Republic of the Philippines

ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY

Fort Pilar, Zamboanga City
Tel No: (062) 991-0643 Telefax (062) 991-0777 ZSCMST – CME – 3.2-6
website: http/www.zscmst.edu.ph ADOPTED Date: 5-2011
Revision Status: 2
Revision Date: 2-2022
COLLEGE OF MARITIME EDUCATION

BACHELOR OF SCIENCE IN MARINE TRANSPORTATION

COURSE SYLLABUS
IN
NAV - 2
Terrestrial and Coastal Navigation 1
PREPARED BY: VALIDATED BY:
Committee on Curriculum Review
Attested by: DR. CONSORCIA P. ABILA
Director, Quality Assurance Office
PROF. LORENA G. TAN____________
Head, Curriculum Development Office
Recommending
Approval by:
C/E CHRISTALYN DR. CHIONG
CAPT. EDMUNDO P. Dean, College of Maritime Education
LAURENTE
Faculty CAPT. EDMUNDO P. LAURENTE____
Approved by:
BS Marine Transportation Program JAIME G. JALON, Ph.D.
Chair College President
Date: June 2023 Date: June 2023 Date: June 2023

Page 1 of 31
 COLLEGE OF MARITIME EDUCATION

VISION: A world-class institution for higher learning, research, development and innovation in fisheries, marine sciences, maritime education, and technology
by 2024.
MISSION: Provide quality education and relevant research and extension to produce globally competitive human capital for fisheries and marine-based
industries.
CORE VALUES: Commitment Attitude Relationship Excellence
INSTITUTIONAL OUTCOMES:
Graduates who are conscious of their professional responsibility and of their vocational and technological competence for global competitiveness.

PROGRAM EDUCATIONAL OBJECTIVES:

The Bachelor of Science in Marine Transportation (BSMT) program aims to:
a) 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) a seagoing ship of 500 gross tonnage or more; and
b) Produce graduates who are qualified to pursue a professional career or advanced studies in a related maritime field of specialization.

PROGRAM OUTCOMES:
The graduates of the BSMT program shall have acquired the knowledge and competencies necessary to perform the following:
1) Engage in lifelong learning and understanding of the need to keep abreast of the developments in maritime practice;
2) Work independently and in multidisciplinary and multicultural things
3) Act in recognition and practice of professional, social, and ethical accountability and responsibility;
4) Preserve and promote “Filipino Historical and Cultural Heritage”
5) Apply knowledge in mathematics, sciences and technology in solving problems related to the profession and the workplace.
6) Evaluate the impact and implications of various contemporary issues in the global and social context of the profession.
7) Use appropriate techniques, skills and modern tools in the practice of the profession in order to remain globally competitive.
8) Contribute to the existing body of knowledge through research or other forms of creative discourse and innovative works.
9) Demonstrate the competence to perform the functions pertaining to navigation, cargo handling and stowage, controlling the operation of the ship and care for
persons on board under Table A-II/1 and acquire some knowledge and understanding under Table A-ll/2 of the STCW Code that are covered by this program
under Annex Al.
10) Demonstrate the competence to perform the functions pertaining to marine engineering, electrical, electronic and control engineering, maintenance and repair
and controlling the operation of the ship and care for persons on board under Table A-III/1, and acquire some knowledge and understanding under Table A-III/2
of the STCW Code that are covered by this program under Annex A2.
11) Demonstrate service orientation in one's profession
12) Demonstrate ability to engage in various types of employment, development activities, and public discourses, particularly in response to the needs of the
community one serves*
13) Demonstrate support "national, regional and local development plans" of the country through participation in the generation of new knowledge or in research
and development projects, especially those from state universities and colleges*

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 REVISION HISTORY

NO. DATE REVISION

1 October 30, 2013 First year Course Specification, Syllabi, Instructor’s Guide in BSMT and BSMAR E

2 May 5, 2014 Second year Course Specification, Syllabi, Instructor’s Guide in BSMT and BSMAR E

3 July 14, 2014 Third year Course Specification, Syllabi, Instructor’s Guide in BSMT and BSMAR E

First, Second-, and Third-year Course Specification, Syllabi, Instructor’s Guide in BSMT and BSMAR
December 4, 2014
4 E

First, Second-, and Third-year Course Specification, Syllabi, Instructor’s Guide in BSMT and BSMAR
5 May 28, 2015
E

6 Dec 2017 From CMO 20 s 2015 to CMO 67 s 2017

7 JUNE 2020 From CMO 20 s 2015 to CMO 67 s 2017 AND PAMI GUIDE

8 February, 2022 2nd Semester Revised based on CMO 67 Series of 2017

9 June 2023 JCMMC 01, 2023

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 Part A: Course Specification
Course Code : NAV 2
Course
: Terrestrial and Coastal Navigation 1
Descriptive Title
Prerequisite : NAV 1 Corequisite : None
Year Level : First Year Semester offered : Second Semester
: Theoretical Contact Hours Per Demonstration/Practical
Course Credits 4 units : 3 hours : 3 hours
Week Work Hours per Week
STCW Table Function Competence Knowledge, Understanding and Proficiency

KUP3. Thorough knowledge of and ability to use nautical

C.I. Plan and conduct a
STCW Reference PI. Navigation at the charts, and publications, such as sailing directions, tide
A-II/1 passage and determine
operational level tables, notices to mariners, radio navigational warnings,
position
and ships' routeing information.

A-II/1
Course C01. Use information obtained from the relevant corrected nautical charts and publications in planning and
F1.
Outcome(s) C1. KUP3
conducting navigation.

