial failures, including information failure in terms of
heading, speed through water, course and speed over ground,
position, radar video, AIS input and network system.

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Trainees should pay special attention to the fact that the radar
equipment should switch automatically to the unstabilized head up
mode within one minute after the azimuth stabilization has become
ineffective, and that if automatic anti-clutter processing could prevent
the detection of targets in the absence of appropriate stabilization,
the processing should switch off automatically under the same
circumstances.
1.2 Operation principles of radar system, factors affecting radar information

accuracy, radar performances and limitations
In this part, Instructors are advised to review the relevant knowledge relating
to radar working principles in Model Course 1.07, factors affecting the
accuracy of radar information, characteristics and limitations of radar. In
particular, Instructors should emphasize that functions such as the integrity of
sensor data, radar system setting and image adjustment, radar information
processing mechanism impose a significant impact on proper acquisition of
radar information and safe navigation.
During the training, Instructors should stress that overreliance on radar

information may give rise to risks and endanger the safety of navigation. It is
advisable to take the case study approach to help trainees to better
understand the performance of radar under various conditions of weather, sea
states and visibility.
.1 Radar detection, principles of information processing and

presentation, radar limitations
Instructors should explain the effects of sensor error, noise, clutters

and false echoes on the radar image presentation following a review
of the knowledge related to radar receiving, processing and display
principles of echoes in model course 1.07, including antenna
receiving characteristics, analog/digital conversion, sensor
information processing, target tracking and presentation process.
During the training, Instructors should emphasize that target

information processing is a time-consuming but necessary process
to ensure the reliability of the information output, which inevitably
causes "time delay". "Target lost" and/or "target swop" cannot be
unavoidable due to sensor errors or defects inherent to the
information processing system.

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.2 Factors affecting information accuracy of radar system
Instructors should help develop a good understanding of the factors

that affect information accuracy due to radar sensor errors including
radar range and bearing errors, characteristics of radar antenna and
transceiver, THD error, SDME error, GNSS error and AIS error.
Trainees should gain an understanding that the environment in which
the radar is operating such as radar blind sector, propagation
environment changes of electromagnetic wave, changes of weather
and sea state, radar clutters, radar false echoes and target
characteristics and etc., affects the accuracy of the radar information.
In particular, it should be noted that the contribution of different

factors to the error varies with different navigation environments,
which further influences radar fix, navigation and collision avoidance
decisions. For multi-radar systems, the performance of different
sensors may vary, so it is important to select radar sensors in
different navigation conditions and check the integrity of information
at sea, for instance, the integrity of EPFS information. In the process
of collision avoidance, it is necessary to communicate in time with
the target vessel and stakeholders, and check and confirm the
relevant information.
.3 Influence of operation techniques on radar information
Awareness of radar navigation at the management level should be

developed so as to manage the bridge team effectively to obtain
necessary and complete navigational information in a timely and
reasonable manner in accordance with the operation procedures.
During the training, Instructors should emphasize that "keeping the

best radar image" is the basis of improving the accuracy of radar
information, and to keep calm when on duty and keep reminding the
bridge team to operate radar in compliance with the requirements, to
adjust or set it up in line with radar operating environment and tasks.
The integrity of radar information may be affected seriously in case

of improper or careless operation. Therefore, the bridge team should
be reminded to pay attention to important matters, for example,
increasing Gain properly when the target is small, decreasing Gain
properly when measuring the target, applying SOG in navigation,
applying STW in collision avoidance, and noting the do’s and don'ts
for tuning and detuning to locate SART during SAR operations.

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It should be particularly cautioned that scanty radar information is

harmful to the safety of navigation.
Case study, simulator demonstration and class discussions are

recommended for effective teaching and learning.
.4 Radar characteristics and limitations
Instructors should elaborate the characteristics and limitations of

radar, and countermeasures to be taken in various conditions and
situations, by analyzing and discussing typical navigational
scenarios and case studies. This will help trainees at the
management level to enhance not only their fundamental theory and
practical knowledge but also good operational skills, so that they are
able to cope with emergency situations with professional skills and
judgment, as well as a stable mindset.
During the training, Instructors should refer to model course 1.07 on

radar performance, and explain to trainees the need to analyze the
performances of radar detection and target presentation. It should be
made clear that as an active detection equipment, radar can be used
to observe all surface targets around own ship including shorelines
and acquire a full picture of the prevailing traffic situation.
Furthermore, as one of the most important navigational instruments,
radar information could be accepted as evidence in a maritime
investigation.
In addition, by referring to related contents in model course 1.07,

Instructors should explain clearly, the sensor limitations of a radar
system including radar, AIS, EPFS, SDME, THD and ECDIS that
could be imposed on look-out, observation, position fixing, navigation
and collision avoidance. For example, sensor errors will reduce the
accuracy of radar detection, and clutters and shadow sectors may
also influence target observation. Similarly, the limitation of target
tracking reliability may present acquisition errors, omissions, target
swop and loss. The size of radar screen determines the capacity of
screen information, and the processing delay will increase data error.
Trainees should be well aware that misinterpretation of the radar
information may impose threats to safe navigation.
1.3 Awareness of radar working states
The optimum working condition of a radar system is the key prerequisite for
acquiring accurate radar navigational information. Trainees should not only

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understand the fundamental theory of radar and operate it professionally, but

also develop a keen sense of awareness, as well as prompt and proper
assessment for radar working states.
The optimum working condition of a radar system depends on the working

state of its system hardware and operational skills of the radar operator.
A management level trainee should not only be able to assess radar working
states and detection ability through simple instructions or procedures, but also
be able to assess using their experience, the ability of the bridge team at the
operational level through effective team management. Trainees should
improve their radar application ability on the basis of knowledge,
understanding and proficiency (KUPs) at the operational level, and
accumulate sufficient experience in actual radar application, and further
improve their competency through this course.
.1 Identification and confirmation of the normal operation of a

radar system with reference to IMO performance standards for
radar
The normal operation of a radar system should be able to meet the

requirements of performance standards on "Scope of equipment"
provisions. In other words, it shows the position of other surface craft,
obstructions and hazards, navigation objects and shorelines in
relation to own ship. The following functional requirements should be
discussed in detail:
- in coastal navigation and harbour approaches, by giving a

clear indication of land and other fixed hazards;
- in a ship-to-ship mode for aiding collision avoidance of both

detected and reported hazards;
- in the detection of small floating and fixed hazards, for

collision avoidance and the safety of own ship; and
- in the detection of floating and fixed aids to navigation.
A competent management level seafarer should be able to perceive

the abnormal working condition of a radar system as per the
abovementioned requirements.

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.2 Equipment related factors affecting normal operation
Trainees at the management level should be fully aware that the

radar system is a complex navigational information processing
system composed of sensors and information processing
instruments. A sound basic radar sensor is primary for the radar
system. Poorly configured sensors will affect the quality of
information output and even the normal operation of the radar
system.
The following should be highlighted during the training:
- The magnetron is a key element and it affects the lifespan

of a pulse radar system. The normal life of a magnetron is
4, 000 to 20, 000 hours. The larger the output power, the
shorter the life of the magnetron. The performance of a
magnetron degrades gradually with working hours, which is
a process of slow ageing. A designated officer (second
officer or electro technical officer) should be responsible for
the regular maintenance in line with IMO radar performance
standards and radar manufacturer’s manuals. Maintenance
work should be recorded in a radar logbook.
- Adverse working environment at sea causes salt rime and

impurities adsorbed on the antenna radiation window, which
affects echo quality. The chief mate should make
arrangements for regular cleaning.
- Loss of sensor signals affects the functioning of the radar

system. Instructors should emphasize that other sensors,
besides the radar sensor, are also important to ensure the
normal operation of radar system. In accordance with
resolution MSC.192(79) IMO performance standards for
radar, radar can only be operated at the unstabilized H-up
presentation mode in case of faulty THD/gyro. In this
situation, system sensors other than the radar sensor
cannot be involved in information processing. Therefore
neither the ARPA/TT and AIS target reporting function, nor
the ECDIS and radar image overlay function will work.
- Meanwhile, some functions based on modern digital

information processing, such as echo average, echo
expansion, sweep correlation and automatic clutter
depressing, which provide safe navigation information only

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in a stabilized presentation mode, will be greatly limited or

not even functioning. If the SDME malfunctions, although
the speed of own ship can be inputted manually, a big error
is inevitable. This leads to the error of radar information
output and therefore affects the safety of navigation.
.3 Factors associated with radar operation and setting affecting

radar working conditions and functionality
Trainees at the management level should develop familiarity with the

functions and the information available in normal working condition.
In any case, effective team management skills and good radar use
experience should be applied to appraise the working state of a radar
system. In teaching, attention should be drawn to the following:
.1 to emphasize the importance of verifying the integrity of the

primary navigation data including time, position, course and
speed for the optimum navigational information. In
particular, the significance of the integrity indication of GPS
to the accuracy of AIS information, the association of radar
tracking and AIS reporting targets, and the accuracy of
ECDIS and radar image overlay should be explored
intensively;
.2 to study cases regarding how to obtain high quality radar

image using gain, tuning and clutter suppression
comprehensively and to assess the performance of the
radar operator and the working conditions of the radar
system by evaluating echo quality;
.3 to explore the necessity of timely switching between STW

and SOG for different navigation tasks and specific
navigation needs, as well as the limitations of different
SDME sensors, and to emphasize the harmfulness of
careless or unconscious radar operation to obtaining the
best navigational information; and
.4 to improve trainees’ ability to appraise situations and

collision danger, and the ability to make collision avoidance
decision with the support of comprehensive analyzes of trail,
manual plotting information, automatic plotting information,
AIS reported information and the association of TT/AIS
information according to navigation safety needs.

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Practical training 1 - Awareness of radar working conditions
.1 Training objectives
This training provides an indispensable link to the learning objectives of this chapter.
It aims to help trainees to establish familiarity with factors affecting the reliability and
accuracy of radar information, to understand well the radar performances and
limitations, and to improve their awareness of radar working conditions, thus laying a
solid foundation for decision-making by using radar information properly in navigation.
.2 Training contents
Trainees operate the function controls/menu such as gain, tuning, clutters suppression
and information processing, etc. for high quality radar echoes. Then, radar working
conditions are to be evaluated by echo quality, and the competence of the radar
operator at the operational level in the bridge team is to be assessed as well.
The integrity of sensor information, the associated effect of radar tracking target and
AIS reported target and the overlying accuracy of electronic navigation chart and radar
echo, should be explored so that the ability for determining the reliability and accuracy
of the radar information can be enhanced.
The influence of radar system partial malfunction on radar information is to be

evaluated by setting loss of sensor signals.
.3 Training strategies
1. Trainees should complete the training programs for typical conditions

and scenarios set up by Instructors in a real radar, or a radar training
simulator.
2. It is recommended that acquiring of high quality radar echoes,

evaluating the accuracy of radar information, and identifying radar
working conditions, should be included in the training course.
.4 Discussion and review
Upon completion of the training, Instructors should organize a discussion for trainees
to share their experience, knowledge gained and any queries, followed by comments,
solutions to problems and revisiting any of training highlights.

