Seam 3 Rev 6

MARITIME ACADEMY OF ASIA AND THE PACIFIC - KAMAYA POINT
SEAM 3 DEPARTMENT OF ACADEMICS

D202 Associated Marine Officers and Seamen’s Union of the Philippines – PTGWO-ITF
CARGO HANDLING AND STOWAGE
(NON-DANGEROUS GOODS) Kamaya Point, Alas-asin, Mariveles, Bataan
SECTION TITLE DETAILED TEACHING SYLLABUS
ISSUE NO. 0 REVISION NO. 6 DATE EFFECTIVE: NOVEMBER 05, 2018 PAGE NO. 1 OF 55
A. COURSE SPECIFICATIONS
REFERENCE NUMBER D202
COURSE CODE Seam 3
DESCRIPTIVE TITLE Cargo Handling and Stowage (Non-Dangerous Goods)
PREREQUISITE Seam 1 COREQUISITE
LECTURE CONTACT HOURS LABORATORY CONTACT HOURS
COURSE CREDITS 3 units 2 hours 2 hours
PER WEEK PER WEEK
Cargo Handling and Stowage (Non-Dangerous Goods) (Seam 3) is a course required by the Philippine Commission on Higher
Education (CHED) leading to the degree program of Bachelor of Science in Marine Transportation (BSMT). It satisfies the parts
of the requirements of the International Convention on Standards, training, Certification and Watchkeeping of the STCW 1978
as amended, Chapter II, Section A-II/1 with the competence “Monitor the loading, stowage, securing, care during the voyage
and the unloading of cargoes” and “Inspect and report defects and damage to cargo spaces, hatch covers and ballast tanks. It
also abides by the recommendations of the four pillars of Maritime Compliance.
COURSE DESCRIPTION
The course will provide a concept for cargo plan for loading and unloading non-dangerous cargo in accordance with
established safety rules/regulation, equipment operating instructions and shipboard stowage limitations. It will examine the
significance of monitoring the cargo during the voyage. The portion of this course explores the importance when defects and
damage to cargo space, hatch covers and ballast tanks are found. In addition, it integrates the MAAP Competency
Management System.
A-II/1 F2.C1: Monitor the loading, stowage, securing, care during the voyage and the unloading of cargoes
COMPETENCE/S
A-II/1 F2.C2: Inspect and report defects and damage to cargo spaces, hatch covers and ballast tanks
A-II/1 F2.C1.KUP1: Cargo Handling, Stowage and securing
A-II/1 F2.C1.KUP1.1: Knowledge of the effect of cargo, including heavy lifts, on the seaworthiness and stability of the ship
KUP A-II/1 F2.C1.KUP1.3: Ability to establish and maintain effective communications during loading and unloading
A-II/1 F2.C2.KUP1: Knowledge* and ability to explain where to look for damage and defects most commonly encountered
.1 loading and unloading operations
.2 corrosion
.3 severe weather conditions
A-II/1 F2.C2.KUP2: Ability to state which parts of the ship shall be inspected each time in order to cover all parts within a
given period of time
A-II/1 F2.C2.KUP3: Identify those elements of the ship structure which are critical to the safety of the ship
A-II/1 F2.C2.KUP4: State the causes of corrosion in cargo spaces and ballast tanks and how corrosion can be identified and
prevented
A-II/1 F2.C2.KUP5: Knowledge of procedures on how the inspections shall be carried out
A-II/1 F2.C2.KUP6: Ability to explain how to ensure reliable detection of defects and damages
A-II/1 F2.C2.KUP7: Understanding of the purpose of the “enhanced survey programme”
*Note: It should be understood that Deck Officers need not be qualified in the survey of ships.
CO1: Interpret a plan for loading and unloading non-dangerous cargo in accordance with established safety rules /
COURSE OUTCOMEs regulations, equipment operating instructions and shipboard stowage limitations
CO2: Determine the significance of monitoring the cargo during the voyage
CO3: Explain the importance when defects and damage to cargo spaces, hatch covers and ballast tanks are found
STCW FUNCTION
Table A-II/1 Function 2: Cargo handling and stowage at the operational level
CMO No.67 series of 2017: Revised PSG for BS Marine Transportation Programs
REFERENCE/S
IMO Model Course 7.03
PROGRAM OUTCOMES ADDRESSED INTRODUCTORY ENABLING DEMONSTRATIVE

Demonstrate the ability to perform the competence, at the operational level under
A X
Table A-II/1 and some elements of Table A-II/2 of the STCW Code
EQUIPMENT,
LEARNING TEACHING-LEARNING ASSESSMEN INDICATIV
TOPIC MATERIALS AND
OUTCOMES ACTIVITY (TLA) T E HOURS
REFERENCES
A-II/1 F2.C1: Monitor the loading, stowage, securing, care during the voyage and the unloading of cargoes
A-II/1 F2.C1.KUP1: Cargo Handling, Stowage and securing
Written assessment
Explain a plan for
loading and unloading
non-dangerous cargo in
CO1: Interpret a plan for loading and unloading non-dangerous cargo in accordance with established safety rules /
accordance with
regulations, equipment operating instructions and shipboard stowage limitations
established safety rules /
regulations, equipment
operating instructions
and shipboard stowage
limitations
LO1.1: 1. Stowage plan Stimulus-Response Multimedia equipment Written Wk 1
Devise a Lecture Approach assessment 2 hrs
Stowage SELF DIRECTED cargo stowage plan (Lec)
Plan Explain what a cargo stowage plan is LEARNING THROUGH
CMS LMS Textbooks;
2.10.14.1 Describe the Preparation of vessel for cargo operations - R 1, R2
Collecting cargo and Port Information: Instructor designs the
learning environment.
The shore terminal information
⮚ Prior to loading bulk cargo, the shipper should Teacher presents the
declare characteristics & density of the cargo, stowage information and
factor, angle of repose, amounts and special properties.
⮚ Cargo availability and any special requirements for Then students
the sequencing of cargo operations. demonstrate that they
⮚ Characteristics of the loading or unloading understand the material.
equipment including number of loaders and unloaders to be
used, their ranges of movement, and the terminal's nominal Students are assessed
and maximum loading and unloading rates, where primarily through tests.
applicable.
⮚ Minimum depth of water alongside the berth and in ⮚ Explain how to
the fairway channels. devise a Stowage Plan
⮚ Water density at the berth
⮚ Air draught restrictions at the berth
⮚ Maximum sailing draught and minimum draught for
safe manoeuvring permitted by the port authority
⮚ The amount of cargo remaining on the conveyor
belt which will be loaded onboard the ship after a cargo
stoppage signal has been given by the ship
⮚ Terminal requirements/procedures for shifting ship
⮚ Local port restrictions, for example, bunkering and
deballasting requirements etc
Explain how to devise a Stowage Plan
Distinguish between bale capacity and grain capacity of

cargo holds
Define 'stowage factor'

