Plan, Conduct Safe Passage and Determine Position

FORM 1.1 SELF-ASSESSMENT CHECK INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or information which is essential in planning training sessions. Please check the appropriate box of your answer to the questions below. CORE COMPETENCIES
CAN I?

YES

NO

FUNCTION 1- Navigation at the Operational Level 1. Plan, Conduct Safe Passage and Determine Position 2. Maintain a Safe Navigational Watch FUNCTION 2 Cargo Handling and Stowage at the Operational Level 1. Monitor the loading, stowage, secure and unload cargoes 2. Handle, safe stowage and secure cargoes FUNCTION 3 - Controlling the operation of the ship and care for persons on board at the operational level 1. maintaining the sea-worthiness of the ship

In template form, the session plan will look like this. SESSION PLAN Sector Qualification Title Unit of Competency Module Title Learning Outcomes: A. INTRODUCTION B. LEARNING ACTIVITIES LO 1: Learning Content Methods Presentation Practice Feedback Resources Time : : : :

LO 2:

C. ASSESSMENT PLAN Written Test Performance Test D. TEACHERS SELF-REFLECTION OF THE SESSION

MODULE CONTENT
UNIT OF COMPETENCY: MODULE TITLE MODULE DESCRIPTOR: This module contains an outcomes based self-review learning material of the shape of the earth, its co-ordinate systems, Time, Speed and Distance, Compass and Compass Errors, Nautical Chart and publications, Chart Corrections, Tide and Tidal Streams, the Standard Maritime Communication and Phrases and Voyage Planning. TERM: PRELIM & MIDTERM COURSE (MODULE) LEARNING OUTCOMES: At the end of this module you MUST be able demonstrate ability to: : PLAN AND CONDUCT A PASSAGE AND DETERMINE POSITION PLANNING AND CONDUCTING A PASSAGE AND DETERMINING POSITION

1. Use Chart Catalogue

2. Use Nautical Chart and Publication 3. Apply appropriately the IMOs Standard Maritime Communication Phrases (SMCP) on ever situation on board. 4. Create a Pilot to Pilot Passage Plan.

ASSESSMENT CRITERIA: 1. Appropriate Nautical Charts and Navigational Publications needed for the voyages were determine; 2. Nautical Charts and Navigational Publications were updated before it was used on the planning stage; 3. Standard Maritime Communication Phrase CBT Workbooks Tasks were all completed; 4. The Created Passage Plan, was structured according to Four Stages of Passage Planning;

LEARNING OUTCOME NO. 1.1.1 USE CHART CATALOGUE

Contents: 1. Nautical Charts and Publications 2. The Chart Catalogue 3. Direction and Distance 4. Position Lines and Position 5. Passage Planning Assessment Criteria 1. 2. 3. 4.

Conditions 1. The Students will have access to: 1.1 Classroom and Plotting Room 1.2 AUDION Visual Rooms 2. The Student is required to have the following: 1.1 1.2 Competence Based Learning Manuals Plotting Chart and Instruments

Assessment Method: 1. Computer Base Assessment 2. Performance/Observation 3. Portfolio

Learning Experiences
Learning Outcome 1

(LO TITLE)
Learning Activities Special Instructions

Information Sheet 1.1-1 (Title)

Learning Objectives: After reading this INFORMATION SHEET, YOU MUST be able to demonstrate the ability to: 1. Described the information that are printed on a nautical chart; 2. Fix position and position line on a Nautical Chart; 3. Use the Navigational Publication; 4. Use of a chart catalogue; 5. Plan a Pilot to Pilot Passage Plan. TERMS AND DEFINITIONS Compass Compass rose Latitude Latitude scale Longitude scale Meridian Meridians of Longitude Nautical Mile Prime Meridian Parallels of Latitude THE NAUTICAL CHART As a navigator, the nautical chart is one of your most vital tools. A chart is a graphical demonstration of part of the earth's surface. Unlike a map, a chart highlights areas of water and features that allow mariners to fix position, avoid hazards and discover a safe route to a destination. Nautical Charts cover the open sea, shorelines, navigable domestic waters and waterway systems. They can cover a large area; for example, the shipping lanes of the Indian Ocean; or provide a detailed representation of a smaller area, such as a harbor or anchorage.