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Assessment upon completion of this topic can be conducted in the forms of written
examinations, oral tests, practical operations, class discussions and records, etc. in
order to assess whether trainees can demonstrate that they have achieved the
standard of competence.
Focusing on the radar system and related resources in this topic, trainees should:
1. be proficient in the primary knowledge of the radar system and related

resources;
2. understand the applications and limitations of radar system resources in

different conditions; and
3. have the ability to instruct the bridge team to make reasonable use of the
radar system resources and maintain the safety of navigation.
2 Use of radar in navigation
Teaching guidance
This section aims to ensure that trainees are able to supervise the bridge team in
choosing the most appropriate methods of position fixing, navigation and keeping clear
of dangers by using radar for different circumstances and conditions, especially where
radar navigation is applicable, and to assess the position fixing accuracy, applicability,
reliability and limitations of these methods, so as to make reasonable and effective use
of radar information to maintain the safety of navigation.
Adequate review of the model courses 1.07, 1.27, 1.32, 1.34 and 7.03 would facilitate
the effective delivery of this part. Throughout the delivery of this course, Instructors
should guide the review of using radar to ensure safe navigation, passage planning,
position monitoring, chart work, etc. as appropriate. As a management level course, to
enhance the delivery, the approach should be to review rather than to learn again the
operational level course contents. It may be necessary for some trainees to refresh
their knowledge of such techniques before taking the management level course.
2.1 Making a voyage plan
The purpose of voyage planning is to develop a comprehensive navigation plan for the
safe conduct of the ship from berth to berth. It is directly related to safety of life at sea,
safety and efficiency of navigation, and protection of the marine environment during
the intended voyage or passage. Every effective means should therefore be taken by
personnel at the management level to make sure that the voyage plan is carefully

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prepared and reliably executed. Among the numerous factors to consider in planning
a voyage, radar navigation has become an indispensable element in the whole
process, thanks to the improved modern radar performance standards and added
functions.
Instructors should remind trainees that personnel at the management level should
make full use of all available resources and means in the supervision of the bridge
team to prepare a voyage plan. Particularly for this course, due regard should be given
not only to the benefits in the use of radar in position fixing, navigation and hazards
avoidance, etc., but also to the limitations of the radar system. Hence, optimum
schemes for navigation and monitoring can be adopted in all waters, particularly in
coastal waters, restricted waters, areas with extreme weather conditions such as
restricted visibility, ice-infested waters, traffic separation schemes (TSS) and vessel
traffic service (VTS) areas, to ensure safe navigation to the maximum extent possible.
.1 Assessment and selection of radar targets to assist safe navigation
After a comprehensive review of the radar navigation aids, radar position fixing part in
model course 1.07, Instructors should emphasize the principles and cautions for target
selection. For the benefit of navigation safety, Instructors should develop trainees’
awareness of prudently managing assessment of the voyage plan for safe navigation
in terms of risk avoidance, improving accuracy and consciousness of limitation; taking
into account such factors as: the navigational mission, characteristics of selected and
back-up radar targets, convenience and precision of radar position fix, safety margin
of risk avoidance, and multi-source information integration.
Instructors should prepare charts and passage planning samples which facilitate the
comparison, selection and evaluation of radar targets, and organize interactive
discussions and debriefings with the assistance of radar training simulators, multi-
media and other teaching materials. Note that a comparative teaching approach is
advisable in this process.
Instructors should encourage trainees to adopt a critical attitude and make critical
judgments so that they are able to identify risks of poor or wrong radar targets, and be
able to explore a variety of applications for conspicuous radar targets.
.2 Selection of targets and methods for radar fix and assessment of the
accuracy of the resulting fix
For the safety of navigation, it is necessary that the ship’s position should be monitored
continually at appropriate intervals using two or more independent position fixing
systems appropriate to the waters. Besides fixing by landmarks or other visual marks,
dead reckoning, GPS positioning, etc. radar position fixing as a reliable, intuitive,
accurate, convenient method is widely adopted in planning and executing a voyage.

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Therefore, Instructors should remind trainees that the radar navigational factors should
be fully taken into account in the supervision of voyage plan preparation by personnel
at the operational level. Instructors should focus on the specific skills to choose
appropriate radar fixing methods and the correction methods to obtain accurate
position fixing on different occasions, in different water areas and other specific
conditions.
To help trainees build a complete knowledge structure, it is suggested that the

knowledge of radar position fixing error, error source, precision and reliability should
be covered in this section. Specifically, following a sufficient review of the radar
position fixing section of model course 1.07, a thorough analysis should be conducted
regarding the various methods of radar position fixing such as position fixing by cross
bearings, by ranges, and mixed fixing by ranges and bearings in terms of their
respective procedures, advantages, limitations, reliability, sources of error, etc.
Thereafter, Instructors should highlight the errors of position fixing by radar means,
including faults, systematic errors and random errors, and their causes and
characteristics. To meet competence requirements in the STCW Convention, as
amended, relating to “specific knowledge of their operating principles, limitations,
sources of error, detection of misrepresentation of information and methods of
correction to obtain accurate position fixing”, trainees should attain knowledge and
skills in:
.1 analyzing, determining and processing various errors; and
.2 applying appropriate observation methods or techniques to obtain more

accurate position fixing based on available data, and develop a good
understanding of the resulting fix.
For example, appropriate estimation of the resulting fix by 2 lines of position (LOPs)
eliminating the random errors and systematic errors; reasoned judgment about the
cocked hat when 3 LOPs are taken, and the most probable position (MPP), based on
the theory of navigational errors; and the ability to analyze, assess and correct
composite errors considering such factors as wavelength radars, weather, sea
conditions, sitting radar units, antenna height, the distance to radar target, etc.
To facilitate effective learning, Instructors could prepare particular scenarios where

different radar position fixing methods can be applied for various circumstances and
conditions, such as narrow channels, congested waters, TSS and other routeings,
meteorological conditions, ice, restricted visibility. Trainees should be reminded that
the selection methods may be adjusted as per space and time conditions, taking into
account the individual differences and availability of equipment.

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Case-study analysis, simulator training and interactive discussions could be adopted

to help trainees in making proper selection of radar position fixing methods for various
navigation conditions, rules, position fixing accuracy and time requirements.
.3 Selection and assessment of objects and methods for radar navigation
As mentioned above, radar navigation, as an indispensable means in maintaining the

safety of navigation, has become an essential factor in voyage planning. Following a
review of the parallel index line techniques, Maps, Navigation Lines and routes for
radar navigation, Electronic chart and radar picture overlay for radar navigation
covered in model course 1.07, trainees should be able to make an in-depth analysis of
the applicable conditions, water areas, timing and limitations of various radar
navigation methods, which could enable them to supervise the bridge team in selecting
the most appropriate radar targets and radar navigation methods in various conditions
and circumstances.
Parallel index (PI) navigation provides continuous monitoring of ship position and
should be used whenever and wherever applicable. With the aid of particular voyage
commands, charts, nautical publications and approved training simulators, the
instructor should guide trainees to review and discuss the PI techniques, focusing on
the applicable conditions, charts and their radar annotations, as well as cautions. Due
to the fact that this method is mostly used in restricted coastal waters, Instructors
should make trainees aware of the importance of careful preparation of a voyage plan,
and immediate and accurate recollection of information and data about PI lines, cross
index range (CIR), margins of safety (MOS), etc. in navigation.
Instructors should pay attention to the following issues when providing guidance to
trainees to assess voyage planning:
.1 all radar-conspicuous targets, for example, RACONs, near the intended track
should be fully considered;
.2 PI lines should be reasonably marked on the radar, and risks resulting from
an unstablized radar presentation should be noted; and
.3 multiple PI lines or navigation lines should be reasonably used to assist

course alterations, noting the difference between large and small ones.
When presenting the method using maps, navigation lines and routes for radar
navigation, Instructors should highlight the limitations and risks of the method, for
example, errors in relative and own ship’s positions, if transferred to maps and route
information, may result in incorrect and misleading displayed information or even
accidents; the existence of navigation lines may affect the identification of small and

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weak radar targets; and the accuracy of this navigation method is affected by the error
of the SOG (speed over ground) sensor.
Instructors should illustrate the appropriate measures to verify the effectiveness of this
method. For example, one way of monitoring the validity of the navigation lines is to
use some lines or points to represent fixed features that can be easily recognized on
the radar such as breakwaters, lengths of coastline, or just buoys or light vessels. In
addition, a SOG sensor of higher accuracy can be selected to improve the navigational
accuracy when using this method. Thus, trainees should have knowledge to assess
the effectiveness of the above navigation methods.
A review of the related contents in model courses 1.07, 1.22, 1.27, 1.32 and 7.03 would
assist learning of the method of "Electronic chart and radar picture overlay for radar
navigation". In relation to voyage planning for navigation in particular waters, making
full use of the advantages of overlay function, trainees should, select the appropriate
radar navigation target, and design appropriate navigation methods, such as the
methods of navigation by use of buoys, transit marks, and leading marks. Proper
alarms, for example sounding alarm and XTE alarm, should also be selected.
In particular, Instructors should assist trainees to gain a full understand of the

limitations of this method, and avoid the unstabilized head-up display mode when using
radar image overlays, and be aware of the possible risk caused by the reference point
coordinate error because of EPFS sensor error.
Instructors are advised to prepare charts and cases representing the various
navigation methods in multiple conditions and circumstances, including coast waters,
restricted waters, ice, TSS and VTS areas etc. with particular regard to visibility, wind,
current, traffic, ship manoeuvrability, skill of OOWs etc. This facilitates targeted
learning, better understanding and discussion.
Successful completion of this section helps trainees to reasonably analyze, assess

and select the most appropriate radar navigation method for the prevailing
circumstances and conditions so as to apply it to the voyage planning process and
assess the result of this planning.
.4 Selection and assessment of reference radar navigation objects and

methods to keep clear of dangers
Radar provides a reliable, accurate method of passing safe distance off danger areas,
and contributes to the simple and reliable execution of a voyage plan. Therefore, it is
necessary for efficient operation to select appropriate radar-assisted methods to keep
clear of dangers in passage planning. Instructors should emphasize to trainees that
the key point for such methods is the identification of navigational dangers and the
choice of reference objects to keep clear of dangers. This also provides the basis for

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the selection of radar-assisted methods to keep clear of dangers in various

circumstances and conditions.
Successful completion of this section will enhance knowledge to enable trainees to

utilize the following information or resources in a more effective and comprehensive
manner: large scale charts of current edition, sailing directions, the latest notices to
mariners and navigational warnings, tide data, own ship radar performance, draft
restrictions, requirements of under keel clearance (UKC), the company's ISM Code
requirements, etc.; and to identify and interpret the potential dangers in the vicinity of
the intended route, in addition to land, islands and other land targets ranged by radars;
hazardous objects or areas which are not radar-detectable, such as wrecks, shoals,
reefs, obstruction areas, military exercise areas, inaccurate sounding areas and other
waters doubtful with regard to safe navigation.
With a thorough understanding of the abovementioned navigational dangers, trainees

should have knowledge of the principles, methods, and cautions for selecting the
reference objects (mostly radar conspicuous targets) to keep clear of dangers by the
use of radar, and the specific knowledge of reasonably using the method of electronic
chart and radar picture overlay to ensure ship safety where no proper reference objects
are available.
Instructors need to supervise trainees in choosing appropriate radar-assisted methods

to keep clear of dangers, which may include radar PI clearing ranges, circular clearing
ranges, and clearing bearings, according to the particular feature of danger areas, the
positional relationship between the reference objects and intended track, as well as
specific water conditions, own ship manoeuvring characteristics, and skills of the
bridge team. The applicable conditions, key points of danger clearing, limitations and
cautions of these methods should be emphasized and analyzed comprehensively.
In addition, Instructors should guide trainees to develop a full understanding of the

errors with these methods and their impacts on the effects of keeping clear of dangers.
There should be prudent evaluation of the annotations and drawings on radar and
related charts for various kinds of methods to keep clear of dangers and of their
possible impacts on navigation safety.
Instructors are advised to prepare charts and cases representing the various
navigation methods in multiple conditions and circumstances, including coastal waters,
restricted waters, ice, TSS and VTS areas etc. with particular regard to visibility, wind,
current, traffic, ship manoeuvrability, skill of OOWs etc. This facilitates targeted
learning, better understanding and discussion.
Successful completion of this section would help trainees to effectively analyze, assess
and select the most appropriate radar navigation method for the prevailing