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 Part B: Course Outline and Timetable
Time Allotment (in hours)
Term Week Topic Demonstration/Practical
Theoretical
Work
1. Nautical Charts:
1 1.1 understand and interpret the features and symbols on 3 3
nautical charts for safe and effective navigation.
2. IALA Buoyage System:
2.1 distinguish between IALA Buoyage System Region A and
2 Region B, understand the meaning of different buoyage 3 3
marks, and apply this knowledge to navigate in each region.
3. Nautical Chart Interpretation:
3 3.1 interpret depth soundings, contour lines, and navigational 3 3
hazards on nautical charts through hands-on exercises.
Midterm
4. Buoys, Beacons, and Lights Recognition:
4 4. recognize and interpret various types of buoys, beacons, 3 3
and lights on nautical charts through hands-on exercises.
5. Chart Scales and Projections Exploration
5 5.1 understand and effectively teach the use of chart scales 3 3
and the principles of chart projections.
6. Navigational Publications - Sailing Directions and Pilot Books:
6 6.1 Define and differentiate between various nautical 3 3
publications, including Sailing Directions and Pilot Books.
7. Tide and Current Tables:
7-8 7.1 understanding of tide and current tables and develop 6 6
practical skills in using them for navigation planning.
9 Midterm Examination 3 3
10-11-12 8. Notice to Mariner’s: 9 9
8.1 Define Notices to Mariners and explain their significance in
maritime navigation.
8.2Identify the purpose of NMs in providing updates and
corrections to nautical charts and publications.
8.3 Demonstrate the ability to interpret information
presented in Notices to Mariners.

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 9. Radio Navigational Warnings:
9.1 Define radio navigational warnings and explain their
Final importance in maritime safety.
13-14 9.2 Identify the sources and authorities responsible for 6 6
issuing radio navigational warnings.
9.3 Demonstrate the ability to interpret information
presented in radio navigational warnings.
10. Ships' routeing information:
10.1 understand the significance of ships' routeing
15-16 6 6
information, interpret navigational charts, and apply this
knowledge to plan and navigate a ship's route.
11. Chart Catalogue:
11.1 understand the purpose and structure of a Catalogue of
17 3 3
Nautical Charts, interpret the information provided, and
select appropriate charts for navigation.
18 FINAL EXAMINATION 3 3
Sub-total (Contact Hours) 54 54
Total Contact Hours 108

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 ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES COLLEGE OF MARITIME EDUCATION Document Name : Part C.
Detailed Teaching Syllabus
AND TECHNOLOGY Document No. : 1
BACHELOR OF SCIENCE IN MARINE
TRANSPORTATION CONTROLLED

PART C: DETAILED TEACHING SYLLABUS

Course Code / Descriptive Title : NAV 2 / Terrestrial and Coastal Navigation 1
STCW' Competence : A-II/1 F1.C1: Plan and conduct a passage and determine position
Credit Units: 4 units Lecture Hour(s): 3 hours Laboratory Hour(s): 3 hours Pre-requisite(s): NAV 1
Course Description:
“This course, in strict adherence to the Standards of Training, Certification, and Watchkeeping (STCW) conventions, is designed to empower maritime professionals with
the expertise to adeptly use information from meticulously corrected nautical charts and publications in the strategic planning and execution of navigation. Explore the
intricacies of chart interpretation, tide tables, notices to mariners, and radio navigational warnings, ensuring precise and compliant maritime operations. Elevate your
navigation capabilities with this comprehensive training, aligning with global standards for maritime proficiency and safety."
Course Outcomes:
At the end the course, students should be able to:
C01. Use information obtained from the relevant corrected nautical charts and publications in planning and conducting navigation.

Prepared By: Reviewed/Validated By:

DR. CONSORCIA P. ABILA
Committee on Curriculum Review Attested by:
Director, Quality Assurance Office

Recommending Approval
PROF. LORENA G. TAN by: C/E CHRISTALYN DR. CHIONG
Capt. Edmundo P. Laurente Head, Curriculum Development Office Dean, College of Maritime Education
Faculty

CAPT. EDMUNDO P. LAURENTE Approved by: JAIME G. JALON, Ph.D.

BS Marine Transportation Program Chair College President

Page 7 of 31
I. Course Information
Document Part 1: Detailed Teaching Syllabus
Course Code NAV 2
Course Descriptive Title Terrestrial and Coastal Navigation 1
4 units LECTURE 3 hours LABORATORY 3 hours
CONTACT CONTACT
Course Credit & Hours HOURS PER
WEEK HOURS PER WEEK

Description and Coverage This course is designed to provide maritime professionals with a thorough understanding of terrestrial and coastal navigation
principles, tools, and regulations in accordance with the Standards of Training, Certification, and Watchkeeping (STCW)
conventions. The curriculum combines theoretical instruction with practical exercises to develop proficiency in navigation
techniques and ensure compliance with international standards for safe and effective maritime navigation.
Coverage:
1. Nautical Charts:
1.1 understand and interpret the features and symbols on nautical charts for safe and effective navigation.
2. IALA Buoyage System:
2.1 distinguish between IALA Buoyage System Region A and Region B, understand the meaning of different
buoyage marks, and apply this knowledge to navigate in each region.
3. Nautical Chart Interpretation:
3.1 interpret depth soundings, contour lines, and navigational hazards on nautical charts through hands-on
exercises.
4. Buoys, Beacons, and Lights Recognition:
4.1 recognize and interpret various types of buoys, beacons, and lights on nautical charts through hands-on
exercises.
5. Chart Scales and Projections Exploration:
5.1 understand and effectively teach the use of chart scales and the principles of chart projections.
6. Navigational Publications - Sailing Directions and Pilot Books:
6.1 Define and differentiate between various nautical publications, including Sailing Directions and Pilot Books.
7. Tide and Current Tables:
7.1 understanding of tide and current tables and develop practical skills in using them for navigation planning.
8. Notice to Mariner’s:
8.1 Define Notices to Mariners and explain their significance in maritime navigation.
8.2 Identify the purpose of NMs in providing updates and corrections to nautical charts and publications.
8.3 Demonstrate the ability to interpret information presented in Notices to Mariners.
9. Radio Navigational Warnings:
9.1 Define radio navigational warnings and explain their importance in maritime safety.