Explain 'broken stowage' and states how an allowance for it
is made
Given the capacity of a cargo hold and the stowage factor

of the cargo,
⮚ calculate the weight that the holds will contain
Given the weights and stowage factors of one or more

cargoes, calculate the space required
⮚ Calculate the number of packages of given
dimensions which can be loaded in a stated space, making
allowance for broken stowage
Given the maximum permissible loading of a 'tween-deck,

⮚ calculate the maximum height to which cargo of
stated stowage factor can be loaded
Given the maximum permissible loading and height of a

'tween-deck, and the stowage factors of two commodities,
⮚ calculate the depth of each required to fill the
space at the maximum permitted deck loading
LABORATORY
Devise a Stowage plan

Responding to stimuli Stowage plan of a Wk 1
ship 2 hrs
⮚ Devise a Devise a (Lab)

Stowage plan Stowage
Plan
CMS
Reinforcing stimulus 2.10.14.1
⮚ Instructor
shapes students
behavior by positive
reinforcement
LO1.2: 2. Deck Cargo SCAFFOLDING Multimedia equipment Written Wk 2

Describe the Lecture SELF DIRECTED assessment 2 hrs
safe ✔ State that cargoes, other than in containers, LEARNING THROUGH cargo stowage plan (Lec)
handling, commonly carried on deck are: LMS
stowage and ● dangerous goods not permitted below decks Advanced organizers Textbook:
securing of ● large units, difficult or impossible to stow below ⮚ organize R1, R3
cargoes deck, which can safely be exposed to the elements information in a way that
CMS ● cargoes which can be exposed to the weather and helps learners
2.10.14.2 which would occupy a very large space below decks understand new and
● livestock in limited numbers complex content
✔ Explain why efficient securing of cargoes is Modelling

essential for the safety of the ship as well as the cargo ⮚ demonstrate
desired behaviour,
✔ State that stowage and securing of deck cargo knowledge or task to
should be adequate for the worst conditions which could be students.
experienced
Worked examples
✔ State that hatches should be securely closed and ⮚ step-by-step
cleated before loading over them demonstration of a
complex problem or task
✔ State that stowage should leave safe access to
Concept Maps
essential equipment and spaces needed to navigate and
⮚ organizing,
operate the ship such as:
representing and
● sounding pipes to tanks and bilges
displaying the
● devices for the remote operation of valves
● mooring arrangements
● fire-fighting and life-saving equipment relationships between

● crew accommodation and working spaces knowledge and concepts
● protection for the crew
Explanations
✔ State that deck cargo should not obstruct the view ⮚ present and
from the navigating bridge or overside at the bow explain new content to
learners
✔ State that the weight of deck cargo should not
Handouts
exceed the maximum permissible load on the deck or
⮚ resource used to
hatches
support teaching and
✔ Describe how the effects of a concentrated load can
learning
be spread over a wider area by the use of dunnage and deck
shoring taking into consideration the positioning of girders,
transverses and longitudinals under the tank top TASK-BASED
LEARNING (TBL)
✔ Explain the effect of deck cargo on stability with
reference to: Teacher give groups of
● its vertical moment about the keel students meaningful
● the absorption of water or accretion of ice tasks to do;
● the clearing of water from the deck in heavy
weather ⮚ Describe the
● increased reserve buoyancy of a timber deck cargo safe handling, stowage
and securing of deck
✔ Describe in outline the recommendations on the cargoes on board the
stowage and lashing of timer deck cargoes as set out in the ship
IMO Code of Safe Practice for Ships Carrying Timber Deck
Cargoes
✔ Describe the guard lines or rails to be provided at Prompts

the sides of a deck stow and at openings in the stow ⮚ Corrective
✔ Describe the provision of means of safe access feedback
between the deck and the top of the stow
✔ Describe the method of safe stowage and securing

of containers on deck on vessels not specially designed for
the carriage of containers
✔ Describe the safe loading/discharging of Ro-Ro

cargoes
Direct instruction
Cargo stowage plan Explain the Wk 2
LABORATORY cargo handling 2 hrs
procedure for (Lab)
Explain the cargo handling procedure for deck cargoes on deck cargoes
board the ship Purposefully organizing on board the
and sequencing a series ship
of lessons,
Providing students with

clear explanations
Asking questions to
make sure that students
have understood what
has been taught.
⮚ Explain the
cargo handling
procedure for deck
cargoes on board the
ship
Recap
Reinforcement
LO1.2: 3. Container Cargo Constructivism Multimedia equipment Written Wk 3

Lecture approach to learning assessment 2 hrs
Describe the ✔ Describe the arrangement of a container ship and SELF DIRECTED cargo stowage plan (Lec)
safe explains how the position of a particular container is LEARNING THROUGH
handling, designated LMS Textbook;
stowage and Engage R4
securing of ✔ Explain briefly the sequence of operations during Make connections
cargoes discharging and loading at a terminal between past and
CMS present learning
2.10.14.2 ✔ Explain the factors involved in planning a container experiences
stow with reference to: Explore
● stability, trim and list Provide students with a
● stresses common base of
● stack height and weight experiences.
● dangerous goods Explain:
● special stowage restrictions Help students explain
● out of gauge the concepts they have
been exploring.
✔ Describe methods of securing containers on deck Elaborate
extends students'
✔ Describe the types and sizes of container in use conceptual
understanding and
allows them to practice
skills and behaviors.
⮚ Explain the
factors involved in
planning a container
stow with reference to:
● stability, trim
and list
● stresses
● stack height and
weight
● dangerous
goods
● special stowage
restrictions
● out of gauge
Evaluate
Encourages learners to
assess their
understanding and
abilities and lets
teachers evaluate
students' understanding
of key concepts and skill
development.
Reinforcement
LABORATORY
cargo stowage plan Explain the Wk 3
Explain the cargo handling procedure for Container Think-pair-share cargo 2 hrs
Cargoes on board the ship handling (Lab)
● arrangement of a container procedure for
● position of a particular container The instructor asks a Container