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circumstances and conditions so as to apply it to voyage planning and assess the

results of the planning.
2.2 Executing a voyage plan
This section is intended to help trainees to manage, within scenarios applicable for
radar navigation, the systematic application of all available radar resources and
functions to execute a voyage plan, and to coordinate related radar operations, such
as position fixing, navigation and risk avoidance, etc. The navigation scenarios as
mentioned in this section include coastal waters, narrow waters, TSS waters, VTS
areas, ice-infested waters, and vessel manoeuvring waters for berthing/unberthing and
anchorage areas.
Trainees should be instructed to review model courses 1.07 and 7.03 for the basic
principles and operational skills of radar, focusing on radar operations in relation to
position fixing, navigation and risk avoidance. By referring to the related contents in
model course 1.22, trainees should learn to manage the bridge resources and
supervise proper and effective radar operations by the bridge team.
.1 Executing a voyage plan in coastal and narrow waters
To ensure good management of radar resources for safe navigation in coastal

and narrow waters, officers at the management level should be required not
only know how to operate radar, but also be responsible for monitoring and
supervising radar operations by watchkeeping officers. Therefore, trainees
should be guided to have a full review of the related contents of modal course
1.07 and 7.03, taking account of model course 7.01 relating to navigation
monitoring, determining the position and accuracy of the resultant position by
any means.
Highlighting the varieties of radar interference noises, multiple sources of

radar information and the limitations of radar equipment, trainees should be
able to manage bridge resources in specific conditions, supervise the proper
operation of radar and understand the radar information provided by
watchkeeping officers. They should be able to make proper use of radar
resources to ensure safety in case of emergencies.
To enhance competency at the management level, trainees should develop a

further understanding of the following parts in this model course, specifically
for the peculiarities of navigating in coastal and narrow waters:

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.1 Executing a voyage plan in coastal waters
Trainees should:
.1 develop familiarity with the methods and skills of position fixing,

navigation and risk avoidance by various natural or/and artificial
landmarks, and be capable of providing due supervision and support
to watchkeeping officers;
.2 be aware of the peculiarities of radar interference noises in coastal

waters and be able to recognize, in a timely manner, the features and
risks of identifying wrong radar marks;
.3 be familiar with methods of rectifying such wrong identification with

appropriate adjustment made to gain, brilliance, interference clutter,
pulse width, display mode, and comparison with charts, and ways to
identify radar targets by referring to the possible positions and using
the ECDIS-RADAR overlay function;
.4 take notice of the limitation of the offset scope and availability of

conspicuous radar marks when navigating along coastal waters.
Position fixing and navigation by radar are recommended to examine
the reliability of GPS position for safe navigation;
.5 develop an understanding of the causes, influencing factors,

accuracy limitation;
.6 develop familiarity with methods of error analysis to acquire a more

accurate vessel position and to verify and monitor the position at
suitable intervals by referring to electronic position fixing, position
fixing by landmark and track estimation;
.7 learn to evaluate and supervise the watchkeeping officers in using

the methods of radar navigation and risk avoidance in voyage
planning and in setting the key parameters and display with respect
to leading line, PI index and risk avoidance line etc.;
.8 understand the limitations and risks of radar navigation and risk

avoidance with recognition of such methods as a supplementary
means; and
.9 understand that when navigating in coastal waters, risk avoidance

can also be achieved by selecting small isolated landmarks which
are easy to be identified as reference objects. In this case, a CPA

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that is no less than the range for risk avoidance should be maintained
while keeping the vessel’s course over ground and tracking the radar
target by ARPA/TT.
.2 Executing a voyage plan in narrow waters
Instructors should remind trainees to prepare a contingency plan specifying

the sailing methods, risks and precautions for each leg of the voyage. Due to
restricted manoeuvrability in narrow waters, there could be more
consideration, evaluation and application of radar navigation and risk
avoidance.
In particular, trainees should note that, in case of shelter from shoreline in the
bend areas of narrow waters where the targets might not be detected by
radar, the decline of data accuracy, the risks of false echo, same frequency
interference and index line may affect the reliability and accuracy of radar
information, thus imposing negative effects on radar navigation and risk
avoidance.
Case studies, simulator training exercises and classroom discussions etc.

could be used to raise awareness of the advantages, risks and limitations of
radar navigation in the execution of a voyage plan in coastal and narrow
waters. This facilitates the use of experience and team management to control
risks and ensure safe navigation in coastal and narrow waters.
.3 Executing a voyage plan in TSS and VTS waters
Trainees should be guided to undertake a complete review of basic radar

operations, common features of targets in the course as specified in model
course 1.07 and ship routeing, TSS and VTS reporting systems in model
course 7.03. While highlighting caution and risks in restricted waters, trainees
should be able to manage bridge resources and supervise the execution of a
voyage plan in TSS and VTS waters, as well as to instruct and verify the
proper understanding of radar information by watchkeeping officers and the
evaluation of the risks of radar position fixing, navigation and risk avoidance.
Trainees should be reminded to make full use of radar information to identify

the shoreline, islands, capes and Racon, and to locate the entrance and
termination point of TSS. Radar image in combination with the information
provided by ECDIS and AIS may be used to identify buoys, traffic lanes,
separation zones or lines, roundabouts, inshore traffic zones, precautionary
areas, no go areas, etc., for safe navigation in the recommended routes.

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Trainees should be also reminded of the importance of familiarity with the start
and termination points of VTS reporting lines. They should make sure that the
watchkeeping officers are capable of making remarks and warning alarms of
reporting points on radar maps. Radar position fixing function can also be
used to locate the start and termination of the reporting points, the limitation
of which, however, should be noted.
Trainees should be fully aware of the peculiarities of navigation in VTS waters

and should be able to manage bridge resources and supervise the setting up
of radar and the proper understanding of radar information, paying due
attention to the possible interferences of false echoes. The radar map can be
overlaid in combination with the information provided by ECDIS and AIS to
assist safe navigation.
Instructors should focus on enhancing trainees' capabilities in identifying

navigational hazards and obstructions. Trainees should also be instructed to
identify navigational aids abnormalities, obstacles, derelict and all other
abnormalities hindering safe navigation by all available means, and to
promptly report such cases to the appropriate VTS centre. At the same time,
isolated danger marks and cardinal marks should be correctly identified by
radar, and danger areas could be avoided by using PI indexing, distance lines
and bearing lines.
Instructors should stress the adverse consequences that may arise due to
inadequate lookout, scanty radar information and its improper interpretation,
incorrect identification of navigation marks and over reliance on radar.
.4 Executing a voyage plan in/near ice-infested waters
Instructors should refer to model course 7.01 with regard to navigating in or

near ice, and the knowledge of ice stated in The Mariner's Handbook (refer
also to IMO model courses on operating in polar waters). Instructors should
highlight the effect of icing with changes in radar returns on the observation
so that trainees will have the ability to correctly assess the reliability of radar
information when navigating in or near ice.
Insufficient use of radar might result in reduced chances of ice detection

(radar should be fully used for ice detection). Arctic or cold conditions do not
affect the performance of the radar system. While radar can be of great
assistance in giving warning of ice, sole reliance should however, never be
placed on radar for ice warning. Visual observations should always be
preferred.

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Instructors should facilitate the trainees' development of an awareness of both

the importance and limitation of radar when navigating in ice (including
floating ice and icebergs) when delivering the following,
.1 Review radar reflectivity of different kinds of ice and explain the

respective characteristics and changes of radar returns and their
identifications in different sea conditions and from different distances;
.2 Problems encountered with position fixing arise from either mistaken

identification of shore features or inaccurate surveys. Ice piled up on
the shore or fast ice obscuring the coastline makes it hard to identify
returns of landmarks or points of land. For this reason, radar bearing
or range should be treated with more caution than in ice-free waters;
.3 Leads through ice will probably not show up on radar unless the lead
is wide enough to be distinguished and free of brash ice. Shadow
areas behind ice ridges are liable to be mistaken for leads;
.4 Buoys are liable to be set adrift by the force of ice, or may simply
drag their moorings. They may be hidden under ice or snow or may
not be on station, and sometimes may be removed by authorities
during the ice season;
.5 Sea or rain clutters will suppress small ice fragments. Snow sleet and
rainstorms will impair detection. The antenna may be covered with
ice or snow and may not detect any signal;
.6 Icebergs may possess underwater spurs and ledges at a

considerable distance from the visible portions, and should be given
a wide berth at all times; and
.7 Demonstrate respective advantages and constraints of the 10 cm

and 3 cm radars in detecting ice. To detect the different kinds of ice
in different distances from the ship and in different sea conditions, it
is necessary to set up and use radars properly in consideration of the
band, the scanner’s height and position;
It is advisable for those instructors who have limited navigational experience in or near
ice, to have gained the required experience in radar observation methods for ice, and
to collect images and videos of various types of ice, prior to the delivery of this training
and to be able to comply with STCW Convention, regulation I/6.
During the course, Instructors should introduce the analysis and discussion of the
methods and risks of position fixing and navigating in ice, as well as the feasibility of

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observing the passageway by radar. Theoretical analysis, slides and video clips
presentation, and classroom discussion would help trainees to achieve a better
understanding of radar returns of the ice, and enhance the ability of decision-making
and command when navigating in or near ice.
.5 Choice of an anchorage and anchor watch
During the course, trainees should be reminded of the important role of radar
in choosing an anchorage, and watchkeeping at anchor.
The following will enable trainees to manage the supervision of proficient

radar operation for necessary anchoring information by the bridge team in
such conditions as wind, wave, current and the density of ships at anchorage
for a proper anchorage choice and safe and sound arrival at the position:
.1 Determine the future anchorage and/or position for anchoring

according to chart and VTS instruction;
.2 Adjust the range scale in time to adapt to the distance from future
anchorage/position and the density of anchoring ships; and
.3 Monitor and measure the distance from other ships prior to dropping
anchor.
Trainees should be guided to take full account of the following risks during,
and preparations for, watchkeeping by radar after the completion of dropping
anchor:
.1 Select one or several conspicuous object(s) and fix the ship's

position, and record ship’s heading and GPS position at the time of
dropping anchor, and then record the length of paid-out chains after
anchor dropping;
.2 Supervise the bridge team to make reasonable settings on the radar

based on calculation of the radius and centre of circle of anchor
watch alarm considering wind, wave, current and the data mentioned
in the above paragraph, and noting that there is an error of radius
and centre resulting from anchor dredging and chain catenary;
.3 Draw a guard zone on radar to monitor other ships approaching in

case of dragging, taking into account the density of anchoring ships
and traffic nearby;

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.4 Set anchor watch alarm with maps function on radar; the accuracy
and reliability depend on the position fixing system; and
.5 Use both guard zone or anchor watch alarm function as an auxiliary

means only. Never neglect a continuous visual lookout when using
them as sole reliance may lead to danger.
For improved delivery of this course, Instructors are advised to use of case
studies, classroom discussions, presentations and training on board, or an
approved bridge simulator with the function of dropping anchor.
Prior to the delivery, Instructors should set up various scenarios, such as

different ship densities in anchorage and different initial positions of own ship
with different distances from anchorage, and prepare relevant charts and VTS
instructions. In the scenarios for watchkeeping at anchor, Instructors should
set up different sea conditions that will, or will not, result in anchor dragging,
so that trainees may learn how to coordinate the bridge team to monitor the
anchoring position by radar and prevent anchor dragging.
.6 Executing a berthing and unberthing plan
Berthing of ships is a key competence requirement for personnel at the

management level, especially masters. During berthing, radar can provide
effective support for decision-making with quantitative measurement data.
Model course 7.01 provides guidance to demonstrate how to use the
propeller, thruster, rudder and anchor during berthing operations. Radar helps
to determine the timing of using them and to verify the effects on ship’s motion.
When delivering the course, Instructors should urge trainees to note the
following radar skills when handling the berthing operations of ships:
.1 Switch range scale in time according to scenarios and handling

purpose;
.2 Use VRM to check the distance from the ships or fore and aft
obstructions when entering the berthing area. However, the on-
scene feedback from fore and aft are always preferable;
.3 Use VRM to monitor the distance between own ship and berth line.
In addition, such a practice can be adopted to determine the time of
dropping anchor and holding on chain to monitor the ship by the
outside anchor if necessary;

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.4 Use either EBL or PI line to monitor the angle of berthing by choosing

appropriate radar reference target;
.5 Explain and analyze the distribution of blind and shadow areas,

which possibly results in no return of berth line on radar screen; and
.6 Explain that the measured range, as stated in relevant applicable

radar standards, is the distance between the scanner and object
other than the horizontal distance. This difference shall not be
neglected when the ship is very close to the berth line at later stage
of berthing handling.
It is advisable for this practical training to be carried out on an approved bridge

simulator. Instructors should prepare in advance relevant charts and scenarios for
handling ship berthing operations with various difficulty levels, applicable for radar
assistance.