Page 8 of 31
 9.2 Identify the sources and authorities responsible for issuing radio navigational warnings.
9.3 Demonstrate the ability to interpret information presented in radio navigational warnings.
10. Ships' routeing information:
10.1 understand the significance of ships' routeing information, interpret navigational charts, and apply this
knowledge to plan and navigate a ship's route.
11. Chart Catalogue:
11.1 understand the purpose and structure of a Catalogue of Nautical Charts, interpret the information
provided, and select appropriate charts for navigation.
Program Outcomes Addressed The Bachelor of Science in Marine Transportation (BSMT) program aims to:
a) Demonstrate a sound understanding of terrestrial and coastal navigation concepts.
b) Utilize navigational instruments and equipment effectively, including electronic navigation tools.
c) Apply pilotage and dead reckoning techniques for coastal navigation.
d) Interpret and use various types of charts and publications.
e) Navigate in compliance with international regulations, including COLREGs and STCW conventions.
f) Assess environmental factors and adapt navigation plans accordingly.
g) Utilize simulation exercises to enhance practical navigation skills.
h) Analyze case studies to identify navigational challenges and implement preventive measures.

STCW Competence A-II/1 F1.C1: Plan and conduct a passage and determine position

KUP: A-II/1. F1. C1. KUP3: Thorough knowledge of and ability to use nautical charts, and publications, such as sailing directions,
STCW KUP
tide tables, notices to mariners, radio navigational warnings, and ships' routeing information.
CO1: Use information obtained from the relevant corrected nautical charts and publications in planning and conducting
Course Outcomes
navigation.
References 1. Table A-II/1 Function 1: Navigation at Operational level
2. CMO No. 67 series of 2017: Revised PSG for BS Marine Transportation and BS Marine Engineering Programs
Instructional Materials Handouts  Computer and Projector
 Whiteboard or Chalkboard
 Printed Materials
 Video Clips
 Simulators
 Online Learning Platforms
 Power Point Presentation
 Nautical charts (paper or electronic)
 Compasses

Page 9 of 31
  Rulers
 IALA publications or relevant textbooks
 Notice to Mariner’s
 Charts or diagrams illustrating buoyage marks
 IALA publications or relevant textbooks
 Tide and Current Tables
Videos Online Learning Platforms
Facility & Equipment CMO 67, S. 2017, Section 13.2
Teaching and Learning Activities
Assessment 100% of all outcome assessment
Course Outcome (summative) via authentic assessment
Formative as appropriate
Resit Failure in formative assessment: no resit.
Failure in summative: 2 resit allowed, 1 with remediation & 1 without remediation
Failing the resit means failing the course
Grading CMO No. 2023 stipulates how a student maybe rated. Thus, the College of Maritime
Education adopted the following grading scheme course with Lecture & Laboratory:
A. Theoretical grade (for courses with no laboratory) Formative assessment (weight value of the grade is 40%)
 short examination or exercises/activities
 Oral examinations
 Research works
 Outputs such as project, portfolio
Summative assessment (weight value of the grade is 60%)
 Major examination of course outcome
 Technical Report
 Other outputs /outcomes
B. Laboratory grade (for courses with no lecture component) Formative assessment (40%)
 Exercises / drills
 Scientific or Technical Experiments
Summative assessment (60%)
 Practical Test for demonstration of competence
 Projects
C. Combined theoretical and laboratory grades (for courses with lecture and laboratory components)
Lecture grade Formative assessment (40%)
 Short examination or exercises/ activities
 Oral examinations

Page 10 of 31
  Research works
 Outputs such as project, portfolio, and others
Summative assessment (60%)
 Major examination of course outcome
 Technical Report
 Other outputs / outcomes
Laboratory grade
Formative assessment (40%)
 Exercises / drills
 Scientific or Technical Experiments
Summative assessment (60%)
 Practical Test for demonstration of competence Projects
Assignments and Deadlines Students may be given advance reading and/or assignment, i.e. class will start with formative assessment either via quizzes
or recitation. Deadline of assignment submission will be announced as appropriate.
Paper Submission specifications Essay must be submitted in A4 size bond paper. Font Calibri 12 Double space
Semester offered Second Semester
Instructor Name
Instructor Office CME Building
Instructor's Availability for
Consultation
Contact Information Phone / Email
Class Schedule
Class Venue CME Building
Ground Rules -No cellphone
-If you wish to speak, raise your hand to be recognized
-Once students are seated, no exchange of seat
-Students who intend to go to the head will silently egress and ingress
-Calculator may or may not be allowed
Attendance Policy -Absences equivalent to 20% of contact hours will automatically drop the student from the course
-Classroom door will be lock 15 minutes after class starts, late students after academic quarter will be considered absent
Holiday Policy Any class schedule that was cancelled due to holiday or similar circumstances means that the class calendar will be
automatically extended to replace loss time, unless all (100%) students have already attained the outcomes.
Class Participation -Students are expected to be ready when attending the class, learners are randomly called to Recite or solve problems .
-Ask any question within the domain
-Students may answer questions using any formula or procedures that to get at a correct answer

Page 11 of 31
 Prepared By: Reviewed/Validated By:

Committee on Curriculum Review Attested by: DR. CONSORCIA P. ABILA

Director, Quality Assurance Office
Capt. Edmundo P. Laurente
Faculty PROF. LORENA G. TAN Recommending Approval
Head, Curriculum Development Office by: C/E CHRISTALYN DR. CHIONG
Dean, College of Maritime Education

CAPT. EDMUNDO P. LAURENTE

BS Marine Transportation Program Chair Approved by: JAIME G. JALON, Ph.D.
College President

II. TEACHING AND LEARNING ACTIVITIES

Page 12 of 31
 Equipment, materials Indicative
Learning Outcomes Topic Teaching-Learning Activity (TLA) Assessment
and references Hrs.
Competence/s:
A-II/1 F1.C1: Plan and conduct a passage and determine position

Performance Assessment:
"Consistently applies information gleaned from
C01: Use information obtained from the relevant corrected nautical charts and publications in thoroughly reviewed and updated nautical charts
planning and conducting navigation. and publications in a meticulous manner,
demonstrating adeptness in the strategic planning
and execution of navigational tasks."
KUP:
A-II/1. F1.C1. KUP3. Thorough knowledge of and ability to use nautical charts, and publications, such as sailing directions, tide tables, notices to mariners,
radio navigational warnings, and ships' routeing information.