As a navigator, the nautical chart is one of your most important tools. A chart is a graphical representation of part of the earth's surface. Unlike a map, a chart emphasizes areas of water and features that allow mariners to determine position, avoid hazards and find a safe route to a destination. Charts cover the open sea, coastlines, navigable inland waters and canal systems. They can cover a large area; for example, the shipping lanes of the North Atlantic; or provide a detailed representation of a smaller area, such as a harbor or anchorage. Most maritime nations publish charts and our beloved Philippines is no exception. Philippine paper charts are published by the National Mapping and Resource Information Agency (NAMRIA). These charts are available from any NAMRIA Regional Offices. The United States, Great Britain, Japan and Canada publish charts for their own waters and much of the earth's navigable waters. The Chart A nautical chart identifies navigable areas, shorelines and areas not suitable for navigation. It indicates depths of water, or soundings; the location of rocks and other hazards, tidal drying areas as well as deep water. A chart also points out the location and type of navigational aids, and shows symbols for piers, bridges and other structures. On-shore landmarks that can assist with navigation, such as radio towers and church steeples, are also symbolized. Looking at a nautical chart for the first time can be confusing. There is a great deal of information and it may be difficult to decipher what youre looking at and what it means.

A chart is usually printed on durable paper to make it water resistant. It's numbered for reference to a catalogue, has titles of the major and minor areas of coverage and states its publication date. L A A grid of latitude and longitude I is overlaid on all charts. In T most nautical projections, U parallels are graduated along D the sides of the chart. E Longitude is graduated along the top and bottom of the chart. The subdivisions of S these scales are in degrees, C A minutes, half-minutes, and LONGITUDE SCALE L tenths of minutes, or seconds E in older charts.

The Title Block The first thing you should take notice of when looking at your nautical chart is the title block (Fig. 2). It's often overlooked when referring to a chart. One prominent feature of a chart is the title block. It contains information on the area of coverage, the scale of the chart, the type of projection, the reference level for soundings and the units of depth and elevation measurement: metric or imperial. It also lists any cautionary notes.

SELF ASSESSMENT 1.1-1

Multiple Choice Instructions: 1. . 2.

Self- Check ______

(Type of Test) : (Instruction)

ANSWER KEY ____ 1. 2. 3. 4.

TASK SHEET _____

Title: Performance Objective: Given (condition), ,you should be able to (performance) following (standard). Supplies/Materials Equipment Steps/Procedure: 1. 2. 3. 4. : :

Assessment Method:

Performance Criteria Checklist ______

CRITERIA Did you. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. YES NO

JOB SHEET _____

Title: Performance Objective: Given (condition), ,you should be able to (performance) following (standard). Supplies/Materials Equipment Steps/Procedure: 5. 6. 7. 8. : :

Assessment Method:

Performance Criteria Checklist ______

CRITERIA Did you. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. YES NO

Evidence Plan Competency standard: Unit of competency: Third party Report Ways in which evidence will be collected: [tick the column]

Observation & Questioning Demonstration & Questioning

Portfolio

The evidence must show that the trainee NOTE: *Critical aspects of competency

Written

TABLE OF SPECIFICATION
Objectives/Content area/Topics # of items/ % of test

Knowledge

Comprehension

Application

TOTAL

Performance Test

Specific Instruction for the Candidate Qualification Unit of Competency General Instruction: Specific Instruction:

QUESTIONING TOOL
Questions to probe the candidates underpinning knowledge Extension/Reflection Questions 1. 2. 3. 4. Safety Questions 5. 6. 7. 8. Contingency Questions 9. 10. 11. 12. Job Role/Environment Questions 13. 14. 15. 16. Rules and Regulations 17. 18. 19. 20. The candidates knowledge was: underpinning Satisfactory Satisfactory response Yes No

Not Satisfactory

Templates for Inventory of Training Resources Resources for presenting instruction Print Resources As per TR As per Inventory Remarks

Non Print Resources

As per TR

As per Inventory

Remarks

Resources for Skills ______________________________ Supplies and Materials

practice As per TR

of

Competency As per Inventory

#1

Remarks

Tools

As per TR

As per Inventory

Remarks

Equipment

As per TR

As per Inventory

Remarks

Note: In the remarks section, remarks may include for repair, for replenishment, for reproduction, for maintenance etc.