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Practical training 2 - Use of radar in navigation
This practical training and aims to help trainees to:
.1 give full consideration for the radar information available;
.2 assess the accuracy and reliability of radar fixing and navigation; to make an
appropriate voyage plan; and
.3 make the right decision in instructing the bridge team to manage the fixing
and navigation to ensure the safety of navigation in complex navigational
circumstances or conditions such as coastal and narrow waters, ice,
anchoring, berthing/unberthing.
.2 Training scenarios
It is recommended that practical training should be conducted using an approved

bridge simulator which is suitable for this course, and Instructors are advised to
prepare training exercises in advance.
Training scenarios should involve, but not be limited to the following:
.1 Own ship type - To achieve better results, the instructor should take into
account different ship types/tonnages with different drafts;
.2 Training waters - The instructor should consider the use of radar for position
fixing, navigation, keeping clear of dangers in different waters, which may
include but not be limited to: coastal waters, restricted waters, TSS areas,
VTS regions, and port areas (channel, anchorage, berth), and ice-infested
waters;
.3 Interference factors - It is suggested that the interference factors should be

added to deviate own ship from the intended route so that the default
navigation methods have to be implemented for keeping clear of dangers by
the use of radar; and
.4 Weather and sea conditions - All weather and sea state in different scenarios,
taking into account the effects of different factors such as the wind, wave,
current and ice (such as floating ice, icebergs) etc. should be considered.

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The training should cover all the subjects in this topic and one, or a series of, exercises
should be prepared for one or more integrated sub-topics. It is recommended that a
bank of relevant and well-structured training exercises should be compiled and
included so that trainees' competency can be progressively enhanced during the
training course.
The following table provides a sample of a practical training consisting of 5 exercises

for: the use of radar in navigation; covering a passage plan assessment; a voyage plan
execution on board a large ship in coast and restricted waters, TSS and VTS waters,
ice-infested waters; and a berthing or anchoring plan.
The class hours for every exercise are suggested for indicative purposes only
according to the complexity of exercises. Note that the suggested hours are only
assigned for specific teaching contexts and particular exercises.
The training exercises and suggested hours may change, taking into account the
present knowledge and skills of trainees, previous experience, and the results of
assessment and evaluation.
Sample of practical training exercises
No Training exercise Class hours

evaluate radar position fixing, navigation and keeping clear of
dangers in a planned passage considering meteorological and
1 1.5
hydrological condition, limitations of radar and bridge resources
using the targets chosen
execute position fixing, navigation and keeping clear of dangers on
board a large ship in coastal and restricted waters by managing
bridge resources, supervising the watchkeeping officers' radar
2 3
operation, evaluating radar information, and utilizing radar
resources, with the change of traffic density, visibility and sea
conditions
execute position fixing, navigation and keeping clear of dangers on
board a large ship in TSS and VTS waters by managing bridge
3 resources, supervising the watchkeeping officers' radar operation, 1.5
evaluating radar information, and utilizing radar resources, with the
change of visibility and sea conditions
execute a berthing/unberthing plan or determining anchor position
on board a large ship by managing bridge resources, supervising the
4 watchkeeping officers' radar operation, evaluating radar information, 1.5
and utilizing radar resources, with the change of visibility and sea
conditions
execute a voyage plan in/near ice-infested waters with drift ice,
5 1.5
icebergs and adverse weather such as the dense fog or snowstorm

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The bridge team should consist of 3 to 4 trainees who should take turns to role-play as
the master, officers of the watch and assistants. To build-in complexity to achieve the
maximum degree of realism, it is suggested that Instructors should take every measure
to effectively simulate the real scenarios or environment for position fixing, navigation,
keeping clear of dangers by the use of radar in collaboration with all trainees in the
bridge team.
.5 Assessment strategies
Assessment of this topic may be conducted in the form of written examinations, oral
tests, practical operations, class discussions and records, etc. in order to assess
whether trainees have satisfactorily met the required performance standards and
achieved the relevant learning objectives.
Focusing on the use of radar systems and related resources by coordinating and
managing the bridge team in the process of making and executing a voyage plan,
trainees should develop the following awareness and abilities, including:
(1) evaluating and judging the safety, effectiveness and applicability of the radar
targets selected and their related methods about position fixing, navigation,
keeping clear of dangers in various circumstances and conditions when
planning a voyage; and
(2) making use of the above methods reasonably and effectively and having an
insight into their limitations on basis of particular waters and navigable
conditions when conducting navigation or executing the voyage plan.
Upon completion of the training, Instructors should organize discussions among the
trainees to share their experience, gains and queries, followed by comments, solutions
to any problems, and revisit any highlights of the training, for example, by means of
replaying practical training video clips or recovering the data used in the practice as
necessary.

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3. Use of radar in collision avoidance
Teaching guidance
Use of radar in collision avoidance is explicitly stipulated in the COLREG. The radar
system is one of the most important instruments for position fixing and safe navigation,
as well as an effective means for proper look-out and ship collision avoidance.
This part of training should enable trainees to develop a deep understanding of the
significance of positive, early and appropriate actions, and of the relationship among
the radar system and proper look-out, safe speed, risk of collision and actions to avoid
collision. Trainees should acquire the ability to supervise the officers in charge of a
navigational watch to make decisions and take proper actions to avoid collision by the
correct use of the radar system information.
3.1 Use of radar for collision avoidance information
In this part of training, emphasis should be placed on the effective integration and
utilization of multiple radar resources, especially comprehensive information
integration and analysis, in order to avoid the limitations of sole reliance on radar
information. Trainees should be capable of making good judgment and supervising
officers in charge of a navigational watch to avoid collision by use of radar.
It would be advisable to review the functions of the radar system in collision avoidance,
and these include:
(1) detecting other vessels in time and obtaining early warning of the risk of
collision;
(2) obtaining accurate movement elements and collision avoidance information

through systematic observation or radar plotting, radar target tracking (ARPA)
or AIS reported information and the association of radar tracking targets and
AIS reported targets, assessing the situations and risk of collision, and taking
proper actions to avoid collision;
(3) determining the actions of the other vessel and checking the effectiveness of
the actions taken by both vessels through systematic and continuous
observation; and
(4) determining the correct timing for resuming the course (speed) of the own ship
by radar plotting, radar target tracking (ARPA) and the association of radar
tracking targets and AIS reported targets, ensuring passing at a safe distance.

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The objective of this topic is to assist trainees to: develop a correct understanding of
the error sources and limitations of the information obtained by radar plotting, ARPA
or TT/AIS reported information and their association; and to identify the errors of radar
plotting, ARPA or TT/AIS reported information and their association for quality
navigational information.
Instructors should explore the characteristics and limitations of radar plotting and
ARPA or TT/AIS with trainees by means of discussions and comparisons, emphasizing
the importance of thoroughly understanding the basic concepts of radar plotting and
the fundamental skills of radar plotting. Trainees should understand that radar plotting
is important even when modern radars with ARPA or TT/AIS functions are used.
Instructors should always emphasize that assumptions on risk of collision should not
be made based on scanty radar information. Scanty radar information includes the
information obtained by improper use of radar equipment, especially those obtained
without systematic radar observation or those without consideration of error correction.
.1 Evaluation of the credibility of manual plotting information
Manual radar plotting is significant for officers in charge of a navigational watch even
with the availability of automatic target tracking function on the radar system. Trainees
should be reminded that, as officers at the management level, they have the
responsibility to advise the OOW against giving up manual radar plotting, and to
supervise them when they practice at regular intervals gain and improved
understanding of the basic theory and skills of radar plotting.
Prior to the delivery of this topic, trainees should review Part D of IMO model course
1.07with reference to obtaining the motion elements of target ships by radar plotting.
Instructors should emphasize the factors affecting radar plotting accuracy for trainees
to gain the ability to analyze error sources of radar plotting in specific situations.
Training in manual radar plotting contributes to enhancing trainees’ situational

awareness, predicting the movement trend of target ships after the own ship takes
action to avoid collision, and coordinating with other ships. As a result, the
effectiveness of collision avoidance can be improved.
.2 Evaluation of the credibility of target tracking (TT) and AIS reporting

information
In this section, Instructors should emphasize the necessity and importance of the
comprehensive application of target tracking (TT) information and AIS reported
information in collision avoidance.

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Complete familiarization with this section would be helpful for trainees to fully
understand and assess the accuracy and reliability of target tracking (TT) information
and AIS reported information, to understand their error sources and limitations, to
supervise officers in charge of a navigational watch to properly deal with the
relationship between target tracking (TT) information and AIS reported information,
and make decisions on collision avoidance appropriate to the prevailing circumstances
and conditions.
Throughout this course, Instructors should point out that the use of TT/ARPA as an aid
to officers in charge of a navigational watch to avoid collision and reduce their workload
to some extent, does not exempt or relieve them of the duty to maintain a proper
lookout by other available means.
(1) Errors and limitations of target tracking information
ARPA or target tracking, the primary approach to ship collision avoidance at sea,
facilitates acquiring the key information for collision avoidance. Compared with manual
radar plotting, this method handles more targets in a shorter time, and manages more
continuous tracking with higher data accuracy. Trainees are advised to revisit ARPA
or TT/AIS reporting functions in model course 1.07.
During the course, Instructors should make a thorough analysis of the sources of error
in radar target tracking information and problems or errors such as mis-acquisition,
mis-tracking, target loss, target swop, etc., and elaborate the limitations of the
"processing delay" in automatic target tracking systems. Automatic target tracking
equipment performance, human factors like improper operation and setting of the
equipment, and the objective factors such as the working environment of the radar,
target blocking, target manoeuvring, should be highlighted as the causes of the
above-mentioned problems or errors.
Specifically, lack of experience, careless observation and rash reaction to the

situations are important factors for errors of radar information, and for
misunderstanding radar target tracking information. Therefore, officers at the
management level should remind the bridge team to pay attention to the above
problems and to take precautions against over-reliance on target tracking information.
(2) Errors and limitations of AIS reported information
AIS provides key information for radar target identification, as well as key dynamic
information regarding navigation dynamic data and collision avoidance data.
Instructors are advised to inform trainees to review the related knowledge of AIS
reported target in model courses 1.07 and 1.34. During the course, Instructors should
make a thorough analyzes of factors causing errors of AIS reported information, and
elaborate the limitations of the application of AIS reported target on radar.

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Instructors should highlight that AIS has its own limitations and can be used only as
an aid to avoid collision. AIS only provides supplementary information and should
never be a substitute for radar tracked target information in collision avoidance. The
association of AIS reported targets and radar tracked targets is the key to collision
avoidance handling.
(3) The association of radar tracked targets and AIS reported targets
For radar systems that meet the Revised Recommendation on Performance Standards
for Radar Equipment set out in resolution MSC. 192(79), the association of radar
tracked targets and AIS reported targets is conducive to the determination of situations
and risk of collision. Trainees should be reminded to revisit model course 1. 07 to
review the fundamentals of the association of radar tracked targets and AIS reported
targets.
During the training, Instructors should supervise trainees to set proper criteria for
association based on such factors as traffic density, equipment accuracy and weather
conditions, with a clear understanding of the risks of inadequate criteria setting for the
association of radar tracked target and AIS reported target.
3.2 Use of radar in collision avoidance actions
This sub-topic is designed to enable trainees to gain knowledge to obtain reliable

collision avoidance information from radar target tracking, AIS reported targets, the
association of radar tracked with AIS reported targets, manual radar plotting and
equivalent systematic observation. In response to the prevailing circumstances and
conditions, trainees should be able to make effective use of bridge resources to
properly identify situations, determine if the risk of collision exists, make proper
decisions and take corresponding actions for collision avoidance, check the
effectiveness of these actions, and determine the timing of restoring the original course
or/and speed of vessels.
While delivering the course, Instructors should advise trainees to review the basic
theories and the use of radar in model course 1.07 and the COLREG, and focus on
the radar-related rules in model courses 1.22 and 7.03, to effectively use and manage
bridge resources, and supervise the bridge team when using radar to assist in collision
avoidance, and take proper and effective actions in accordance with COLREG.
.1 Proper identification of situations based on radar and other

relevant information
Proper identification of situations is the key to proper decision-making for

collision avoidance, and for instructing the bridge team to take effective
collision prevention measures. Based on a comprehensive review of model

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course 1.07 and the COLREG relating to the situations, and taking into
account of model courses 1.22 and 7.03, trainees should gain a thorough
understanding of all the means of identifying ship situations based on the
radar information, including but not limited to the following:
(1) obtaining the range, bearing, course and speed of target ships by
radar target tracking;
(2) obtaining type of ship, and position, heading, course, speed,

navigation status and destination of target ships by AIS reported
targets;
(3) obtaining optimal collision avoidance information of target ships by

the association of radar tracked with AIS reported targets; and
(4) obtaining the range and bearing of target ships through systematic
and continuous observation of detected objects; then obtaining the
course and speed of target ships by plotting.
Of the above, radar target tracking is the primary approach to obtaining

collision avoidance information, which detects targets independently, tracks
target data automatically, and processes multi-targets at the same time with
reliable data. AIS is an interactive system of voyage data, which relies on
GNSS and other ship’s equipment to obtain more comprehensive information
including ship identification information. With the criteria fulfilled, the
association of radar tracked with AIS reported targets reduces redundant
information, acquires optimal information and possesses obvious advantages
for collision avoidance. Manual radar plotting is a basic skill for officers in
charge of a navigational watch, which takes a longer time and handles less
targets with lower data accuracy.
Trainees should take account of the errors and limitations of radar equipment
appropriate to the prevailing circumstances and conditions, and choose proper means
to measure the range, bearing, course and speed of target ships, so as to properly
identify situations in accordance with COLREG. Instructors should emphasize that
situations are subject to change, and trainees should take all available means, such
as uninterrupted look-out, exchanges of information with target ships, communication
and cooperation among the bridge teams, etc., to identify and handle information for
continuous and proper identification of situations.

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.2 Identifying and evaluating radar information to determine risk of

collision
It is the premise for collision decision-making to determine risks of collision

and radar is the effective means. Based on a comprehensive review of model
course 1.07 and Rule 7 of COLREG on Risk of collision, and referring to model
courses 1.22 and 7.03, trainees should properly identify situations, focus on
tracking target ships with potential risk of collision, and have a full
understanding of the following:
.1 CPA and TCPA provide main basis for determining risk of collision.
- When CPA＞CPA LIM, the target is non-dangerous;
- In case CPA≤CPA LIM, TCPA>TCPA LIM, the target poses

no immediate danger and officers in charge of a
navigational watch should follow the change of TCPA; and
- If CPA≤CPA LIM, TCPA≤TCPA LIM, the target is dangerous

and officers in charge of a navigational watch should make
corresponding collision avoidance decision.
.2 Means of determining risk of collision by radar information include:

target tracking, AIS reported targets, the association of radar tracked
with AIS reported targets, manual radar plotting and equivalent
systematic observation. Based on these means, trainees can acquire
CPA and TCPA of target ships and determine risk of collision. For
estimation of CPA and TCPA with big errors by systematic
observation equivalent to manual plotting, trainees require good
skills and wide experience, and officers at the management level
should reinforce the guidance to officers of the watch.
Every vessel should use all available means appropriate to the prevailing
circumstances and conditions to determine if the risk of collision exists.
Instructors should emphasize that trainees should Identify and evaluate CPA
and/or TCPA, taking into account the errors and limitations of the radar
equipment, scanty radar information, and the fact that the bridge team may
have a different understanding of CPA LIM and TCPA LIM. Instructors should
oversee trainees' study and discussion of typical cases, to acquire better
ability to determine the risk of collision when using radar.

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.3 Collision avoidance decisions and actions in sight of one

another and in restricted visibility
Based on a comprehensive review of model course 1.07 regarding radar

information, and the COLREG regarding actions to avoid collision, and with
reference to model course 1.22, trainees should gain a full understanding of
how to use the radar information and instruct the bridge team to make proper
decisions and take proper actions to avoid collision in accordance with
COLREG, Rules 11 to 19 in Part B on Steering & Sailing Rules.
During the course, trainees should be able to explain:
.1 Different decisions towards different situations lead to different

collision avoidance actions. Based on proper identification of
situations and determination of collision risks mentioned above,
trainees should consider the errors and limitations of the radar
equipment, and make proper decisions in accordance with
requirements for preventing collision for various situations. In
addition, trainees should instruct the bridge team to take proper
actions to contain the development of close-quarters situations.
.2 A series of collision avoidance actions may be taken for complex

situations. In such cases, trainees should make a comprehensive
analysis of radar information and relevant collision avoidance
measures, and conduct an intensive examination of the accuracy
and limitations of the information, for example, different CPA and/or
TCPA of multiple target ships encountered means different degrees
of risk of collision and urgency. Trainees should prioritize the
sequence of collision avoidance actions and choose the key target
and analyze the influence of the errors and limitations of the radar
system. A full appraisal of the possible changes of complex situations
should also be conducted, and the immediate and proper actions
should be taken.
.3 Radar information provides major support for decision-making.

Generally, when CPA LIM should be larger in restricted visibility,
earlier and more substantial action should be taken for collision
avoidance than in good visibility. In case of course alteration,
manoeuvring diagram of radar for preventing collision should be fully
used, with due consideration given to the rules of the COLREG. In
particular, personnel at the management level should be able to: give
overall consideration to the errors and limitations of the radar
equipment; conduct effective and efficient management of the bridge

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team; make prompt and proper decisions to take collision avoidance

actions in adverse weather and complex traffic situations.
Whether ships are in sight of one another, or in restricted visibility, trainees should be
able to make proper use of radar information and to make proper decisions and take
effective collision avoidance actions. Instructors should emphasize that keeping a
proper visual lookout is the most basic and important method in the process of collision
avoidance. Nevertheless, radar information provides an irreplaceable advantage for
collision avoidance. However, in restricted visibility, inadequate and imprecise visual
lookout may not give full support to collision avoidance actions and will thus affect the
accurate evaluation of the radar information which may lead to inappropriate
interpretation of the radar information by the bridge team. It should be noted that
complex situations and possible changes at any time, especially small and
uncoordinated collision avoidance actions, may endanger the safety of navigation.
Thus, in any situation and condition the key to safe navigation is to strengthen the
visual lookout; to make use of the radar equipment; to communicate effectively among
the bridge team; to comprehensively analyze the visual and radar information and
other information conducive to collision avoidance; to use all available bridge
resources, and make proper decisions and take effective collision avoidance actions
in accordance with COLREG.
.4 Checking the effectiveness of collision avoidance actions
Based on a comprehensive review of model course 1.07 relating to radar

information and actions to avoid collision, and Rule 8 of COLREG, trainees
should have a thorough understanding of the following:
.1 Criteria for checking the effectiveness of collision avoidance actions

include: actions in accordance with COLREG; being visible to the
other vessel, visually or by the radar; passing at a safe distance. CPA
is the main basis for determining safe distance. When CPA＞CPA
LIM, actions are effective; but if CPA≤CPA LIM, actions are
ineffective. Trainees should understand well that the accuracy of
radar information affects the determination of the effectiveness of
collision avoidance actions.
.2 Information obtained from radar target tracking, AIS reported targets,

the association of radar tracked with AIS reported targets, and
manual radar plotting and equivalent systematic observation can be
used to check the effectiveness of collision avoidance actions.
Application and features of these methods are stated in section 1 and
2 of this sub-topic. Through these methods trainees can acquire CPA
of target ships after collision avoidance actions, check if actions

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achieve desired results, and confirm that both ships are passing at a
safe distance.
Instructors should emphasize that the action taken for collision avoidance may not be
effective, or may not achieve the expected safe distance, or the effectiveness may
even be compromised, or offset by uncoordinated actions by target vessels. Therefore,
watchkeeping officers on every vessel should carefully check the effectiveness of
collision avoidance actions. Trainees should fully consider the errors of the radar
information and evaluate their effects to ensure the radar information is effective, and
they should manage and make proper use of bridge resources, and check the
effectiveness of collision avoidance actions.
It is recommended that target vessels with uncoordinated actions should be added in

the practical training exercises. For example, when a target ship is approaching from
the port bow, deceleration of own ship would conflict with starboard alteration or
deceleration of the target ship, or owing to limited visual lookout in restricted visibility
it is necessary to switch on more than one radar to make full use of the radar resources
and check the effectiveness of collision avoidance actions by acquiring different radar
information continuously.
.5 Determining the timing of restoring the original course or/and

speed of vessels in sight of one another and in restricted
visibility
Based on a comprehensive review of model course 1.07 and COLREG

Rule 8, trainees should gain an understanding of the following:
.1 "Past and clear" in Rule 8 refers to the situation where two vessels
pass at a safe CPA after collision avoidance actions, even after
restoring the original course or/and speed. Instructors should
emphasize that situations are complex for multiple ships in restricted
waters. Personnel at the management level should give full
consideration of the complexity and diversity of situations and
improve the bridge team's situational awareness so that continuous
radar information is obtained and its reliability is evaluated; and
.2 Information obtained from manual radar plotting and trial

manoeuvres can be used to determine the timing of restoring the
original course or/and speed of vessels. Manual radar plotting takes
a longer time, with only a small number of targets plotted and the
relatively more errors and limitations. Based on radar target tracking,
trial manoeuvre needs a shorter time, with relatively fewer errors and
limitations. However, performance and accuracy of trial manoeuvres
vary with different radar produced by different manufacturers.

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Keeping in mind the limitations, trainees should use a variety of

methods and determine the restoring timing comprehensively.
Radar information is relevant for determining the timing of restoring the original course
or/and speed of vessels. In order to further improve trainees' ability for managing “pass
and clear” by the proper use of radar, it is recommended that Instructors should add
multiple ship situations in restricted waters in practical training exercises. This will
facilitate the improvement of the awareness of proper use of radar resources, and
enhance communication and cooperation in the bridge team, to ensure good
understanding and assessment of the prevailing circumstances and conditions, and
determination of the timing for restoring the original course or/and speed of vessels for
safe navigation.