● sequence of operations during discharging and discussion question. Cargoes on
loading at a terminal board the ship
● factors involved in planning a container stow ⮚ Explain the
● securing containers on deck cargo handling
● types and sizes of container in use procedure for Container
Cargoes on board the
ship
● arrangement of
a container
● position of a
particular container
● sequence of
operations during
discharging and loading
at a terminal
● factors involved
in planning a container
stow
● securing
containers on deck
● types and sizes
of container in use
Students are instructed

to think, write about the
answer to the question
before turning to peer to

discuss their responses.
Group presentation
Groups then share their

responses with the class
Recap
Reinforcement
LO1.2: 4. Bulk Cargo (Other Than Grain) and Bulk Grain Cargo SCAFFOLDING Multimedia equipment Written Wk 4
Describe the Lecture Advanced organizers assessment 2 hrs
safe organize information in a cargo stowage plan (Lec)
handling, Bulk Cargo (Other Than Grain) and Bulk Grain Cargo way that helps learners
stowage and understand new and R2
complex content
securing of ✔ Describe in outline the contents of the IMO

cargoes International Maritime Solid Bulk Cargo (IMBSC) Code Modelling
CMS demonstrate desired
2.10.14.2 ✔ Define: behaviour, knowledge or
● angle of repose task to students.
● cargoes which may liquefy - flow moisture point
● flow state Worked examples
● transportable moisture limit step-by-step
demonstration of a
✔ Describe in detail the preparation of cargo holds complex problem or task
prior to loading bulk cargoes
Concept Maps
✔ Explain that separation between certain bulk organizing, representing
cargoes and other than bulk cargoes or package of and displaying the
dangerous goods is required relationships between
knowledge and concepts
✔ Explain that some bulk cargoes may deplete the
oxygen content of holds or produce toxic gases and Explanations
describes the precautions to take before entry of holds present and explain new
content to learners
✔ Describe the hazards associated with coal cargoes Handouts
resource used to support
✔ Describe the importance of monitoring the teaching and learning
temperature of the holds associated with carriage of coal Task-based Learning
cargoes (TBL)
✔ Describe the precautions to take during loading Self directed learning

and discharging coal through LMS
✔ Explain how coal should be ventilated Teacher gives students

meaningful tasks to do;
Bulk Grain Cargo ⮚ Describe the
✔ Define the following terms as used in the safe handling, stowage
International Grain Code: and securing of Bulk
● grain Cargo (Other Than
● filled compartment Grain) cargoes
● partly filled compartment
Prompts
✔ Describe the cleaning and preparation of holds and Corrective feedback
decks for the carriage of grain
Reinforcement
✔ State that a thorough check for insect or rodent
infestation should be made
✔ Describe the dangers associated with using

insecticide in cargo holds
✔ Explain the importance of trimming and states how

it should be made
✔ Distinguish between the trimming of filled and

partly filled compartments
✔ Describe the use of fitting of shifting boards
✔ Describe how saucers or bundles of bulk grain are

arranged in the square of a hatch to reduce heeling
moments resulting from a shift of grain
✔ Describe how the surface of a partly filled

compartment is secured against movement
✔ Describe how to separate two different bulk grain

cargoes loaded into the same compartment
Reporting Findings
cargo stowage plan Differentiate Wk 4
⮚ INTRODUCTIO
LABORATORY N the plan for 2 hrs
safe (Lab)
⮚ MATERIALS
Differentiate the plan for safe loading/discharging of Bulk AND METHODS loading/disch
Cargo (Other Than Grain) to Bulk Grain Cargo in arging of Bulk
⮚ OBSERVATION
accordance with established safety rules / regulations, S AND RESULTS Cargo (Other
equipment operating instructions and shipboard stowage Than Grain)
⮚ DISCUSSION
limitations to Bulk Grain
Cargo in
Differentiate the plan for accordance

safe loading/discharging with
of Bulk Cargo (Other established
Than Grain) to Bulk safety rules /
Grain Cargo in regulations,
accordance with equipment
established safety rules / operating
regulations, equipment instructions
operating instructions and
and shipboard stowage shipboard
limitations stowage
Group work limitations
presentation
FEEDBACK
REINFORCEMENT
LO1.2: 5. Securing Cargoes Elicitation of ideas Multimedia equipment Written Wks 5-6
Describe the Lecture from students Assessment 4 hrs
safe ship's cargo securing (Lec)
handling, ✔ Explain the need for solid stow and securing of all Self directed learning arrangements manual
stowage and cargoes through LMS
securing of Textbook:
Interactive Lecture
cargoes ✔ State that cargo liable to slide during rolling, such R1
⮚ Definition
CMS as steel rails, should be stowed fore and aft
⮚ Description
2.10.14.2
⮚ Narration
✔ Describe methods of blocking, lashing, shoring,
⮚ Explanation
chocking and tombing cargo
⮚ Illustration
✔ Describe methods of securing cargo faces resulting ⮚ Demonstration
from part discharge before making a sea passage ⮚ Comparison
✔ Describe methods of securing heavy loads and Students are assessed

heavy lifts primarily through tests.
✔ Describe methods of stowing and securing vehicles ⮚ Explain the

and trailers precautions in Securing
Cargoes on board the
✔ State that unitized, containers, trailers, portable ship
tanks and other cargo units should be secured in Corrective feedback
accordance with the ship's cargo securing arrangements
manual Reinforcement
✔ Describe passenger operations including ship's cargo securing Discuss the Wks 5-6
Problem-Based
passenger cargo, passenger comfort and safety arrangements manual methods of 4 hrs
Learning
LABORATORY ACTIVITY securing the (Lab)
different types
Teacher present
Classify the methods of securing the different types of of cargoes in
students with a problem
cargoes in accordance with established safety rules / accordance
with real-world
regulations, equipment operating instructions and with
significance and
shipboard stowage limitations established
challenges them to solve
safety rules /
in small groups.
regulations,
⮚ Classify the equipment
methods of securing the operating
different types of instructions