Supervise Work-Based Learning

FORM 1.1 SELF-ASSESSMENT CHECK INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or information which is essential in planning training sessions. Please check the appropriate box of your answer to the questions below. CORE COMPETENCIES
CAN I?
1.

YES NO

2.

3.

4.

5.

Note: In making the Self-Check for your Qualification, all required competencies should be specified. It is therefore required of a Trainer to be well- versed of the CBC or TR of the program qualification he is teaching.

Evidences/Proof of Current Competencies(Sample)

Form 1.2: Evidence of Current Competencies acquired related to Job/Occupation Current competencies Proof/Evidence Means of validating

Identifying Training Gaps From the accomplished Self-Assessment Check (Form 1.1) and the evidences of current competencies (Form 1.2), the Trainer will be able to identify what the training needs of the prospective trainee are. Form 1.3 Summary of Current Competencies (Sample) Competencies Versus Required

Required Units of Competency/Learning Outcomes based on CBC 1.

Current Competencies

Training Gaps/Requirements

Required Units of Competency/Learning Outcomes based on CBC 2.

Current Competencies

Training Gaps/Requirements

3.

4.

Using Form No.1.4, convert the Training Gaps into a Training Needs/ Requirements. Refer to the CBC in identifying the Module Title or Unit of Competency of the training needs identified. Form No. 1.4: Training Needs (Sample) Module Title/Module of Instruction

Gaps

Duration (hours)

TRAINING PLAN

Qualification: ____________________________ Trainees Training Requirements Training Activity/Task Mode of Training Staff Facilities/Tools and Equipment Assessment Venue Method Date and Time

Technical Education and Skills Development Authority ___(your institution)___

TRAINEES RECORD BOOK

I.D.
Trainees No._______________

NAME: ___________________________________________________ QUALIFICATION: PLUMBING NC II_______

TRAINING DURATION :____________________________ TRAINER: __________________________________________________

Instructions: This Trainees Record Book (TRB) is intended to serve as record of all accomplishment/task/activities while undergoing training in the industry. It will eventually become evidence that can be submitted for portfolio assessment and for whatever purpose it will serve you. It is therefore important that all its contents are viably entered by both the trainees and instructor. The Trainees Record Book contains all the required competencies in your chosen qualification. All you have to do is to fill in the column Task Required and Date Accomplished with all the activities in accordance with the training program and to be taken up in the school and with the guidance of the instructor. The instructor will likewise indicate his/her remarks on the Instructors Remarks column regarding the outcome of the task accomplished by the trainees. Be sure that the trainee will personally accomplish the task and confirmed by the instructor. It is of great importance that the content should be written legibly on ink. Avoid any corrections or erasures and maintain the cleanliness of this record. This will be collected by your trainer and submit the same to the Vocational Instruction Supervisor (VIS) and shall form part of the permanent trainees document on file. THANK YOU.

NOTES: __________________________________________________________

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION NC Level I Learning Outcome Lay out measurements Cut pipe within the required length and according to job requirements Thread pipes in accordance with standard thread engagement __________________ Trainees Signature ___________________ Trainers Signature Task/Activity Required Date Instructors Accomplished Remarks

Unit of Competency: 2 PERFORM MINOR CONSTRUCTION WORKS NC Level I Learning Outcome Perform piping lay outs Cut pipes through walls and floors ____________________ Trainees Signature ______________________ Trainers Signature Task/Activity Required Date Instructors Accomplished Remarks

Unit of Competency: 3 MAKE PIPING JOINTS AND CONECTIONS NC Level I Learning Outcome Fit-up joints and fittings for PVC pipe Perform threaded pipe joints and connections Caulk joints\ _____________________ Trainees Signature Task/Activity Required Date Instructors Accomplished Remarks

______________________ Trainers Signature

Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING INSTALLATION AND ASSEMBLES NC Level I Learning Outcome Prepare for plumbing works Install pipe and fittings Install hot and cold water supply Install/assemble plumbing fixtures Task/Activity Required Date Accomplished Instructors Remarks