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Practical training 3 - Use of radar in collision avoidance
Practical training is an indispensable part of the course, and aims to help trainees to
become familiar with the use of radar in complicated navigational circumstances,
especially in limited and dense traffic waters. This should enable trainees to acquire
full radar information and comprehensively evaluate its reliability, identify situations,
determine risk of collision, make proper decisions, and instruct the bridge team to
handle collision avoidance for the safety of navigation.
.2 Training scenarios
It is recommended that the practical training should be conducted using an approved

bridge simulator suitable for this course. Instructors should prepare training exercises
in advance.
Training scenarios should involve, but not be limited to the following:
.1 Types of ship: To improve the training effectiveness, Instructors should edit

the own ships' type, tonnage or draft in advance;
.2 Training waters: They include but are not limited to: pilot station and adjacent
waters, channels, anchorages, confined waters, TSS areas, VTS areas;
.3 Target ships: It is recommended that at least 10 different types of target ships

be available for crossing, head-on, overtaking etc. In addition, at least 2 target
ships are required and a Manoeuvring Diagram is needed; and
.4 The weather and sea state: It is advisable to include good visibility, restricted
visibility with due regard to wind, waves, currents and other circumstances.
The training should cover all the subjects in this topic. One or a series of exercises are
prepared for one or more integrated sub-topics. It is recommended that a bank of
structurally integrated training exercises including interactive exercises should be
compiled so that trainees' competency can be progressively enhanced with the
training.
The following table provides a sample of practical training consisting of 4 exercises for
the use of radar in collision avoidance, covering open waters, TSS waters,
precautionary area, restricted and harbour waters.

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The suggested class hours for every exercise are for indicative purposes only
assigned for specific teaching contexts and particular exercises. In addition, both
training exercises and suggested hours are subject to change, taking into account the

acquire reliable collision avoidance information through
radar target tracking, AIS target reporting, the association
of radar tracked with AIS reported targets, manual radar
plotting and equivalent systematic observation, effectively
1 1.5
manage bridge resources, identify and evaluate the radar
information, execute collision avoidance operation among
multiple vessels in open waters with variable visibility and
sea conditions
2 1.5
multiple vessels in TSS waters with variable visibility and
sea conditions
3 3
multiple vessels in restricted waters (e.g., narrow channel)
with variable visibility and sea conditions
4 3
multiple vessels in harbour waters including fairway, pilot
station, anchorage
The bridge team should comprise of 3 to 4 trainees who would take turns to role-play
as the master, officers of the watch and assistants. To achieve complexity to the
maximum realistic degree, it is suggested that Instructors should take every effective
measure to coordinate resources, such as weather and sea state, ships underway

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nearby, to set conditions and manage collision avoidance by the use of radar in
collaboration with all trainees in the bridge team.
Upon completion of the training, Instructors should organize a discussion among

trainees to share their experience, knowledge gained and any queries, followed by
comments, solutions to any problems and to revisit the highlights of the training, for
example, by means of replaying practical training video clips, or recovering the data
used in the practice, as necessary.
Assessment upon completion of the topic can be conducted in the form of written
order to assess whether a trainee has satisfactorily met the required performance
standards and achieved the relevant learning objectives.
(1) be proficient in the primary knowledge of the radar system and related
resources;
(2) understand the applications and limitations of radar system resources in

various conditions;
(3) have the ability to instruct the bridge team to make effective use of radar
system resources, identify situations, determine risks of collision, make
proper decisions for collision avoidance in accordance with COLREG; and
(4) through team work, take corresponding collision avoidance actions, check the
effectiveness of these actions, and determine the timing of restoring the
original course or/and speed of vessels.
4. Use of radar in search and rescue
Teaching guidance
Maritime search and rescue operations should be conducted in accordance with

requirements of SOLAS Chapter V and the International Aeronautical & Maritime
Search and Rescue (IAMSAR) Manual. Instructors should elaborate the objective of
SOLAS Chapter V, and setting search area and the requirements for CCS operations.
Trainees should understand the importance of establishing contacts with other SAR

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units (SAR centres, lifeboats, helicopters), and the applicability of COLREG in search
and rescue operations.
This topic mainly covers how radar can be used by the personnel at the management
level in formulating and implementing SAR plans, and following should be covered:
comprehensive use of radar information and related SAR units for identification and
confirmation of the search object; timely adjustment of the radar and proper use and
evaluation of radar information for proper decision-making while approaching the
search object; manoeuvring the ship for successful SAR mission through effective
team work.
4.1 Identification and confirmation of distress locating signals
Personnel at the management level should be able to identify and evaluate distress
information relating to search and rescue operations. They should also be able to
search by radar or other means, the target in distress with locating devices, and be
quick to respond and make correct judgments in complex navigation situations so that
the target in distress can be located and approached with proper manoeuvring to
ensure a successful SAR operation.
.1 Identification, evaluation and acknowledgement of radar SART

information
(1) Knowledge of radar SART
Trainees should develop familiarity with radar SART-related knowledge. During the
training, Instructors should review SART-related knowledge in model courses 1.25,
1.26 and 1.07, with emphasis on such features as working band, effective detection
range of the signal, radar range of observation, echo characteristic. The influence of
frequently used control buttons on the SART observation should be stressed.
(2) Identification and confirmation of radar SART information
Instructors are advised to remind trainees that personnel at the management level
should take responsibility for supervising the bridge team during search and rescue
operations. They should operate radar equipment in accordance with radar-SART
characteristics so as to search the target in distress under various situations and
acknowledge related radar SART information. They should also be able to acquire
information via other available means and evaluate radar SART information in relation
to the target in distress.

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.2 Identification, evaluation and acknowledgement of AIS-SART

information
(1) Knowledge of AIS-SART
AIS-SART information can be presented on compatible radar displays, which facilitate

the identification and confirmation of the target in distress. Trainees should develop
familiarity with the relevant knowledge of AIS-SART. During the course, Instructors
should review the relevant knowledge related to AIS-SART, highlighting its operational
features, the distinction and updating mode of information presentation, and the
limitations of AIS-SART information.
(2) Identification and confirmation of AIS-SART information
Similar to the abovementioned identification and confirmation of radar SART

information, trainees should operate radar properly in line with characteristics of AIS-
SART, so that the AIS-SART information can be properly acquired under various
observation scenarios, and the position of the body in distress can be confirmed.
Likewise, trainees should be able to obtain information with other available means and
make a correct judgment on the evaluation of AIS-SART information in relation to the
body in distress.
.3 Identification, evaluation and acknowledgement of MOB-AIS

information
(1) Knowledge of MOB-AIS
Trainees should gain a thorough understanding of MOB-AIS information, and be fully

aware of its significance to SAR operations for persons overboard. During the course,
Instructors should review the relevant knowledge related to MOB-AIS, highlighting its
operational features, the distinction and updating mode of information presentation,
and the limitations of MOB-AIS information.
(2) Identification and confirmation of MOB-AIS information
Trainees should operate radar properly in accordance with the operational

characteristics of MOB-AIS to acquire information under different observation
scenarios, and to confirm the position of personnel overboard, as early as possible.
Trainees should refer to the identification information obtainable from other means and
sources, and make correct judgments on, and accurate assessments of, the MOB-AIS
information.

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4.2 Use of radar in SAR operations
This sub-topic mainly focuses on the application of radar in search and rescue
operations, which includes determination of the search datum, search areas and track
spacing, the monitoring and tracking of all SAR facilities, and coordination of search
and rescue operations.
.1 Using information of radar and related SAR units to make SAR plans
(1) Determining the search datum based on the international conventions and
guidelines related to SAR and radar information
Based on a review of the related content in SOLAS Convention, Chapter V and

confirmation of the search datum part in the IAMSAR Manual, trainees should learn to
launch a life raft or other floating markers near the search datum, observe its drift
velocity and direction by the radar, then further estimate the drift speed and direction
of the search object and modify the search datum.
(2) Determining and displaying the search area on modern radar on the basis of
related resources
Based on a review of the relevant sections concerning the confirmation of search area
in the IAMSAR Manual, trainees should learn to set up the search area on the radar
screen by using the overlap function of ECDIS and plotting function of modern radar
for situational awareness and search and rescue operations.
(3) Determining the track spacing based on the international conventions and
guidelines related to SAR and radar information
Based on a review of related content of track spacing determination in the IAMSAR

Manual, Instructors should guide trainees to determine the track spacing in
consideration of sea state, visibility, dimension of the search object and radar
performance. The IAMSAR Manual does not include a special provision for the search
patterns, however, in order to improve the efficiency of search and rescue, the OSC
(on-scene coordinator) can direct ships to proceed in "loose line abreast", maintaining
a track spacing between ships of the expected radar detection range multiplied by 1.5.
(4) Determining communication systems and equipment based on the

international conventions, regulations and guidelines related to SAR
According to the relevant provisions in the IAMSAR Manual and ITU Radio
Regulations, SAR plans should involve radio communication arrangements, and
correct communication procedures should be followed at all stages of the search and
rescue operations.

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Annex, page 71
.2 Conducting SAR operations by radar information
Based on a review of the related contents concerning factors affecting radar detection
range in model course 1.07, trainees should develop the ability for command decision-
making, and the ability for managing standard operation of radar and effective use of
radar resources in the SAR operations, in order that the echo of the distressed craft
can be identified in the clutter environment with full consideration given to the safety of
navigation.
In case the distressed craft is found in the preliminary actions of SAR, the OSC is in a
position to assign appropriate crafts to participate in on-scene rescue according to the
specific circumstances of the distressed craft, and ensure safety by visual and radar
lookout. In the process of approaching the distress location, more lookouts should be
assigned in the fore-and-aft as well as both sides of the ship. In addition, radar should
be well modulated for optimal effects.
In response to different distress categories, radar can be used to predict the drift
direction and drift speed of the distressed craft and appropriate manoeuvres can be
applied to save the search object.