cargoes in accordance and shipboard
with established safety stowage
rules / regulations, limitations
equipment operating
instructions and
shipboard stowage
limitations
Reporting findings
WRAP UP
Reinforcement
A-II/1 F2.C1: Monitor the loading, stowage, securing, care during the voyage and the unloading of
cargoes
A-II/1 F2.C1.KUP1.1: Knowledge of the effect of cargo, including heavy lifts, on the seaworthiness and stability of the ship
A-II/1 F2.C1.KUP1.3: Ability to establish and maintain effective communications during loading and unloading
Determine assessment
CO2: Determine the significance of monitoring the cargo during the voyage Explain the Importance
of monitoring the cargo
during the voyage
LO2.1: 6. Cargo Handling Equipment INQUIRY-BASED Multimedia equipment Written Wks 7-8
Lecture LEARNING assessment 4 hrs
Describe (Lec)
care of cargo ✔ Describe the care and maintenance of: Self directed learning Textbooks:
during ● standing rigging through LMS R1, R2
loading and ● topping lifts, cargo runners, guys and preventers -
at sea cargo blocks and topping lift blocks
CMS ● derrick heel fittings 1: Posing Real
2.10.14.3 Questions
✔ Describe the rigging of derricks for loading and Help students arrive at
discharging cargo: their “real” questions is
● using married falls (union purchase) the central technique of
● by single swinging derrick inquiry-based learning
Cargo Handling Safety
✔ Explain how to set up guys and preventers for
working with married falls
⮚ Explain the
✔ State that gear should be set up in accordance with international standards
the ship's rigging plan and explains limitations and effect of of Cargo Handling
angles between runners Equipment and Cargo
Handling Safety
✔ Describe how to change the rig from single runners
to gun tackles 2: Finding Relevant
Resources
✔ Describe how to top and lower derricks safely Identifying and Mapping
Possible Resources
✔ Describe means of securing derricks for sea Evaluating Resources
✔ Describe the use of slings, snotters, canvas slings, 3: Interpreting

trays, pallets, nets, chain slings, cant hooks, bale hooks Information
and vehicle slings Evaluating its appli-
cability to the original
✔ Describe the precautions to take when lifting bales inquiry question. How is
with hooks in the bale bands and damage caused by hooks this information
generally relevant? How does it
relate to what else we
✔ Describe the handling of common unitized and pre- know? What parts
slung loads support the hypothesis
and what parts do not?
✔ Compare the advantages and disadvantages of Does it
ship's cranes and derricks for handling cargo - types of raise any new
derricks - Hallen, Stullen, Thompson, Velle etc. questions?
✔ Describe the precautions to be taken when fork-lift Tracking What Fits and
trucks or similar devices are used in the 'tween-decks or What Doesn’t
holds
Assessing Preliminary
Cargo Handling Safety Answers, and
✔ State that all cargo gear should be visually Making Sense of
inspected before the start of cargo operations each day multiple pieces of
and awareness of test certifications and registration information
✔ Describe the importance of having a Safe Working

Load (SWL) for the cargo gear
✔ Explain why the load on cargo gear should never

exceed its safe working load
✔ State that all ropes and wires should come with the
certificate of their properties
✔ State that ropes, wires, blocks and loose gear

should be subject to frequent inspections while in use for
cargo operations
✔ Explain how to determine when a cargo runner

needs replacing
✔ State that mechanically or hydraulically operated

hatches should be opened or closed by the ship's crew
under the supervision of a responsible person
✔ State that hatch covers should be secured by

locking devices to prevent them moving accidentally
✔ State that beams and covers of partially opened

hatches should be secured to prevent their accidental
displacement
✔ State that hatch openings should be securely

fenced to a minimum height of 1 metre
✔ State that it is the ship's responsibility to cover

hatches when notice of completion of work for the day is
given by the stevedore in charge
✔ State that no person should use a ladder in the

square of a hatch while cargo is being hoisted or lowered in
that square
✔ State that no person should stand or pass under a

suspended load
✔ Describe the provision of adequate lighting for

working spaces, portable lights and precaution with
dangerous cargoes, e.g. jute
✔ State that portable lights should be removed from

cargo spaces as soon as they are no longer required
✔ State that unattended portable lights are potential

fire hazards
✔ Describe the importance of maintaining close

communication with the shore during the loading and
unloading stage
✔ Describe the information that should be agreed

between ship and shore before any loading or unloading
operation
Multimedia equipment Differentiate Wks 7-8

Cooperative learning the cargo 4 hrs
handling (Lab)
Students are put in small Textbooks: equipment
groups to work together. R1, R2 maintenance,
LABORATORY testing,
The students are then
controls &
given tasks to
✔ Differentiate the cargo handling equipment safety
accomplish together.
maintenance, testing, controls & safety measures on board measures on
the ship ⮚ Differentiate the board the
cargo handling ship
equipment maintenance,
testing, controls & safety
measures on board the
ship
Monitor these groups
carefully, to make sure
they are staying on task
and that all students are

participating.
Assign specific tasks to

at different ability levels.
Recap &Reinforcement
Wk 9
MIDTERM EXAMINATION
4 Hrs
LO2.1: 7. Cargo Care Constructivism Multimedia equipment Written Wks 10-11

Describe Lecture approach to learning assessment 4 hrs
care of cargo Loading or unloading (Lec)
during 7.1 Inspection and Preparation of Holds Self directed learning plan
loading and through LMS
at sea ✔ Outline the reasons for a general inspection of Textbooks:
CMS holds Engage R1, R2
2.10.14.3 Make connections
✔ List item to be inspected between past and
present learning
✔ Explain the importance of cleaning holds before experiences
loading Explore
provides students with a
common base of
✔ Describe how to clean holds after discharge of a experiences. They

general cargo identify and develop
concepts, processes,
✔ Describe the reasons for using dunnage and skills.
Explain:
✔ Describe the types and sizes of material used for helps students explain
dunnage the concepts they have
been exploring. They
✔ Describe the methods of dunnaging a hold for have opportunities to
various cargoes and how to dispose of old dunnage verbalize their
conceptual
✔ State that dirty dunnage may taint or contaminate understanding or to
the next cargo demonstrate new skills
or behaviors.
✔ Describe the fitting or spar ceiling and explains its Elaborate
purpose extends students'
conceptual
✔ State that bilges or drain wells should be clean, dry understanding and
and sweet-smelling disinfectants used allows them to practice
skills and behaviors.
✔ Explain how bilge suctions should be checked for ⮚ Describe the
efficient working scuppers and sounding pipes Actions required to
maintain the wellbeing of
✔ Describe how limbers and drain well covers should cargoes on board the
be treated to prevent suctions being blocked by small ship
debris, but ensuring free drainage to the suctions
Evaluate
✔ State that the ballast lines to deep tanks should be encourages learners to
blanked when preparing to load dry cargo assess their
understanding and
✔ State that the use of a deodorizing wash for abilities and lets
ozonator may be necessary to remove strong odours from teachers evaluate
a previous cargo students' understanding
of key concepts and skill
7.2 Segregation and Separation of Cargoes development.
✔ Explain the need for the segregation of different
cargoes with reference to: Reinforcement
● dangerous goods
● dry cargo
● wet cargo
● clean cargo
● dirty cargo
● delicate cargo
● valuable cargo, e.g. bank notes, personal effects
✔ Describe how the cargoes in the above objectives