At the end of this TA: Equipment and Written Test: Lec.

learning outcomes, Introduction: Materials:  Create a written 3 hrs.
students should be able  Start the lesson by discussing the importance  Computer and test or quiz that
to… of nautical charts in maritime navigation. Projector includes multiple- Lab.
LO 1:  Explain that nautical charts are maps  Whiteboard or choice questions, 3 hrs.
understand and interpret designed for safe navigation at sea and that Chalkboard true/false
the features and symbols Topic 1 understanding the symbols is crucial for  Printed Materials statements, or
on nautical charts for safe sailors and mariners.  Video Clips short-answer
and effective navigation. Overview of Nautical Charts:  Simulators questions about
Nautical Charts  Provide a brief overview of what nautical  Online Learning nautical symbols
charts are, including their purpose and the Platforms and features. This
information they provide.  Power Point assesses students'
 Discuss the key elements of a nautical chart, Presentation knowledge of the
such as depth contours, buoys, landmarks,  Nautical charts (paper symbols and their
soundings, and other relevant features. or electronic) meanings.
Explanation of Symbols:  Compasses
 Introduce common nautical symbols and  Rulers Practical Exercises:
their meanings. Use visual aids like charts,  Have students
diagrams, or slides to illustrate each symbol. References and complete practical
 Cover symbols for navigational aids (buoys, Textbooks: exercises where
beacons), natural features (rocks, shoals),  "Chart No. 1: Nautical they apply their
man-made structures (docks, lighthouses), Chart Symbols, knowledge of

Page 13 of 31
 and other relevant symbols. nautical symbols on
 Emphasize the importance of consistency in actual charts. This
symbol interpretation for accurate can involve
navigation. identifying specific
symbols, planning
LA: routes, or assessing
Practical Exercise: potential
 Distribute nautical charts to students or navigational
display electronic charts on screens. hazards.
 Have students work in pairs or small groups
to identify and interpret symbols on the
Abbreviations, and
charts.
Terms" by the
 Encourage discussion and collaboration
National Oceanic and
among students.
Atmospheric
Hands-On Activities:
Administration
 Conduct hands-on activities, such as using
(NOAA):
compasses and rulers to measure distances
 "The American
on the charts.
Practical Navigator
 Simulate navigation scenarios and ask
(Bowditch)" by
students to apply their knowledge to plan
Nathaniel Bowditch:
routes or identify potential hazards.
 "How to Read a
Homework Assignment:
Nautical Chart" by
 Assign homework that reinforces the
Nigel Calder:
understanding of nautical symbols and their
meanings. This could include additional chart
interpretation exercises or research on
specific symbols.

LO2.1 TOPIC 2 TA: Equipment and Written Assessment: Lec.

distinguish between IALA Introduction: Materials:  Create a written 3 hrs.

Page 14 of 31
 Buoyage System Region A IALA Buoyage  Begin by discussing the importance of  Computer and exam that includes
and Region B, understand System standardized buoyage systems in maritime Projector multiple-choice Lab.
the meaning of different navigation.  Whiteboard or questions, 3 hrs.
buoyage marks, and apply  Introduce the concept of the IALA Buoyage Chalkboard true/false
this knowledge to System and explain that it is divided into two  Printed Materials statements, and
navigate in each region. regions: Region A and Region B.  Video Clips short-answer
 Highlight the significance of understanding questions related to
 Simulators
and following buoyage systems for safe the characteristics
 Online Learning
navigation. and meanings of
Overview of IALA Buoyage System: Platforms buoyage marks in
 Provide a brief overview of the IALA Buoyage  Power Point both Region A and
System, emphasizing its purpose in providing Presentation Region B.
consistent navigation aids worldwide.  Nautical charts (paper
 Explain the key features of the system, such or electronic) Group Project –
as lateral marks, cardinal marks, and special  Compasses Buoyage Presentation:
marks.  Rulers  Divide students into
 Discuss the general principles that apply to  Charts or diagrams small groups and
both Region A and Region B. illustrating buoyage assign each group a
Differentiating Region, A and Region B: marks specific type of
 Present detailed information about Region A  IALA publications or buoyage mark
and Region B, focusing on the differences in relevant textbooks (lateral, cardinal,
the placement and characteristics of buoys. etc.) in either
 Use charts or diagrams to illustrate the lateral Region A or Region
marks, cardinal marks, and other buoyage References and B. Have each group
features in each region. Textbooks: create a
 Discuss mnemonic aids or memory aids that  "IALA Maritime presentation
can help students remember the differences Buoyage System" by explaining the
between the two regions. the International characteristics and
Association of Marine significance of the
LA: Aids to Navigation assigned buoyage
Interactive Activity - Buoy Identification: and Lighthouse marks. This
 Divide students into pairs or small groups. Authorities (IALA): encourages
 Provide sets of charts or diagrams depicting  "Navigation Rules and collaboration and
scenarios in either Region A or Region B. Regulations in-depth
 Instruct students to identify and explain the Handbook" by the understanding.
meaning of different buoyage marks in the U.S. Coast Guard:
 IALA Buoyage System
Page 15 of 31
 given scenarios. Flip Cards:
 Encourage discussion within groups and
facilitate a class discussion afterward.
Class Discussion:
 Review the interactive activity, allowing
groups to share their findings.
 Summarize the key differences between IALA
Buoyage System Region A and Region B.
 Address any questions or concerns raised by
students.
Homework:
 Assign homework that involves analyzing
charts from different regions and identifying
the correct buoyage marks.
 Assess their ability to apply knowledge to
practical scenarios.