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Annex, page 72
Practical training 4 - Use of radar in search and rescue
This practical training aims to help trainees to achieve the learning objectives. It is
intended to provide training in proficiency in the use of radar as in all kinds of
navigational circumstances, such as open waters with and without SART signal, in
order to acquire full radar information and evaluate its reliability comprehensively,
command the bridge team to search and rescue, solve all problems and ensure the
successful completion of the SAR mission, in accordance with the IAMSAR Manual
and SOLAS Convention, chapter V.
.2 Training scenario
It is recommended that the practical training should be conducted using an approved

bridge simulator. Instructors should prepare training exercises in advance, and the
training scenarios could involve, but not be limited to the following:
(1) Types of ships: Considering that different types or tonnages of ships have
different manoeuvrability, it is recommended that ship types for practical
training should be set up for types such as bulk carrier, general cargo ship,
container ship, oil tanker, etc. are;
(2) Other SAR units: It is advised that at least 2 different types of ship, and one
rescue aircraft are set up, if necessary;
(3) Training waters: Open waters satisfying Item (6) are available;
(4) Search objects: Search objects with, and without, SART signal should both
be considered;
(5) Weather and sea state: It is advised to include good visibility, restricted
visibility etc., with due regard to wind, waves, currents and other
circumstances;
(6) Search patterns: Expanding square search, sector search, parallel sweep
search and coordinated vessel craft search pattern should be available.
The training should cover all the subjects in this topic, and one or a series of exercises
should be prepared for one or more integrated sub-topics. It is recommended that a
bank of structurally integrated training exercises including interactive exercises should

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be compiled so that trainees' competency can be progressively enhanced during the

training.
The following table provides a sample of a practical training consisting of 4 exercises

for use of radar in SAR, covering single vessel sector search, multiple vessel parallel
sweep search, and coordinated vessel-aircraft search for the distress unit with SART
or separated from SART and a missing person with MOB-AIS device.
The suggested class hours for every exercise are for indicative purposes only
assigned for specific teaching contexts and particular exercises. In addition, both
training exercises and suggested hours are subject to change, taking into account the

execute single-vessel sector search for a distress unit with
radar SART or AIS-SART in variable visibility and sea
1 conditions, by managing bridge resources, supervising the 1.5
watchkeeping officers' radar operation, evaluating radar
information, and utilizing radar resources
execute parallel sweep search for a lifeboat (or liferaft) with

radar SART or AIS-SART and a missing person with MOB-
AIS device by 3 or more ships in variable visibility and sea
2 1.5
conditions, by managing bridge resources, supervising the
execute coordinated vessel-aircraft search for a missing

person with MOB-AIS device in variable visibility and sea
3 conditions, by managing bridge resources, supervising the 1.5
execute parallel sweep search a lifeboat (or liferaft)

separated from radar SART or AIS-SART by 4 or more ships
in variable visibility and sea conditions, by managing bridge
4 1.5
resources, supervising the watchkeeping officers' radar
operation, evaluating radar information, and utilizing radar
resources
Instructors should act as the commander of a shore based rescue coordination centre
in the console, or as the pilot of search and rescue aircraft if necessary. When more

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ships take part in a SAR operation, Instructors could nominate one of the ships to act
as coordinator of surface search. Trainees’ own ship stations in the simulator act as
rescue vessels, and search and rescue operations are completed in different scenarios
set by Instructors.
The bridge team should comprise of 3 to 4 trainees who take turns to role-play as the
master, officers of the watch and assistants. To achieve complexity to the maximum
realistic degree, it is suggested that Instructors should take every effective measure to
coordinate resources, such as weather and sea state, ships underway nearby, to set
conditions and manage SAR operation by the use of radar in collaboration with all
trainees in the bridge team.
Upon completion of the training, Instructors should organize discussions among

trainees to share their experience, knowledge gained and any queries, followed by
comments, solutions to any problems and to revisit any highlights of the training, for
example, by means of replaying practical training video clips, or recovering the data
used in the practice when necessary.
Assessment upon completion of the topic can be conducted in the form of written
order to assess whether trainees satisfactorily meet the required performance and
have achieved the learning objectives.
.1 be proficient in the primary knowledge of the radar system and related

resources;
.2 thoroughly understand the application of radar system resources under

different conditions, and develop a deep understanding of the limitations of
radar systems and their resources;
.3 have the ability to instruct the bridge team to make reasonable use of the
information of radar and related the SAR units, and identify and confirm the
search objects in accordance with the IAMSAR Manual stipulations;
.4 adjust the radar in a timely manner, evaluate the radar information and make
proper decisions while approaching the distress position; and
.5 manoeuvre the ship and complete the SAR mission by teamwork.

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EXAMPLES OF LESSON PLANS
1 An Example of lesson plan for lectures
(1) Lesson plan file

Lesson number MC1.08-1.3.1
Class hours 0.2
(2) STCW Requirements

Competence Maintain safe navigation through the use of information from
navigation equipment and systems to assist command
decision-making
KUP An appreciation of system errors and thorough

understanding of the operational aspects of navigational
systems
(3) Key knowledge

Topic 1 Proficiency in radar system and related resources
Sub-topic 1.3 Awareness of radar working conditions
Key knowledge: appraises abnormal operation of the radar system in

reference to the "Scope of equipment" requirements of the
IMO radar performance standards
(4) Teaching material
R4; R5; R6; T1; T2; T3; A1; A2
(5) Teaching content
Based on a full review of Resolution MSC. 192(79) on Performance standards for radar
equipment concerning the "Scope of equipment" (Clause 1 of R4), with the aid of
pictures, radar videos, preferably on a real radar or an approved radar training
simulator in the laboratory with the image of which is adjusted to the optimal, the
following points are highlighted:
.1 Clear indication of land and other fixed hazards in coastal navigation and
harbour approaches
Referring to the minimum detection requirements for coastline in TABLE 2 of R4 in a

familiar navigation area with the aid of long-term accumulated experiences of radar
observation, and comparing and validating radar echo effects of land and other fixed

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Annex, page 76
hazards, trainees are expected to start from the analysis of the details of these echoes,
and then assess the current state and performance of the radar system in use.
.2 Detection of floating and fixed aids to navigation
Based on the typical navigation buoy defined in TABLE 2 of R4, Instructors should
explain the minimum detection requirements for the buoy by different bands of radar.
With the aid of long-term accumulated experiences of radar observation, trainees
should compare and validate buoy echo effects and assess the current state and
performance of the radar system in use.
.3 Aiding collision avoidance of both detected and reported hazards in ship-to-

ship mode
Trainees are expected to acquire typical target ships nearby, activate AIS reporting
function, and observe the change rate and stability of both tracking data and AIS
reporting data. At the same time, with the help of the performance of association of
tracked and reported targets, and based on long-term accumulated experiences of
radar operation and observation as well as the minimum detection requirements for
ships in TABLE 2 of R4, trainees should assess the current state and performance of
the radar system in use.
2 An example of lesson plan for practical training
(1) Lesson plan file

Lesson number MC1.08-P.T.4 (1)
Duration 1.5 h
(2) STCW Requirements

Competence: Coordinating search and rescue operations
KUP: A thorough knowledge of and ability to apply the procedures

contained in the IAMSAR Manual
(3) Key knowledge

Topic 4: Use of radar in search and rescue operation
Practical training: Use of radar in search and rescue operation - 01
Training
objectives: Trainees obtain SART information by radar; evaluate the
accuracy, error and reliability of radar information;
command the bridge team to make search plan according
to related international conventions and regulations,

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Annex, page 77
synthesizing the relevant SAR unit’s information and taking

into consideration of sea conditions and visibility;
continuously adjust radar and appraise radar information
when approaching the body in distress; implement and
coordinate SAR operations; take all kinds of measures to
maintain on-scene navigation safety.
(4) Teaching material

R2, R16, R17, T1, T2, B1, B2, A1, charts of training waters
(5) Teaching content
 Training scenarios
An approved bridge simulator with a visual scenario of SAR units in open waters should
be available for this exercise. Instructors should act as the commander of a shore
based rescue coordination centre at the console, or as the pilot of search and rescue
aircraft, if necessary. Trainees’ own ship stations with dual radar systems act as rescue
vessels. Instructors should set up a target on the console with SART signals and
adjust the visibility when appropriate in the course of the evaluation, so that trainees
can react as required in the IAMSAR Manual. This practical training course intake
should comprise of a bridge team of 3 to 4 trainees who are to act as a master, an
officer in charge of a navigational watch and an assistant in random turns.
 Teaching method
I Instructors should control the training process and trainees should accomplish the
training tasks.
 Competency/KUPs
.1 Trainees select an X band radar and adjust radar display controls for optimum
display. If several radars are available, at least one is used for collision
avoidance;
.2 Trainees receive SART signal from radar and acknowledge the position of the
search object and other information involving time, position (latitude and
longitude), current direction, current speed, wind direction, wind speed,
visibility, etc.;
.3 Trainees should communicate with the RCC in proper communication

procedure;

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Annex, page 78
.4 Based on graphs and tables in the IAMSAR Manual, trainees find out the drift
by the wind and current, correct the datum and plot it on the radar screen;
.5 Trainees should set the search area on the radar screen;
.6 Trainees plot the search plan on the chart on the basis of visibility;
.7 Trainees execute the search under the instructor’s command, and take
corresponding actions in accordance with the IAMSAR Manual in random
variable visibility and sea state;
.8 Trainees identify the distress unit and report to the RCC.
 Key points
.1 Making a search plan: trainees should determine the search datum according
to radar information and international conventions and guidelines relating to
SAR; determine and display the search area on modern radar based on
related resources; determine the communication system and equipment
according to international conventions regulations and guidelines relating to
SAR.
.2 Executing the search plan: trainees should be trained to have good ability of
commanding and decision-making, standard operations of radar in SAR
operations, effective utilization of radar resource, which can not only detect
the distress target echo in an environment with clutter interference, but also
give consideration to navigation safety.
.3 Training process control: according to trainees’ practical ability, difficulty of

search exercise should be adjusted by setting up the parameters of wind and
current. Training procedures and teaching time should also be controlled. The
instructor can designate trainees to conduct SAR by expanding square search
or sector search patterns. Trainees should be reminded in time if they do not
operate in accordance with the recommendations in the IAMSAR Manual, or
use inappropriate radar information.

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Part E: Evaluation and Assessment
 Introduction
The effectiveness of any evaluation depends to a large extent on the precise

description of what is to be evaluated. The detailed teaching syllabus should be
designed to assist trainees to meet the learning objectives, using descriptive verbs, for
example, those widely used in Bloom's taxonomy.
Evaluation/Assessment should be aimed at assessing if the learning objectives have

been achieved. It enables Instructors to ascertain if trainees have gained the required
skills and knowledge needed at a given point to effectively demonstrate their
competence to perform the tasks set out.
 Assessment
In assessing the achievement of competence in the Use of leadership and managerial

skills, Assessors should be guided by the criteria for evaluating competence in
column 4 of tables A-II/2 and A-III/2 of the STCW Code and the Learning Outcomes in
the Detailed Teaching Syllabus.
The purpose of evaluation/assessment is to:
- facilitate trainee learning;

- identify trainees' strengths and weaknesses;
- assess the effectiveness of a particular instructional strategy;
- assess and improve the effectiveness of curriculum programs;
- assess and improve teaching effectiveness;
- feedback to trainees learning information;
- evaluate the advantages and disadvantages of the model course.
Part E provides the instructor with guidance on evaluation and assessment, which
includes the principles for choice of approaches of types of evaluation and assessment
and sample test of multiple choice questions, short-answer questions, essay questions
and a sample of practical evaluation. These samples are based on requirements of
sections A-II/2, A-I/12 and B-I/12 of the STCW Code. For further guidance, the
instructor should also refer to IMO model course 3.12.
The different types of evaluation/assessment may be classified as:
Initial/Diagnostic assessment
This should take place before trainees commence a course to ensure they are on the
right path. Diagnostic assessment is an evaluation of a trainee's skills, knowledge,

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Annex, page 80
strength and areas for development. This could be carried out during an individual or
group setting using relevant tests.
Formative assessment
Is an integral part of the teaching/learning process and is hence is a "Continuous"

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

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

performance targets. It may take the form of an exam or an assignment and takes
place at the end of a course.
Purpose of summative assessment
The purpose of summative assessment is, among others, to:
- assess if trainees are competent or not yet competent; and

- grade trainees
Formative assessment and summative assessment are adopted in the course, with
the former being used mainly in the practical subjects, whereby Instructors, by
conducting such assessments, are able to determine the extent to which trainees have
met the learning objectives. Summative assessment is mainly used at the end of the
course, to determine whether the trainees have achieved the criteria for evaluating
competences specified in tables A-II/2 and A-III/2 of the STCW Code.
 Methods of assessment
Assessment planning should be specific, measurable, achievable, realistic and time-

bound (SMART).