can be segregated
✔ Explain that separation between parcels of cargo

for different consignee or different ports of discharge is
required
✔ Describe methods of separating adjacent parcels

of cargo
✔ Describe the use of port marking to separate

parcels for discharge at different ports
7.3 Ventilation and Control
✔ List the factors involved in the control of sweat by

ventilation
✔ Distinguish between ship's sweat and cargo sweat

and explains the condition in which each is experienced
✔ Describe the system of natural ventilation and how

it should be controlled to minimise the formation of sweat
✔ Describe forced ventilation and humidity control for
cargo holds and state the properties measured and
recorded at the control panel
✔ Explain how to operate the ventilation system

described in the above objective
✔ State that ventilation is also required for the

removal of heat, gases and odours
✔ Give examples of cargoes requiring special

ventilation
7.4 Refrigerated Cargo

✔ Explain how holds and lockers are prepared for
loading
✔ Explain the need for the pre-cooling of spaces and

dunnage to be used
✔ Describe the dunnaging requirements for

refrigerated cargo
✔ Give examples of commodities carried chilled
✔ Give examples of frozen cargoes

✔ List the inspections of the cargo which should be
made before and during the loading
✔ Describe the use of brine traps in compartment

drains - before this stage
✔ Explain the purpose of compartment temperature
recordings
Think – Pair – Share
⮚ Distinguish the
Loading/ unloading Distinguish Wks 10-11
care of cargo during
plan the care of 4 hrs
loading and at sea
cargo during (Lab)
● Inspection and
loading and
Preparation of Holds
LABORATORY at sea
● Segregation and
Separation of Cargoes
✔ Distinguish the care of cargo during loading and at
● Ventilation and
sea
Control
● Inspection and Preparation of Holds
● Refrigerated
● Segregation and Separation of Cargoes
Cargo
● Ventilation and Control
Activity that allows
● Refrigerated Cargo
students to think before
sharing their responses
with a nearby partner.
Giving students time to

think independently
before responding to
prompts or answering
questions; efficient
group activity (i.e., all
students can speak
without taking a lot of

class time)
Give students time think

prior to responding to a
question or prompt you
give them. Then have
students turn to a
partner and share their
responses.
Groupwork
presentation
Recap
Reinforcement
LO2.2: 8. Effective Direct Instruction Multimedia equipment Written Wk 12

Determine communications during loading and unloading assessment 2 hrs
how Lecture Providing students with (Lec)
to establish clear explanations and Textbook:
and maintain Define BLU Code illustrations of the R1
effective knowledge and skills
communicati Outlines the contents of the Code of Practice for the Safe being taught.
ons during Loading and Unloading of Bulk Barriers (BLU code) in
loading and relation to: Asking questions to
unloading ⮚ planning the sequence of operations make sure that students
⮚ communications and coordination between ship have understood what
and terminal has been taught.
⮚ allocation of ships to appropriate terminals
⮚ condition of ships and terminal equipment Task-based Learning
⮚ training of ship and terminal personnel (TBL)
⮚ requirement to be familiar with and comply with
local regulations Self directed learning
⮚ use of safety checklists through LMS
⮚ responsibility of the Master
⮚ additional considerations in relation to dangerous Teacher gives students
cargoes meaningful tasks to do;
⮚ the use of the BLU Manual by terminal staff ⮚ Explain the
⮚ the impact of arrival and departure condition on Code of Practice for the
manoeuvrability Safe Loading and
⮚ actions to minimise hull and local stress Unloading of Bulk
⮚ actions to take where acceptable hull and local Barriers (BLU code)
stress levels may be exceeded
CHECKING OF
UNDERSTANDING
AGAINST THE
OUTCOME
REINFORCEMENT
LABORATORY Peer instruction Loading or unloading Determine Wk 12

plan how to 2 hrs
Determine how to establishing effective communications Question establishing (Lab))

and improving working relationship between ship and The question posted is Guidelines on effective
terminal personnel typically a conceptually completing the ship / communicati
based on multiple choice shore safety ons and
questions. checklist. improving
⮚ Determine how working
to establishing effective Ship/shore checklist relationship
communications and for loading and between ship
improving working unloading dry bulk and terminal
relationship between cargo carriers. personnel
ship and terminal
personnel
Individual response
Students think about
their answer and vote on
a response before
turning to a neighbor to
discuss.
Discussion followed
by re-voting
Students can change
their answer after
discussion and sharing
is accomplished by the
instructor revealing the
graph of student
responses and using this
as a stimulus for large
class discussion
CHECKING OF
UNDERSTANDING
AGAINST THE
OUTCOME
REINFORCEMENT
Competence: A-II/1 F2.C2: Inspect and report defects and damage to cargo spaces, hatch covers and ballast tanks
A-II/1 F2.C2.KUP1: Knowledge* and ability to explain where to look for damage and defects most commonly
encountered
.1 loading and unloading operations
.2 corrosion
.3 severe weather conditions
A-II/1 F2.C2.KUP2: Ability to state which parts of the ship shall be inspected each time in order to cover all parts
within a given period of time
A-II/1 F2.C2.KUP3: Identify those elements of the ship structure which are critical to the safety of the ship
A-II/1 F2.C2.KUP4: State the causes of corrosion in cargo spaces and ballast tanks and how corrosion can be
identified and prevented
A-II/1 F2.C2.KUP5: Knowledge of procedures on how the inspections shall be carried out
A-II/1 F2.C2.KUP6: Ability to explain how to ensure reliable detection of defects and damages
A-II/1 F2.C2.KUP7: Understanding of the purpose of the “enhanced survey programme”
CO3: Explain the importance when defects and damage to cargo spaces, hatch covers and ballast tanks are found Written assessment
Determine the significant