LO3.1 TOPIC 3 TA: Equipment and Written Test: Lec.

interpret depth Nautical Chart Introduction: Materials:  Create written tests 3 hrs.
soundings, contour lines, Interpretation  Begin with a brief review of the importance  Computer and or quizzes that
and navigational hazards of interpreting depth soundings, contour Projector include questions Lab.
on nautical charts lines, and navigational hazards for safe  Whiteboard or about interpreting 3 hrs.
through hands-on navigation. Chalkboard depth soundings,
exercises.  Highlight the practical applications of these  Printed Materials contour lines, and
skills in real-world maritime scenarios.  Video Clips navigational
Overview and Demonstration:  Simulators hazards. Include
 Provide a brief overview of depth soundings,  Online Learning multiple-choice
contour lines, and navigational hazards. Platforms questions,
 Demonstrate how to interpret these  Power Point true/false
elements on a nautical chart, using a sample Presentation statements, and
chart and explaining key symbols and  Nautical charts (paper short-answer
features. or electronic) questions to assess
Hands-On Depth Interpretation:  Compasses theoretical
 Distribute nautical charts to students or  Rulers knowledge.
display electronic charts on screens.
 Instruct students to identify and interpret References and Practical Exercises on

Page 16 of 31
 depth soundings on the charts. Emphasize Textbooks: Paper Charts:
the significance of depth intervals and  "The American  Provide students
contour lines. Practical Navigator with paper nautical
 Encourage students to use compasses and (Bowditch)" by charts and ask them
rulers to measure distances between Nathaniel Bowditch: to identify depth
soundings.  "Chart No. 1: Nautical soundings, contour
Navigational Hazard Identification: Chart Symbols, lines, and
 Introduce common navigational hazards and Abbreviations, and navigational
their symbols. Show examples of rocks, Terms" by the hazards. This
shoals, wrecks, and other potential dangers. National Oceanic and practical exercise
 Have students identify and mark navigational Atmospheric assesses their
hazards on charts, discussing strategies for Administration ability to apply
avoiding these hazards during navigation. (NOAA): theoretical
 "Navigation Rules and knowledge to real
LA: Regulations charts.
Group Activity – Route Planning Handbook" by the
 Divide the class into small groups. U.S. Coast Guard:
 Provide each group with a specific navigation
scenario, including depth soundings, contour
lines, and potential hazards.
 Instruct groups to plan a safe route
considering the given parameters. Encourage
discussion and decision-making within each
group.
Group Presentations:
 Each group presents their route plans,
explaining the reasoning behind their choices
and how they addressed depth
considerations and navigational hazards.
 Encourage discussions and questions from
the rest of the class.
Simulation Exercise:
 If available, use depth sounder simulation
software to simulate scenarios where
students can practice interpreting depth
soundings and making navigational decisions

Page 17 of 31
 based on the simulated data.
Debrief and Reflection:
 Facilitate a class-wide discussion on the
challenges encountered during the exercise.
 Discuss different strategies for interpreting
charts and making safe navigation decisions.

LO4.1 Topic 4 TA: Equipment and Written Assessment: Lec.

recognize and interpret Introduction: Materials:  Create written 3 hrs.
various types of buoys, Buoys, Beacons,  Begin with a brief overview of the importance  Computer and assessments that
beacons, and lights on and Lights of recognizing buoys, beacons, and lights for Projector include questions Lab.
nautical charts through Recognition safe navigation.  Whiteboard or about the 3 hrs.
hands-on exercises.  Emphasize that understanding these aids is Chalkboard characteristics,
crucial for determining the position,  Printed Materials colors, and
direction, and status of navigable waters.  Video Clips meanings of various
Overview of Buoys, Beacons, and Lights:  Simulators buoy, beacon, and
 Introduce the different types of buoys,  Online Learning light symbols. This
beacons, and lights commonly found on Platforms can test theoretical
nautical charts.  Power Point knowledge.
 Provide information on the color, shape, and Presentation
light characteristics associated with each  Nautical charts (paper Group Projects –
type. Use visual aids to illustrate. or electronic) Symbol Recognition
Practical Exercise – Chart Analysis:  Compasses Challenge:
 Distribute nautical charts to students or  Rulers  Assign groups of
display electronic charts on screens. students a set of
 Instruct students to identify and mark References and symbols
different types of buoys, beacons, and lights Textbooks: representing buoys,
on the charts.  "The American beacons, and lights.
 Encourage the use of color-coded markers or Practical Navigator Have each group
highlighters to distinguish between various (Bowditch)" by discuss and present
aids. Nathaniel Bowditch: the characteristics
 "Chart No. 1: Nautical of each symbol. This
LA: Chart Symbols, assesses both
Group Activity – Symbol Recognition Challenge: Abbreviations, and individual and
 Divide the class into small groups. Terms" by the collaborative skills.
 Create a symbol recognition challenge where National Oceanic and

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 each group is given a set of symbols Atmospheric
representing buoys, beacons, and lights. The Administration
groups must identify and discuss the (NOAA):
characteristics of each symbol.  "Navigation Rules and
Regulations
TA: Handbook" by the
Class Discussion: U.S. Coast Guard:
 Facilitate a class-wide discussion on the
challenges encountered during the chart
analysis and symbol recognition exercises.
 Clarify any misconceptions and reinforce key
characteristics associated with different types
of buoys, beacons, and lights.
Real-Life Examples:
 Share real-life examples or case studies
where the recognition of buoys, beacons, and
lights played a crucial role in navigation.
 Discuss any notable incidents or scenarios
that highlight the importance of
understanding these aids.

LA:
Simulation Exercise:
 Use navigation simulation software or apps to
simulate scenarios where students can
practice recognizing and responding to
different types of buoys, beacons, and lights.

LO5.1 Topic 5 TA: Equipment and Written Exams and Lec.

understand and Introduction: Materials: Quizzes: 3 hrs.
effectively teach the use Chart Scales and  Begin with a brief overview of the importance  Computer and  Create written
of chart scales and the Projections of chart scales and projections in navigation. Projector assessments that Lab.
principles of chart Exploration  Discuss why understanding these concepts is  Whiteboard or include questions 3 hrs.

Page 19 of 31
 projections. crucial for accurate chart reading and Chalkboard about chart scales,
navigation.  Printed Materials including how to
Overview of Chart Scales:  Video Clips interpret them and
 Introduce the concept of chart scales and  Simulators their practical
explain how they represent distances on  Online Learning implications.
charts. Platforms Include questions
 Discuss the relationship between chart scales about common
 Power Point
and the level of detail presented on the chart projections,
Presentation
chart. their
 Use visual aids to illustrate different chart  Nautical charts (paper characteristics, and
scales and their applications. or electronic) distortions.
 Compasses
LA:  Rulers Practical Exercises –
Practical Exercise – Scale Interpretation: Scale Interpretation:
 Distribute nautical charts to teachers or  Distribute nautical
References and
display electronic charts on screens. charts to students
Textbooks:
 Instruct teachers to identify and interpret or display electronic
 "Ship Stability for
different scale representations on the charts. charts on screens.
Masters and Mates"
 Encourage them to use compasses and rulers Ask students to
by Bryan Barrass and
to measure distances and understand the identify and
D. R. Derrett
practical implications of different scales. interpret chart
 Ship Stability: Notes
scales, measure
and Examples" by
TA: distances, and
Vadim L. Belenky
Overview of Chart Projections: analyze the level of
 Ship Stability for Deck
 Introduce the concept of chart projections detail presented on
Officers" by H.
and how they represent the three- the chart. This can
Barrass and C. Brooks
dimensional Earth on a two-dimensional be a hands-on,
 Online Resources
chart. formative
 Explain common types of chart projections assessment.
used in nautical charts, such as Mercator and
Lambert conformal conic.
 Use printouts or slides to visually
demonstrate how different projections
distort or preserve certain aspects of the
Earth's surface.
Class Discussion – Distortion Analysis:

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  Discuss about the advantages and
disadvantages of different chart projections.
 Discuss how each projection may cause
distortion in terms of shape, area, distance,
or direction.
 Explore the implications of distortion on
navigation and chart interpretation.

LA:
Practical Exercise – Projections Comparison:
 Provide Students with charts that use
different projections.
 Instruct them to compare and contrast the
charts, noting any differences in
representation and distortion.
 Facilitate discussions on how different
projections affect navigation and
interpretation.

LO6.1 Topic 6 TA: Equipment and Written Assessment: Lec.

Define and differentiate Introduction to Nautical Publications: Materials:  Create written 3 hrs.
between various nautical Navigational  Provide an overview of the importance of  Computer and assessments that
publications, including Publications - nautical publications in maritime navigation. Projector cover the key Lab.
Sailing Directions and Sailing Directions  Discuss the various types of publications,  Whiteboard or concepts, 3 hrs.
Pilot Books. and Pilot Books including Sailing Directions, Pilot Books, Light Chalkboard structures, and
Lists, Tide Tables, and Notices to Mariners.  Printed Materials contents of various
Understanding Sailing Directions and Pilot  Video Clips nautical
Books: publications.
 Simulators
 Dive into the specifics of Sailing Directions Include questions
 Online Learning
and Pilot Books. about the purpose
 Discuss the structure, organization, and types Platforms of Sailing
of information these publications provide.  Power Point Directions, Pilot
 Highlight key sections such as geographical Presentation Books, Light Lists,
areas, ports, coastal features, tidal data,  Nautical charts (paper Tide Tables, and
currents, navigational aids, and hazards. or electronic) Notices to
Understanding Chart Annotations:  Compasses Mariners.
 Rulers
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  Highlight the connection between sailing  Sailing Directions and
directions and nautical charts. Pilot Books (digital Practical Navigation
 Demonstrate how annotations on charts and hard copies) Exercises:
correspond to information in sailing  Have students
directions. References and create and present
 Guided practice in correlating textual Textbooks: navigation plans
information with chart details.  "The American using information
LA: Practical Navigator" from nautical
Practical Exercise – Using Nautical Publications: (Bowditch): publications. Assess
 Distribute various nautical publications to  "Navigation for their ability to
teachers. Mariners" by R. communicate and
 Guide them through a practical exercise on Burch: justify their choices
how to locate and extract relevant  "Introduction to based on the
information. Marine Navigation" content of Sailing
 Encourage hands-on practice with nautical by F. van Hoorn: Directions and Pilot
charts and navigation tools. Books.

TA:
Exploring Additional Nautical Publications:
 Introduce other important publications, such
as Light Lists, Tide Tables, and Notices to
Mariners.
 Discuss their purposes and how they
complement information found in Sailing
Directions and Pilot Books.
Case Studies and Real-Life Scenarios:
 Present case studies or real-life navigation
scenarios that require the use of multiple
nautical publications.
 Facilitate a discussion where teachers
collaboratively analyze scenarios, make
navigation decisions, and apply information
from different publications.
Digital Resources and Online Tools:
 Explore digital versions of nautical
publications available online.

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  Demonstrate how to navigate these
resources, use search functions, and access
additional information.
 Discuss the advantages and potential
limitations of digital tools compared to
traditional printed materials.

LA:
Group Activity – Integrated Navigation Planning:
 Divide students into small groups.
 Assign each group a navigation planning task
that requires the use of multiple nautical
publications.
 Groups present their navigation plans,
incorporating information from various
publications.

LO7.1 Topic 7 TA: Materials: Written Assessment Lec.

understanding of tide and Introduction:  Computer and  Develop a written 6 hrs.
current tables and Tide and Current  Provide an overview of the learning Projector exam that includes
develop practical skills in Tables objectives: understanding tide and current  Whiteboard or questions on Lab.
using them for navigation tables and applying this knowledge to Chalkboard interpreting tide 6 hrs.
planning. navigation planning.  Printed Materials and current tables,
 Highlight the practical significance of  Video Clips calculating tidal
mastering tide and current information for ranges,
 Simulators
safe navigation. understanding tidal
 Online Learning
Basics of Tides and Currents: phases, and
 Conduct a brief review of the fundamental Platforms planning navigation
concepts of tides and currents.  Power Point based on tidal and
 Emphasize key terms such as tidal range, Presentation current
flood current, ebb current, slack water, and  Nautical charts (paper information.
the reference station. or electronic)
Introduction to Tide and Current Tables:  Compasses Practical Navigation
 Walk teachers through the structure of tide  Parallel Rulers Exercise:
and current tables.  Tide and current  Create a practical
 Explain how to interpret information, tables exercise where

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 including tidal height predictions, current References and students are given a
velocities, and the reference station. Textbooks: navigation scenario,
 Discuss the relationship between tidal phases  "The American tide and current
and associated tidal currents. Practical Navigator" tables, and a
LA: (Bowditch): nautical chart.
Practical Exercise – Reading Tide and Current  "Navigation for Assess their ability
Tables: Mariners" by R. to apply knowledge
 Distribute tide and current tables for a Burch: by planning a route
specific region to teachers.  "Tides and the Pull of considering tidal
 Lead teachers through a hands-on exercise the Moon" by S. and current effects.
on reading and interpreting the tables. George:
 Encourage them to identify key information,  "Tide Tables" (Local
understand the timing of high and low tides, Hydrographic
and recognize the patterns in tidal currents. Offices):

TA:
Correlating with Nautical Charts:
 Demonstrate the integration of tide and
current information with nautical charts.
 Guide teachers on how to correlate tidal
height data and current information with
charted features.
 Emphasize the impact on navigation in areas
with strong tidal effects.
Digital Resources and Online Tools:
 Explore digital versions of tide and current
tables available online.
 Demonstrate how to use online tools for
visualizing tidal and current information.
 Discuss the advantages and limitations of
digital resources compared to traditional
printed tables.

LA:
Group Activity – Navigation Planning Challenge:
 Divide teachers into small groups.

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  Provide each group with a navigation
scenario in an area with significant tidal and
current effects.
 Instruct groups to collaboratively plan routes
using tide and current tables.
 Each group presents its navigation plan,
explaining decisions made based on the tide
and current information.

Lec.
3 hrs.
MIDTERM EXAMINATION Lab.
3hrs.
LO8.1 Topic 8 TA: Materials: Written Examinations:
-Define Notices to Introduction:  Computer and  Develop a written
Mariners and explain Notices to Mariners  Discuss the importance of Notices to Projector exam with Lec.
their significance in Mariners in ensuring safe navigation.  Whiteboard or questions such as 9 hrs.
maritime navigation.  Highlight the role of Notices to Mariners in Chalkboard Multiple-choice or
providing essential updates on chart  Printed Materials essay type covering Lab.
-Identify the purpose of corrections, navigational hazards, and  Video Clips the basics of 9 hrs.
NMs in providing updates changes in aids to navigation. Notices to
 Simulators
and corrections to Basics of Notices to Mariners; Mariners, such as
 Online Learning
nautical charts and  Provide an overview of what Notices to understanding
publications. Mariners are, their purpose, and how they Platforms symbols,
are organized.  Power Point interpreting
-Demonstrate the ability  Explain the significance of chart corrections, Presentation information, and
to interpret information their types (permanent and temporary), and  Nautical charts (paper identifying
presented in Notices to the importance of timely updates for or electronic) correction types.
Mariners. navigational safety.  Compasses
 Parallel Rulers Chart Correction
LA:  Notice to mariner’s Exercise:
Interpretation Exercise: example  Provide students
 Distribute sample Notices to Mariners with a sample
documents to students. nautical chart and a
 Lead students through an exercise on References and set of Notices to
interpreting and extracting relevant Textbooks: Mariners. Assess
 "The American
Page 25 of 31
 information from the notices. Practical Navigator" their ability to apply
 Emphasize the importance of understanding (Bowditch): the information by
symbols, abbreviations, and the effective use  "Reeds Nautical making the
of the information provided. Almanac" (Reeds): necessary
 "Chart Symbols and corrections on the
TA: Abbreviations" chart.
Chart Correction Demonstration:
(UKHO):
 Demonstrate the process of correcting a
nautical chart using information from Notices
to Mariners.
 Discuss common types of corrections, such as
buoy changes, new hazards, or changes in
navigational aids.
 Address practical challenges and solutions for
making corrections on paper and electronic
charts.

LA:
Group Activity – Chart Correction Scenario:
 Divide teachers into small groups.
 Assign each group a simulated scenario
involving chart corrections based on Notices
to Mariners.
 Groups work collaboratively to identify
corrections, assess their impact on
navigation, and make necessary adjustments
on a sample chart.

TA:
Online Resources and Technology:
 Explore online platforms and tools that
provide access to Notices to Mariners.
 Demonstrate how to use official maritime
websites and databases to retrieve the latest
notices.
 Discuss the advantages and challenges of

Page 26 of 31
 using electronic resources compared to
traditional paper notices.

LO9.1 Topic 9 TA: Materials: Written Assessment: Lec.

-Define radio navigational Radio Navigational Introduction:  Computer and  Develop a written 6 hrs.
warnings and explain Warnings  Discuss the importance of radio navigational Projector exam with
their importance in warnings in maritime safety.  Whiteboard or questions such as Lab.
maritime safety.  Highlight the role of radio navigational Chalkboard multiple -choice or 6 hrs.
warnings in providing timely information  Printed Materials essay type covering
-Identify the sources and about potential navigational hazards.  Video Clips the basics of radio
authorities responsible Basics of Radio Navigational Warnings: navigational
 Simulators
for issuing radio  Provide an overview of what radio warnings, such as
 Online Learning
navigational warnings. navigational warnings are, how they are their purpose, the
broadcast, and their purpose. Platforms information they
- Demonstrate the ability  Explain the standard format and information  Power Point contain, and the
to interpret information typically included in radio navigational Presentation procedures for
presented in radio warnings.  Nautical charts (paper interpretation.
navigational warnings. or electronic)
LA:  Compasses Radio Navigational
Interpretation Exercise:  Parallel Rulers Warning Interpretation
 Distribute sample radio navigational warnings  Radio navigational Exercise:
to students. warnings  Provide students
 Lead students through an exercise on how to documentation with a set of sample
interpret and extract relevant information radio navigational
from the warnings. References and warnings. Assess
 Emphasize the importance of understanding Textbooks: their ability to
symbols, abbreviations, and the effective use  "The American interpret the
of the information provided. Practical Navigator" warnings, extract
(Bowditch): relevant
TA:  "Reeds Nautical information, and
Chart Plotting Exercise: Almanac" (Reeds): identify potential
 Demonstrate the process of plotting potential  "Admiralty List of navigational
navigational hazards from radio navigational Radio Signals" (ALRS): hazards.
warnings on a nautical chart.
 Discuss how to integrate this information into
route planning and safe navigation.

Page 27 of 31
 LA:
Group Activity – Hazard Assessment:
 Divide students into small groups.
 Assign each group a simulated scenario
involving a radio navigational warning.
 Groups work collaboratively to assess the
potential hazard, determine its impact on
navigation, and propose safe navigational
measures.

TA:
Online Resources and Technology:
 Explore online platforms and tools that
provide access to radio navigational
warnings.
 Demonstrate how to use official maritime
websites and databases to retrieve the latest
warnings.
 Discuss the advantages and challenges of
using electronic resources compared to
traditional methods.

LO10.1 TOPIC 10 TA: Materials: Written assessment: Lec.

understand the Introduction:  Computer and  Create a written 3 hrs.
significance of ships’ Ships’ routeing  Begin by discussing the importance of ships’ Projector exam that includes
routeing information, information routeing information in maritime navigation.  Whiteboard or multiple-choice Lab.
interpret navigational  Explain how routeing information helps ships Chalkboard questions, short- 3 hrs.
charts, and apply this navigate safely and efficiently, avoiding  Printed Materials answer questions,
knowledge to plan and hazards and congestion.  Video Clips and essay questions
navigate a ship’s route.  Introduce the basic terms such as shipping related to the
 Simulators
lanes, traffic separation schemes, and other theoretical aspects
 Online Learning
navigational aids. of ships’ routeing
Understanding Nautical Charts: Platforms information.
 Provide an overview of nautical charts,  Power Point  Assess their
explaining symbols, colors, and annotations Presentation understanding of
 Nautical charts (paper
Page 28 of 31
 commonly used. or electronic) key terms,
 Demonstrate how to read key information on  Compasses regulations, and the
a chart, including depths, buoys, and  Parallel Rulers purpose of different
landmarks.  Radio navigational routeing measures.
 Have students practice interpreting a simple warnings
nautical chart, identifying different features. documentation Simulation Exercises:
Types of Routeing Measure:  Use navigation
 Discuss various routeing measures such as References and simulation software
Traffic Separation Schemes (TSS), Textbooks: to create scenarios
Recommended Tracks, and Inshore Traffic  “The American where students
Zones. Practical Navigator” navigate a virtual
 Explain the purpose of each measure and the (Bowditch) ship through
rules that govern them.  “Introduction to various routeing
 Use examples and case studies to illustrate Marine Navigation” measures.
real-world applications. by Capt. A. J. Parsons  Evaluate their
 “Navigation Rules and decision-making
LA: Regulations skills, adherence to
Interactive Activity: Handbook” regulations, and
 Divide students into groups and assign each ability to navigate
group a specific routeing scenario. safely in simulated
 Ask them to develop a comprehensive conditions.
routeing plan, considering safety, efficiency,
and adherence to international regulations.
 Have groups present their plans to the class,
encouraging discussion and feedback.
Simulation Exercise: Virtual Navigation:
 Use maritime simulation software to create
realistic scenarios.
 Allow students to navigate a virtual ship
through different routeing measures, making
decisions based on the information available.
 Provide feedback on their decisions and
discuss alternative courses of action.

LO11.1 Topic 11 TA: Materials: Written Assessment: Lec.

understand the purpose Introduction:  Computer and  Create a written 3 hrs.

Page 29 of 31
 and structure of a Chart Catalogue  Begin by discussing the importance of a Projector exam that includes
Catalogue of Nautical Catalogue of Nautical Charts in maritime  Whiteboard or multiple-choice Lab.
Charts, interpret the navigation. Chalkboard questions, short- 3 hrs.
information provided,  Explain the purpose of the catalogue in  Printed Materials answer questions,
and select appropriate providing essential information about  Video Clips and essay questions
charts for navigation. available charts, including coverage, scale,  Simulators related to the
and edition details. structure of a
 Online Learning
Understanding the Structure: Catalogue of
Platforms
 Introduce students to the key components of Nautical Charts,
a Catalogue of Nautical Charts, such as index  Power Point such as identifying
maps, chart descriptions, and supplementary Presentation key components,
information.  Nautical charts (paper understanding
 Discuss the significance of chart numbers, or electronic) symbols, and
scales, and other symbols used in the  Compasses explaining the
catalogue.  Parallel Rulers significance of
 Use examples to illustrate how to locate and  Nautical chart information
interpret information in the catalogue. catalogues (print or provided.
Navigating the Catalogue: online)
 Provide hands-on practice by distributing Practical Exercise -
sample catalogues or using online resources. References and Catalogue Navigation:
 Instruct students to find specific charts based Textbooks:  Provide students
on given criteria, such as geographical area,  "The American with a sample
chart number, or type of information Practical Navigator" navigation scenario
required. (Bowditch) by and ask them to use
 Discuss their findings as a class to ensure Nathaniel Bowditch: a Catalogue of
everyone understands the process.  "Admiralty Guide to Nautical Charts to
Encs" by the United select appropriate
LA: Kingdom charts for the given
Interactive Activity - Chart Selection: Hydrographic Office situation. Evaluate
 Divide students into small groups. (UKHO): their ability to
 Assign each group a simulated navigation  "Navigation Rules and navigate the
scenario with specific requirements (e.g., Regulations catalogue
planning a route through a challenging Handbook" by the effectively.
waterway). U.S. Coast Guard:
 Instruct them to use the Catalogue of
Nautical Charts to select the most

Page 30 of 31
 appropriate charts for their scenario.
 Have each group present their chart
selections and explain their reasoning.
Class Discussion and Recap:
 Facilitate a class discussion on the challenges
faced during the interactive activity and the
reasoning behind different chart selections.
 Summarize key points and reinforce the
importance of using the catalogue for
effective navigation.
Homework:
 Assign homework that involves researching
and presenting information about the latest
updates or editions of nautical charts for a
specific area.
 Assess their ability to locate and report
relevant information from the catalogue.

Lec.
3 hrs.
Final Examination Lab.
3 hrs.
Total hours 108 hrs.

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