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Annex, page 81
Choice of assessment methods depends upon what trainees are expected to achieve
in terms of knowledge, understanding and proficiency of the course content. The
methods could range from a simple question-and-answer discussion with trainees
(either individually or as a group) to a test of multiple choice questions, matching tasks,
short answer questions or short essay questions.
Some methods of assessment that could be used are as follows, and should be
adapted to suit individual needs.
- Observations (In Oral examination, Simulation exercises, Practical

demonstration);
- Questions (written or oral);
- Examinations;
- Assignments, activities, projects, tasks and/or case studies;
- Simulations (also refer to section A-I/12 and B-I/12 of the STCW Code);
- CBT (computer based training).
All work assessed should be valid, authentic, current, sufficient and reliable; this is
often known as VACSR, "Valid assessment creates standard results".
- Valid - the work is relevant to the standards/criteria being assessed;

- Authentic - the work has been produced solely by trainees;
- Current - the work is still relevant at the time of assessment;
- Sufficient - the work covers all the standards/criteria;
- Reliable - the work is consistent across all trainees, over time and at the
required level.
It is important to note that no single method can satisfactorily measure knowledge and
skill over the entire spectrum of matters to be tested for the assessment of
competence.
Care should, therefore, be taken to select the most appropriate method for the
particular aspect of competency to be tested, bearing in mind the need to frame
questions which relate as realistically as possible to the management level
competence of the functions on board.
 Feedback
In order to keep the training programme up to date in the future, it is essential for users
to provide feedback. Objective and positive critical comments and new information
would facilitate the enhancement of the quality of the model course, and would promote
better training in safety and security at sea and protection of the marine environment.
Such feedback, information, comments and suggestions should be sent to the Head,
Maritime Training and Human Element, IMO.

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Annex, page 82
EXAMPLES OF ASSESSMENT – FOR ILLUSTRATIVE PURPOSES ONLY
An example of multiple choice and essay type examination papers
Multiple choice questions (choose the best or the most appropriate answer from the
four options)
1． In coastal navigation, which of the following can be used by the personnel at the
management level to judge whether a radar performs well?
A. Apply the experience of radar observation for coastlines and navigation
buoys, and use radar performance monitor.
B. Observe an echo from a large ship in distance.
C. Observe an echo from a wooden fishing vessel nearby.
D. Refer to the manufacturer's operating instructions.
2． What are the points to note when using radar resources to assist navigation in
congested coastal waters?
A. The allowable ship's XTE and availability of conspicuous landmarks.
B. Monitoring reliability of GPS position comparing radar fix.
C. Understanding and correcting the position error of radar fix.
D. All of the above.
3． When navigating in a narrow channel with radar in restricted visibility, which of

the following is NOT an appropriate measure to be taken by the bridge team
even under the supervision of the master?
(1) Keep vigilant because radar may not detect some ships or obstructions.
(2) Radar range should be switched in time according to channel width, ship's
speed, traffic density and visible range.
(3) Keep close watch on two radars in order to detect obstacles or other ships
in time.
(4) PI navigation by using conspicuous targets on radar is an effective way to
avoid dangers.
(5) Overlay the information of ECDIS and radar is an effective way to keep safe
navigation.
(6) Check ship's position with all available integrated information, resources and
means including radar.
(7) Check ship's position with the objects in distance of ship bow in narrow
channel.

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Annex, page 83
A. (1) (6).
B. (3) (5).
C. (3) (7).
D. (2) (4).
4． In SAR scene, the SAR ship finds RADAR-SART signal on the radar screen.
Which of the following decision-making actions by the master is FALSE?
A. The position of RADAR-SART signal is the location of the persons in
distress; the SAR ship should approach at full speed.
B. Keep sharp lookout during the SAR operation in view of the separation of
the persons in distress and RADAR-SART equipment.
C. Although the persons in distress are determined at the position of RADAR-
SART signal, care should be taken with sharp lookout and prudent
navigation because other persons may exist in nearby waters.
D. Conning the bridge team detects the RADAR-SART signal by 3 cm radar
and keeps safe navigation by 10 cm radar.
5． Which of the following can be deemed to be the major radar limitation when
navigating in narrow waters?
A. Traffic density and diversity of ships nearby may cause false echoes.
B. Restriction in ship's manoeuvrability in confined waters may cause
deterioration of radar signal.
C. Complexity and ambiguity of applying radar related COLREG may influence
safe navigation.
D. Degrading of accuracy of radar information may be due primarily to frequent
course and speed changes of both own and target ship.
6． Which of the following should be taken into consideration when the master
instructs the watchkeeping officer to use radar properly while navigating in VTS
waters?
A. Maintaining visual lookout and focusing on radar observations.
B. Proper interpretation of radar information and correct
recognition/identification of landmarks.
C. Focusing on radar and relevant information for optimizing multiple ship
crossing situations.
D. All of the above.

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7． The master should pay attention to _____ when supervising OOWs to monitor
the anchor position.
A. preferred GPS positioning and its position accuracy
B. preferred radar position fix and its position accuracy
C. preferred visual lookout to visually discover nearby ships
D. integrated use of radar, GPS and visual observation to fix position frequently
and watch out for the presence of nearby ships
8． When navigating with radar in ice-infested waters, the bridge team should take
into consideration that _____.
A. icing in the radiation window of antenna may affect radar observations
B. radar cannot detect the underwater portion of huge floating ice
C. ice piled up on the shore or fast ice obscuring the coastline may affect the
identification of shore features and detection accuracy
D. all of the above
9． To determine if risk of collision exists, scanty information obtained from the

bridge team members involve ______.
(1) radar information without considering the errors and limitations
(2) radar collision avoidance information without properly using manual radar
plotting or equivalent systematic observations
(3) manual plotting information based on two radar observation data
A. (1), (3)
B. (2), (3)
C. (1), (2)
D. (1), (2), (3)
10． Which statement is TRUE for collision avoidance action?

A. Continuous radar observation is regarded as the equivalent systematic
observations.
B. Radar target tracking is the only credible and effective means while
determining whether risk of collision exists.
C. No manual radar plotting is regarded as an informal lookout according to
COLREG.
D. Good bridge team cooperation can exonerate navigators from using radar
to avoid collision.

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Annex, page 85
Ⅱ. Answer the following questions briefly
1． If the ship’s position can only be fixed by three radar cross bearing lines when
navigating in coastal waters, and the gyrocompass error is big, how can this fix
be evaluated and determined?
2． What are the peculiarities of using radar resources when navigating in VTS
waters in dense fog?
3． When multiple ships encounter in confined waters in restricted visibility, how can
radar be used to obtain, identify and evaluate radar information for collision
avoidance, effectively manage the bridge resources, and to make proper
decisions and take effective actions?
4． When navigating with radar in ice-infested waters, how can we appraise radar
information and evaluate its limitations to ensure safe navigation with integrated
resources?
5． How can the information from radar and related SAR units be comprehensively
used to make a SAR plan based on the international conventions, regulations
and guidelines related to SAR, and considering the prevailing weather and sea
state?

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Annex, page 86
An example of assessment of practical training
Topic 4 Use of radar in search and rescue
Lesson number: MC1.08-P.T. 4 (1)

Duration: 1.5 hours
Practical training 4: Use of radar in search and rescue - 01
Training objectives: Single ship search and rescue
1 Scenarios setting
An approved bridge simulator should be provided with a visual scenario in

open waters and in sight. I Instructors should act as the commander of a shore based
rescue coordination centre at the console, or as the pilot of search and rescue aircraft,
if necessary. Trainees’ own ship stations act as rescue vessels. This practical training
course intake shall be a bridge team of 3 to 4 trainees, who are to act as a master, an
officer in charge of a navigational watch and an assistant in random turn. The instructor
sets up a target on the console with SART signals and adjusts the visibility when
appropriate in the course of the evaluation, so that trainees can react as required in
the IAMSAR Manual.
2 Assessment procedures
.1 Trainees select an X band radar and adjust radar display controls for
optimum display. If several radars are available, at least one is used for
collision avoidance;
.2 Trainees receive SART signal from radar and acknowledge the position
of the search object and other information involving time, position
(latitude and longitude), current direction, current speed, wind direction,
wind speed, visibility, etc.;
.3 Trainees should communicate with the RCC in proper communication
procedure;
.4 Based on graphs and tables in the IAMSAR Manual, trainees find out
the drift by the wind and current, correct the datum and plot it on the
radar screen;
.5 Trainees should set the search area on the radar screen;
.6 Trainees plot the search plan on the chart on the basis of visibility;
.7 Trainees execute the search under the instructor’s command, and take
corresponding actions in accordance with the IAMSAR Manual in
random variable visibility and sea state; and
.8 Trainees find the distress unit and report to the RCC.

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Annex, page 87
3 Assessment methods
Trainees who have successfully completed this training course and achieved
the objectives of the learning outcomes for the required competence, should have the
ability to manage bridge team resources. This section, in the form of practical training,
evaluates a trainee’s ability to use radar for SART information, to evaluate the accuracy
of the information, error and reliability. The ability to coordinate the bridge team to
make a SAR plan is also evaluated. Moreover, the evaluation should cover the ability
for making timely adjustments to the radar, and the effective use and evaluation of
radar information for proper decisions while approaching the search object. Finally, the
ability to ensure on-scene safe navigation by all means is also an important part of the
evaluation.
___________

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E

SUB-COMMITTEE ON HUMAN ELEMENT, HTW 5/3/11/Add.1

VALIDATED MODEL TRAINING COURSES

Draft revised model course 1.08 on Radar Navigation at Management Level

Note by the Secretariat

Action requested of the Sub-Committee

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DRAFT REVISED MODEL COURSE 1.08 ON RADAR NAVIGATION

Model Course 1.08

I:\HTW\5\HTW 5-3-11 Add.1.docx

The International Maritime Organization (IMO) wishes to express its sincere

Copyright © International Maritime Organization 2018

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[To be inserted by the Secretariat]

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Part A: Course Framework 9

Part B: General Outline 17

Part C: Detailed Outline 20

Part D: Instructor Manual 27

Part E: Evaluation and Assessment 79

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 Purpose of the model courses

Because educational systems and the cultural backgrounds of trainees in maritime

 Use of the model course

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The presentation of concepts and methodologies must be repeated in various ways

- properly qualified instructors;

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 Training and the STCW Convention

Part E presents a generic guide for effective evaluation/assessment of trainees. Parts

A separate IMO model course addresses Assessment of Competence. This course

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training providers in developing relevant training programmes for the effective

I:\HTW\5\HTW 5-3-11 Add.1.docx

Part A: Course Framework

I:\HTW\5\HTW 5-3-11 Add.1.docx

- able to develop a good understanding of the provisions in the Convention on

- able to identify developing situations and ascertain risks correctly by radar

Trainees for certification of masters or chief mates should have completed, or be

Considering the particular duties of personnel at the management level, it is advised

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On successful completion of the course and assessments, a document may be issued

 Course intake limitations

Instructors must have appropriate training in instructional techniques and training

 Teaching facilities and equipment

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performance standards (resolution MSC. 64(67)), the Performance standards for

 Teaching aids (A)

A1 Instructor manual (Part D of this course)

B1 The Mariner's Handbook. 2016. United Kingdom Hydrographic Office.

 IMO References (R)

R1 International Convention on Standards of Training, Certification and

I:\HTW\5\HTW 5-3-11 Add.1.docx

R9 Resolution MSC.112(73): Revised Recommendation on Performance

R10 Resolution MSC.116(73): Recommendation on Performance Standards for

R11 IMO: Resolution MSC.96(72): Recommendation on Performance Standards

R12 SN.1/Circ.197: Operation of Marine Radar for SART Detection, 1997.

R13 Resolution MSC.164(78): Revised Performance Standards for Radar

R14 Resolution A.893(21): Guidelines for Voyage Planning, 1999.

R15 Ships' Routeing, 2015 Ed.

R17 IMO: International Convention on Maritime Search and Rescue, 1979.

R18 IMO: GMDSS Manual, 2015 Ed.

T2 Liu, T, Zhang, B. 2016. Shipborne Navigational Radar. Dalian, China: Dalian

T3 Burger, W. 1999, reprinted 2008. Radar Observer's Handbook for Merchant