when defects and
damage to cargo spaces,
hatch covers and ballast
tanks are found
LO3.1: 9. Inspect of defects and damage to cargo spaces, Direct Instruction Multimedia equipment Written Wks 13-15
Describe hatch covers and ballast tanks assessment 6 hrs
where to look Establishing learning (Lec)
for damage Lecture objectives for lessons, construction sketch of Describe
and defects a ballast tank where to look
Cargo Space Inspections for damage
on structural Textbook: and defects

members ✔ Describe the possible causes of damage to the Purposefully organizing R5 on structural
CMS cargo space during cargo operation and sequencing a series members
2.10.14.5 ● Damage by temperature of lessons
● Rust Damage Describe
LO3.2: ● Damage caused by lift transfer Providing students with parts of the
Describe ● High Loading Rate clear explanations, vessel to be
parts of the ● Asymmetric cargo and ballast distribution descriptions, and inspected
vessel to be ● Damage by Weather Condition illustrations of the
inspected knowledge and skills
CMS ✔ Describe the general layout of a cargo space for a being taught.
2.10.14.6 bulk carrier Identify and
Asking questions to describe
✔ Describe the general layout of the cargo space for make sure that students inspection on
LO3.3: an oil tanker have understood what parts of the
Identify and has been taught. vessel that
describe ✔ Describe the general layout of the cargo space for are critical to
inspection on a container vessel its safety
parts of the
vessel that ✔ Describe the general layout of a general cargo ship
are critical to
its safety ✔ Describe the defects that could arise due to the Describe
CMS nature of cargo carried causes of
2.10.14.7 corrosion in
✔ Describe the corrosion effect that could arise due CONCEPT CHECKING cargo
LO3.4: to structural stress, uneven distribution of cargo, chemical spaces,
reactions on the ship structure hatch covers
Describe SELF DIRECTED and ballast

causes of ✔ List the methods in use to prevent the occurrence LEARNING THROUGH tanks
corrosion in of corrosion in cargo spaces LMS
cargo
spaces, ✔ Describe the damage to cargo space due to severe A concept question is a
hatch covers weather condition question asked by the
and ballast teacher to make sure
tanks ✔ Identify structural or parts to be inspected each that a student has
CMS time in order to cover all parts within a given period of time understood the learning
2.10.14.8 objective;
✔ Describe the safety procedures before entry into
the cargo tank for inspection ⮚ Describe the
Inspect of defects and
✔ Describe the inspection procedures of Cargo damage to cargo
Space of a ship spaces, hatch covers
and ballast tanks
Hatch covers inspection ● Describe where
to look for damage and
✔ Describe the working principles of a hatch cover defects on structural
members
✔ Explain the construction of a hatch cover ● Describe parts
of the vessel to be
✔ Identify the difference between watertight and inspected
weathertight ● Identify and
describe inspection on
✔ Identify the critical components of the hatch cover parts of the vessel that
that contribute to weathertightness are critical to its safety
● Describe causes
✔ Identify the critical components of the hatch cover of corrosion in cargo
that contribute to watertightness spaces, hatch covers
and ballast tanks
✔ Identify the structural components of a hatch cover
which are most likely to experience corrosion
RECAP
✔ Describe the testing methods for a hatch cover
REINFORCEMENT
Ballast tanks inspection
✔ Describe the purpose of ballast tanks
✔ Identify the parts in the ballast tanks which are

most likely to experience corrosion
✔ List the period of interval for the inspection of

ballast tanks
✔ Describe the corrosion prevention methods for

ballast tanks
✔
✔ Describes appropriate inspection for reliable
detection of defects and damages.
✔ Describe appropriate inspection procedures of

ballast tanks of a ship
Entering Enclosed or Contaminated Spaces
✔ List potentially dangerous spaces, including:

● cargo spaces
● cargo, fuel and ballast tanks
● pump-rooms
● cofferdams
● duct keels, peak tanks, double bottom tanks
✔ State that enclosed spaces should be entered only

with authorization and after appropriate safety checks have
been carried out
✔ State that an enclosed space may be lacking in
oxygen or contain flammable or toxic gases
✔ State that the master or responsible officer must

ensure that a space is safe for entry by:
● ensuring that the space has been thoroughly
ventilated
● testing at several levels for oxygen content and the
presence of harmful vapours
● requiring breathing apparatus to be worn when
there is any doubt about the adequacy of ventilation or
testing
✔ State that the oxygen content should be 21 % by

volume before entry is permitted
✔ Define TLV, TWA, and STEL, and gives examples

of their value
✔ State that the concentration of harmful vapour
should be below its threshold limit value (TLV)
✔ State that a space where the atmosphere is known

to be unsafe should be entered only in an emergency, after
safety checks have been carried out, and wearing
breathing apparatus
✔ Describe a permit-to-enter system using safety

checklists to be followed by the responsible officer and the
person(s) entering the space
✔ State that risk assessment must be carried out

before the entry into enclosed spaces, with reference to
T32
✔ List the items appearing on the checklists
✔ Describe the protective clothing and equipment

which should be used by or be available to those entering
the space
✔ State that mechanical ventilation should be

maintained throughput the time persons are in an enclosed
space
✔ Explain why periodical tests of the atmosphere

should be made by persons working in an enclosed space DIRECT INSTRUCTION
✔ State that all safety checks should be repeated SELF DIRECTED

before re-entering a space after a break LEARNING THROUGH
✔ State that a permit-to-work system should only be LMS
for the specific duration of the work for that particular day
and not valid for the following day Make learning as
concrete and meaningful
State that after work is completed, the area must be closed
and secured Provide transfer practice Wks 13-15
LABORATORY activities 6 hrs
(Lab)
Reproduce the construction sketch of a ballast tank ⮚ Reproduce the
construction sketch of a
Describe the inspection procedures for Cargo Space of a ballast tank
ship ⮚ Describe the
inspection procedures
Explain the appropriate inspection procedures of hatch for Cargo Space of a
covers of a ship ship
⮚ Explain the
Outline the inspection procedures of ballast tanks of a ship appropriate inspection
procedures of hatch
Describes appropriate inspection for reliable detection of covers of a ship
defects and damages. ⮚ Outline the
inspection procedures of
ballast tanks of a ship
Describe the proper procedures in entering enclosed or ⮚ Describes
contaminated spaces appropriate inspection
for reliable detection of
defects and damages.
⮚ Describe the
proper procedures in
entering enclosed or
contaminated spaces
Asking questions to
make sure that students
have understood what
has been taught
WRAP UP
REINFORCEMENT
LO3.5: 10. Damage report Direct Instruction Multimedia equipment Written Wk 16

Devise a Lecture Assessment 2 hrs
damage Establishing learning Damage report of a (Lec)
report to the ✔ Explain what a damage report is objectives for lessons ship
Inspect of
defects and ✔ List the items that need to be taken into account Purposefully organizing Textbook:
damages to where preparing a damage report and sequencing a series R5
cargo space, of lessons
hatch cover ✔ List the evidence that needs to be collected in
and ballast assisting the preparation of a damage report Reviewing instructions
tanks for an activity
✔ Describe how to create a damage report to cargo
space, hatch cover and ballast tanks Providing students with
● Elements of the vessel structure clear explanations,
● Defects and damage may include: descriptions, and
– Cargo operation damage illustrations of the
– Damage to structures through heavy weather knowledge and skills
– Damage caused by corrosion being taught.
– Defects to ballast water tank vents
● Vessel operations and the environment may Provide transfer practice
include: activities
– Loading and unloading operations
– Severe weather conditions ⮚ Outline how to
● Parts of the vessel may include: devise a damage report
– Cargo holds
– Ballast tanks to the Inspect of defects

– Hatch covers and damages to cargo
● Coverage may include: space, hatch cover and
– Areas requiring inspection under the planned ballast tanks
maintenance schedule and survey requirements
● Reports may include:
– Defects and damage reports to management Asking questions to
– Inspection records make sure that students
– Maintenance reports have understood what
– Survey reports has been taught.
Wrap up
Reinforcement
Direct Instruction
Laboratory
Organize a safe and Devise a Wk 16

Organize a safe and efficient ship inspection to cargo efficient ship inspection damage report 2 hrs
spaces, hatch covers and ballast tanks of ship at a given to cargo spaces, hatch to the Inspect (Lab)
scenario thru role play or other forms of simulation and covers and ballast tanks of defects and
Devise a damage report to cargo space, hatch cover and of ship at a given damages to
ballast tanks scenario thru role play or cargo space,
other forms of simulation Damage report of a hatch cover
and Devise a damage ship and ballast
report to cargo space, tanks
hatch cover and ballast
tanks
Role playing
--Prepare class for role-
play
--Give clear instructions
--Act out role-plays
--Discussion (small
group and whole class)
--Perform the required
skill
Wrap up
Reinforcement
LO3.6: 11. Enhanced Survey Programme Inquiry-based learning Multimedia equipment Written Wk 17
Explain the Lecture assessment 2 hrs
guidelines on ✔ Describe what an Enhanced Survey Programme is 1. Use a factoid to invite Annual survey (Lec)
the and provoke student checklist for bulk
Enhanced ✔ Explain the International Code on the Enhanced questions carrier
Programme Programme of Inspections during surveys of bulk carriers ⮚ Explain the
of and oil tankers, 2011 (2011 ESP Code) International Code on Textbook:
Inspections the Enhanced R5
during ✔ Describe the guidelines on the Enhanced Programme of
surveys of Programme of Inspections during surveys of Bulk Carriers Inspections during
Bulk Carriers ● General surveys of bulk carriers
● Renewal survey and oil tankers, 2011
● Annual survey (2011 ESP Code)
● Intermediate survey
● Preparations for survey 2. Quality Responding
● Documentation on board 3. Slow down
● Procedures for thickness measurements 4. Be on the look out for
● Reporting and evaluation of survey student’s questions,
theories and persistent
interests
5. Use previous activities
to feed forward
6. At the end of the
inquiry cycle, students
reflect on the experience
and what they learned.
They also consider how
it connects to other
topics of interest, as an
inquiry on one topic

often results in more
questions and then an
inquiry into new
fields External link
LABORATORY ACTIVITY Reporting Findings

Guide activity Guidelines on the Explain the Wk 17
Learners are dealing Enhanced guidelines on 2 hrs
Explain the guidelines on the Enhanced Programme of with self-directed Programme of the (Lab)
Inspections during surveys of Bulk Carriers questions that have Inspections during Enhanced
highly personal value, surveys of Bulk Programme

they should report when Carriers of
they are satisfied with Inspections
the answer. during
surveys of
Bulk Carriers
FINAL EXAMINATION Week 18

4 hrs
TOTAL 72 hours
B. INSTITUTIONAL EDUCATIONAL OBJECTIVES/OUTCOMES

1. Upon graduation, an alumnus of the Maritime Academy of Asia and the Pacific shall be able to perform the duties and responsibilities of an Officer-in-Charge
in a Navigational (OIC-NW) or Officer-in-Charge of an Engine Watch (OIC-EW).
2. Within five years upon graduation, an alumnus of the Maritime Academy of Asia and the Pacific shall be performing as an OIC.
C. PROGRAM EDUCATIONAL OBJECTIVES

The Bachelor of Science in Marine Transportation (BSMT) program aims to:
1. Provide and equip students with knowledge, understanding, proficiencies, skills, competences, attitudes and values to qualify and prepare them for
assessment and certification as Officer-in-Charge of a Navigational Watch (OICNW) on seagoing ships of 500 gross tonnage or more; and
2. Produce graduates who are qualified to pursue a professional career or advanced studies in a related maritime field of specialization.
D. PROGRAM OUTCOMES
Graduates of BSMT should be able to:
A: Demonstrate the ability to perform the competence, at the operational level under Table A-II/1 and some elements of Table A-II/2 of the STCW Code;
B: Apply knowledge in mathematics, science and technology in solving problems related to the profession and the workplace;
C: Evaluate the impact and implications of various contemporary issues in the global and social context of the profession;
D: Use appropriate techniques, skills and modern tools in the practice of the profession in order to remain globally competitive;
E: Conduct research using appropriate research methodologies.
F: Engage in lifelong learning and understanding of the need to keep abreast with developments in Maritime practice.
G: Communicate orally and in writing using both English and Filipino;
H: Work independently and in multi-disciplinary and multi-cultural teams;
I: Act in recognition and practice of professional, social and ethical accountability and responsibility;
J: Preserve and promote “Filipino historical and cultural heritage”; and
K: Demonstrate a service orientation in one’s profession.
E. REQUIRED READING
R1 IMO. (2011) CSS code: code of safe practice for cargo stowage and securing : including revised guidelines for the preparation of the cargo securing
manual, London
F. SUGGESTED READINGS
R2 IMO.( 2016) IMSBC code : incorporation amendment 03-15 and supplement , London
R3 IMO.( 2012) Code of safe practice for ships carrying timber deck cargoes, London
R4 House, D.J. (2016) Cargo work for maritime operations / by House, D.J., London : Routledge/Taylor & Francis Group
R5 IMO. (2008) Guidelines on the enhanced programme of inspections during surveys of bulk carriers and oil tankers, London
E-books at https://maaplibrary.wordpress.com/collections/books/e-books/:
Bai, Y. (2003). Marine structural design. Elsevier.
(http://www.sciencedirect.com/science/book/9780080439211)
Biran, A. & Pulido, R. L. (2014). Ship hydrostatics and stability. (2nd ed.). USA: Elsevier.
Case, J., Chilver, A. H. & Ross, C. T. F. (1999). Strength of materials and structures. (4th ed.). Elsevier.
Eyres, D. J. & Bruce, G. J. (2012). Ship construction. (7th ed.). USA: Elsevier.
Morris. A. S. & Langari, R. (2012). Measurement and instrumentation: Theory and application. USA: Elsevier.
Wu, Y. S., Cui, W. C. & Zhou, G. J. (Eds.). (2001). Practical design of ships and other floating structures. Elsevier.
Yoo, C. H. & Lee, S. C. (2011). Stability of structures: Principles and applications. USA: Elsevier.
G. GRADING SYSTEM
1. The grading system will be 50/100 passing for general education and professional courses.
2. The breakdown is as follows:

CO Assessments: 40%
Class Standing 15%
Midterm Exam: 20%
Final Exam: 25%
Total: 100%
3. For courses with laboratory, the final course grade shall be based on the weighted average of lecture and laboratory grades. (ACAD-MR-2017-279).
The grading system for a midshipman in curricular or component course shall comply with the following conditions:
a. No provisional and temporary final grade can be given to a midshipman.
b. b. If a midshipman fails to complete the academic requirements of any given course, he/she shall be given INC. any midshipman who receives a mark
of INC (Incomplete) is given not more than one (1) academic year to complete the requirements to earn a grade.
c. c. The passing standard of a midshipman is 50%. To get the percentile grade, the number of correct answers called the raw score shall be divided by
the total number of test points and multiplied by 100. The percentage is used in determining and expressing a student’s raw scores in every examination.
PERCENTAGE VALUE NUMERICAL VALUE QUALITATIVE VALUE

95-100% 1.00 Meets minimum competence requirements with highly outstanding score
89-94% 1.25 Meets minimum competence requirements with very outstanding score
83-88% 1.50 Meets minimum competence requirements with outstanding score
78-82% 1.75 Meets minimum competence requirements with highly excellent score
73-77% 2.00 Meets minimum competence requirements with very excellent score
68-72% 2.25 Meets minimum competence requirements with excellent score
61-67% 2.50 Meets minimum competence requirements with highly satisfactory score
55-60% 2.75 Meets minimum competence requirements with very satisfactory score
50-55% 3.00 Meets minimum competence requirements with satisfactory score
0-49% 5.00 Does not meet the minimum competence requirements
4. Exemption policy shall be imposed and this will require a grade of 72% on a given course, subject to the following conditions (ACAD-MR-2017-155):
a. Students must satisfactorily comply with all outcomes (CMS) within the semester.
b. Students must have a midterm examination grade and class standing of not lower than 60%.
H. REMEDIATION
For low performing students one or more but not limited to the following remediation methods could be utilized: Extra Instruction, Peer Mentoring, Computer
assisted activities and Mentoring by Instructor. A combination of two or more remediation methods could also be used as practicable.
I. CONSULTATION HOURS
The instructor should be available to students anytime as practicable.

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MARITIME ACADEMY OF ASIA AND THE PACIFIC - KAMAYA POINT

SEAM 3 DEPARTMENT OF ACADEMICS

PROGRAM OUTCOMES ADDRESSED INTRODUCTORY ENABLING DEMONSTRATIVE

A-II/1 F2.C1.KUP1: Cargo Handling, Stowage and securing

Explain how to devise a Stowage Plan

Distinguish between bale capacity and grain capacity of

Define 'stowage factor'

Given the capacity of a cargo hold and the stowage factor

Given the weights and stowage factors of one or more

Given the maximum permissible loading of a 'tween-deck,

Given the maximum permissible loading and height of a

Devise a Stowage plan

⮚ Devise a Devise a (Lab)

LO1.2: 2. Deck Cargo SCAFFOLDING Multimedia equipment Written Wk 2

✔ Explain why efficient securing of cargoes is Modelling

● fire-fighting and life-saving equipment relationships between

✔ Describe the guard lines or rails to be provided at Prompts

✔ Describe the method of safe stowage and securing

✔ Describe the safe loading/discharging of Ro-Ro

Providing students with

LO1.2: 3. Container Cargo Constructivism Multimedia equipment Written Wk 3

● position of a particular container The instructor asks a Container

Students are instructed

before turning to peer to

Groups then share their

securing of ✔ Describe in outline the contents of the IMO

✔ Describe the precautions to take during loading Self directed learning

✔ Explain how coal should be ventilated Teacher gives students

✔ Describe the dangers associated with using

✔ Explain the importance of trimming and states how

✔ Distinguish between the trimming of filled and

✔ Describe the use of fitting of shifting boards

✔ Describe how saucers or bundles of bulk grain are

✔ Describe how the surface of a partly filled

✔ Describe how to separate two different bulk grain

Differentiate the plan for accordance

✔ Describe methods of securing heavy loads and Students are assessed

✔ Describe methods of stowing and securing vehicles ⮚ Explain the

different types of instructions

✔ Describe the use of slings, snotters, canvas slings, 3: Interpreting

✔ Describe the importance of having a Safe Working

✔ Explain why the load on cargo gear should never

✔ State that ropes, wires, blocks and loose gear

✔ Explain how to determine when a cargo runner

✔ State that mechanically or hydraulically operated

✔ State that hatch covers should be secured by

✔ State that beams and covers of partially opened

✔ State that hatch openings should be securely

✔ State that it is the ship's responsibility to cover

✔ State that no person should use a ladder in the

✔ State that no person should stand or pass under a

✔ Describe the provision of adequate lighting for

✔ State that portable lights should be removed from

✔ State that unattended portable lights are potential

✔ Describe the importance of maintaining close

✔ Describe the information that should be agreed

Multimedia equipment Differentiate Wks 7-8

and that all students are