_____________________ Trainees Signature

____________________ Trainers Signature

Unit of Competency: 5 PERFORM PLUMBING REPAIR AND MAINTENANCE WORKS

NC Level I Learning Outcome Clear clogged pipes clear clogged fixtures ______________________ Trainees Signature Task/Activity Required Date Accomplished Instructors Remarks

____________________ Trainers Signature

TRAINEES PROGRESS SHEET

Name Qualification : JUAN DELA CRUZ : Machining NC I
Training Activity

Trainer Nominal Duration

Training Duration

: :
Date Started Date Finished Rating Trainees Initial Supervisors Initial

Units of Competency

Total
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating or simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical rating for the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings

Average Ratings PREPARATION 1. Workshop layout conforms with the components of a CBT workshop 2. Number of CBLM is sufficient 3. Objectives of every training session is well explained 4. Expected activities/outputs are clarified General Average Average

Facilitate Learning Session

Training Activity Matrix

Facilities/Tools and Equipment Venue (Workstation/ Area) Date & Time

Training Activity

Trainee

Remarks

Prayer Recap of Activities Unfreezing Activities Feedback of Training Rejoinder/Motivation (List down all Facilities/Tools and Equipment needed for the workstation and activities here) (List down all Facilities/Tools and Equipment needed for the workstation and activities here) (List down all Facilities/Tools and Equipment needed for the workstation and activities here) (List down all Facilities/Tools and Equipment needed for the workstation and activities here) observations on the progress of each trainee for the day will be written here observations on the progress of each trainee for the day will be written here observations on the progress of each trainee for the day will be written here observations on the progress of each trainee for the day will be written here All trainees 8:00 AM to 8:30 AM

(Specific Activities of each Trainee for the day here)

Name of Workstation1

(Specific Activities of each Trainee here)

Name of Workstation 2

(Specific Activities of each Trainee for the day here)

Name of Workstation 3

(Specific Activities of each Trainee for the day here)

Name of Workstation 4

Training Activity Matrix

Facilities/Tools and Equipment Venue (Workstation/ Area) Date & Time

Training Activity

Trainee

Remarks

Prayer Recap of Activities Unfreezing Activities Feedback of Training Rejoinder/Motivation All trainees 8:00 AM to 8:30 AM

Minutes of the Meeting Template Minutes of the Meeting Focus Group Discussion Date: ________________________ Agenda: Competency-based Training Delivery Present: 1. 2. 3. 4. ____________ ____________ ____________ ____________ Concerns Discussions Resolutions/Agreement

Training Evaluation Report 1. Title of the Report 2. Executive summary 3. Rationale 4. Objectives 5. Methodology 6. Results and discussion This is the body of the report. parts: Data interpretation Data analysis Conclusion 7. Recommendation It should contain the following

Maintain Training Facilities

Template #1

OPERATIONAL PROCEDURE
Equipment Type Equipment Code Location Operation Procedure:

Template #2 HOUSEKEEPING SCHEDULE

Qualification Area/Section In-Charge Responsible Person Station/Bldg

ACTIVITIES

Daily

Every other Day

Weekly

Every 15th Day

Month ly

Remarks

Template #3 HOUSEKEEPING SCHEDULE DAILY TASK YES NO

WEEKLY TASK

YES

NO

MONTHLY TASK

YES

NO

Template #4 WORKSTATION MAINTENANCE SCHEDULE*

8 HOURS 50 Hours 100 HOURS

Template #5 EQUIPMENT MAINTENANCE SCHEDULE EQUIPMENT TYPE EQUIPMENT CODE LOCATION

Schedule for the Month of March

ACTIVITIES

MANPOWER

Daily

Every Other Day

Weekly

Every 15th Day

Monthly

Remarks

Template #6

TRAINING ROOM INSPECTION CHECKLIST

Qualification Area/Section YES NO In-Charge INSPECTION ITEMS

Remarks: Inspected by: Date:

Template #7

EQUIPMENT MAINTENANCE INSPECTION CHECKLIST

Equipment Type Property Code/Number Location : : :

YES

NO

INSPECTION ITEMS

Remarks: Inspected by: Date: