Unit 19: Fundamentals of Nautical

Studies
Unit code: F/600/5373
QCF Level 2: BTEC National
Credit value: 10
Guided learning hours: 60

Aim and purpose

The aim of this unit is to provide learners with some of the knowledge and practical skills necessary to
undertake short passages in inshore waters. The unit supports the development of skills in navigation and
practical seamanship, weather forecasting and an awareness of the maritime emergency services.

Unit introduction

Within this unit, learners will begin to develop knowledge and skills needed to undertake short passages in
inshore waters. The unit follows a logical progression split into distinct sections.
The navigational section introduces learners to various types of charts and their information which is of
relevance for the practical work that follows at a later stage. Learners will learn how to use charts to plot
positions and calculate bearings and distances between two points. The unit gives learners an understanding
of the characteristics of weather fronts and the formation of sea and land breezes. They will learn the sources
of weather information and, using an example of an inshore forecast, they will be able to interpret this
information in the context of a vessel at sea. They will gain an understanding of the specific effects on boat
handling of wind, fog and rainfall, which prepares them for water-borne practical activity. Their understanding
is developed to a level where they can produce a viable plan for a short sea passage, which takes into account
nautical hazards plotted on their route and possible alternative harbours which could be used should weather
or sea conditions change.
The unit supports the development of practical skills in seamanship, rope work and boat handling under
power or sail and it is expected that all learners will undertake at least 12 hours, practical boat handling to
include manoeuvring under power or sail. This can be achieved either by short regular experience in boats
or by a single practical session of two or three days aboard a large vessel, such as through a sail training trust
for those establishments not close to a marine environment. This unit develops an understanding of the types
of local public services operating in a marine context as well as specialised agencies such as the Maritime and
Coastguard Agency and the Royal National Lifeboat Institute. Learners will cover a variety of methods for
summoning assistance from these agencies and reach an understanding of the applicability and limitations of
these methods.
This unit supports the development of self-confidence and teamwork and provides the framework for
learners to gain a better understanding of incidents at sea and the prevention of such incidents. The unit
covers some of the Royal Yachting Association (RYA) Day Skipper Shore-based course and Level 2 RYA
Dinghy Sailing, Level 2 RYA Power Boating and Level 2 RYA Competent Crew.

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 Learning outcomes
On completion of this unit a learner should:
1 Understand the fundamental elements of navigation
2 Know how to receive and interpret weather information
3 Be able to demonstrate the ability to handle a boat under sail or power
4 Understand how to summon assistance from the emergency services when in distress.

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Unit content

1 Understand the fundamental elements of navigation

Navigational skills: different types of nautical charts eg Admiralty, Imray, Stanfords; conventional symbols
including finding a position using latitude and longitude; True North; Magnetic North; coastline; depth
contours; yacht marina; visitors mooring; visitors berth; jetty; breakwater; harbour; slipway; anchorage;
ferry; castle; church; spire; fort; lighthouse; leading lights; sector lights; rock which does not cover; rock
which covers and uncovers; rock awash at the level of chart datum; wreck showing any portion of hull or
superstructure at the level of chart datum; wreck over which the exact depth of water is unknown and
which is considered dangerous to surface navigation; compass rose; variation and deviation; application
of compass deviation to courses; International Association of Lighthouse Authorities (IALA); Region A
buoyage system ie lateral marks; cardinal marks; isolated danger marks; safe water marks
Chartwork: meaning and use of common chart symbols; measuring distance between two points using
minutes of latitude; plotting positions using latitude and longitude; dead reckoning (DR); passage planning;
three point position fixing (given bearings)
Seamanship: rules of the road applicable to vessels under way and making way in sight
Rope work: reef knot; figure of eight; bowline; round turn and two half hitches; clove hitch; sheetbend;
meaning of basic nautical terminology eg bow, stern, cockpit, pulpit, cleat, fairlead, port, starboard,
windward, leeward, astern, ahead

2 Know how to receive and interpret weather information

Meteorology: sources of weather information eg inshore shipping forecast, local radio and television,
coastguard VHF radio, newspapers; sea breezes; land breezes; weather fronts; extraction of basic
information on the effect of weather on visibility; boat handling and sea state eg fog, rainfall, wind

3 Be able to demonstrate the ability to handle a boat under sail or power

Under sail: sailing a boat through a triangular course which includes a windward leg; taking in a reef; man
overboard drill; use of warps in mooring; basic bends and hitches in preparation of running gear ready for
sailing and coming alongside
Under power: stop and start engine with appropriate checks and precautions; getting under way; turning
within a boat’s length using forward and reverse gears; picking up a mooring; use of warps in mooring;
basic bends and hitches in preparation of running gear ready for sailing and coming alongside

4 Understand how to summon assistance from the emergency services when in

distress
Types of emergency services available to assist personnel and vessels in distress at sea: Royal National
Lifeboat Institution (RNLI); Maritime and Coastguard Agency; Air Sea Rescue Services; Harbour Masters
Methods of summoning assistance in times of distress: Very High Frequency (VHF) radio; Immediate
Assistance (MAY DAY) and Urgency (PAN PAN) calls; distress flares – red, orange smoke, parachute
rocket, mini flares; sound signals, eg voice and fog horn

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Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.

Assessment and grading criteria

To achieve a pass grade the To achieve a merit grade the To achieve a distinction grade
evidence must show that the evidence must show that, in the evidence must show that,
learner is able to: addition to the pass criteria, in addition to the pass and
the learner is able to: merit criteria, the learner is
able to:
P1 use a range of types of charts M1 plot dead reckoning (DR) D1 produce a simple passage
identifying conventional using a named chart, plan including alternative
symbols explaining the difference harbours taking into
between true and magnetic account tidal and weather
bearings information.
P2 plot position by latitude and
longitude, measuring distance
between two points on a
named chart by minutes of
latitude, showing the true
bearing between two named
points
P3 apply the main rules of the
road applicable to vessels in
sight under way and making
way
P4 list the sources of weather M2 analyse a given inshore
information available for weather forecast and
those undertaking a coastal predict its effect on a vessel
cruise undertaking a short passage
P5 prepare a powered or sailing
vessel for sailing and coming
alongside [SM4, EP3 ]
P6 use sailing skills in a vessel M3 use sailing skills in a vessel
under power or sail whilst under power or sail under
under close supervision with the supervision of an
an instructor on board [SM5] instructor who may or may
not be on board the vessel
P7 list the emergency services M4 explain the methods which
available to assist vessels in could be used to summon
distress at sea. assistance in the event of an
emergency at sea and explain
their use.

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PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.

Key IE – independent enquirers RL – reflective learners SM – self-managers

CT – creative thinkers TW – team workers EP – effective participators

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Essential guidance for tutors

Delivery
This unit should be delivered as a close balance of practical and theory to encourage learners to appreciate
how an understanding of the more theoretical aspect is essential to the success of the water-borne activities.
While selecting a suitable location for the practical components of the unit, centres should ensure that
reasonable and appropriate steps are taken to create a secure and safe environment for learners. Instructors
might consider the use of a RYA recognised training centre for the practical components of the unit. Learners
should wear personal safety equipment at all times when afloat and when on jetties. The time of year and
weather conditions may have an effect on the timing of outdoor activity with regard to safety.
The use of visual aids such as sailing videos and display of items of boating equipment will enhance learners’
interest and learning progress. They should be provided with opportunities to view a variety of types of
charts and vessels to widen their understanding and experience. Visits to or talks by members of the maritime
emergency services will enhance understanding of how these services are able to assist vessels in distress and
how they could be summoned.
Tutors should plan the teaching and learning programme to allow the introduction of a more learner-centred
approach to take into account the differences in learner ability and progress. Within the unit tutors, should
combine and highlight the linked subject areas. Initially, an understanding of charts and their symbols can be
achieved through simple exercises in identification and interpretation. This theoretical side can be developed
by moving on to the measurement of distance and direction on a chart and the plotting of dead reckoning
positions. Tutors can introduce the practical side with explanations of parts of a vessel and their purpose. The
use of flipcharts or cards would make this a more informal and effective activity. This area of study can be
further extended to cover zones around a vessel so that learners become familiar with, and are able to make
effective use of, nautical terminology.
The use of a boat requires an understanding of rope work so knowledge and ability to tie specific knots is
essential at this stage. This skill can be conveniently taught in the classroom using short lengths of rope or
cord, with learners arranged in pairs. The importance and application of these specific knots in a sailing context
should be fully explained by the tutor.
For the achievement of the necessary level of competence in boat handling, learners would be expected to
have had at least 12 hours’ practical experience in a sail or powered vessel. Initially, learners would be guided
through the use of boat controls on the water with close support from a tutor. Over a period of time learners
would gain confidence and ability so that they could become more independent of the tutor in their handling
of the vessel. They would, at this stage, be ready to take into account other factors such as rules of the road
and buoyage systems, which could be introduced in the theory sessions.
At a more advanced stage, learners could progress to passage planning, which would necessarily include a
consideration of sources of weather information and its interpretation. In this context a local inshore forecast
or weather announcement would provide sufficient material for discussion and interpretation. The relevance
of the emergency services and a consideration of the means by which they might be summoned needs to be
covered as a penultimate section. Once this has been accomplished and learners have shown the necessary
ability, they would be able to move on to show their sailing skills in an appropriate vessel while under more
limited supervision by the tutor.

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Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.

Topic and suggested assignments/activities and/assessment

Unit introduction and assessment methodology.
Health and safety briefing to ensure that all learners are aware and acknowledge the health and safety
requirements of the unit.
Teaching activity – learning outcome 1 introduction to charts and their symbols.
Learner-led activity – examination of various charts, measuring distances using minutes of longitude and latitude.
Teaching activity – seamanship and rules of the road applicable to vessels.
Learner activity – case study analysis to apply knowledge of seamanship.
Teaching activity – demonstration of various knots and techniques involved in rope work.
Learner activity – practical rope work.
Assignment 1: Charts and Chart Use (P1, P2, P3, M1)
Practical assessment exercise involving tutor observation and questioning in a simulated scenario.
Assessor feedback and learner reworking.
Introduction of learning outcome 2.
Teaching activity – sources of weather information.
Learner research – investigation of a variety of weather information sources.
Preparation for assessment of learning outcome 2.
Assignment 2: The Weather and its Effects (P4, M2, D1)
Learner presentation and passage plan.
Assessor feedback and learner reworking.
Introduction of learning outcome 3.
Teaching activity – demonstration of practical skills required to handle a boat under sail or power.
Learner activity – practical skills development of handling a boat under sail or power.
Assignment 3: Practical Boat Handling Skills (P5, P6, M3)
Observation of learner skills.
Assessor feedback and learner reworking.
Introduction of learning outcome 4.
Teaching activity – emergency services available to assist in a distress situation and ways to summon assistance.
Learner case study analysis, using videos or journals as appropriate looking at distress situations and the assistance
that was given.
Assignment 4: Assistance Available
Formal report linked to a case study analysis (P7, M4).
Assessor feedback and learner reworking.
Unit evaluation and review.

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Assessment
The unit is practically assessed but supported by theoretical input in the classroom and applied while afloat.
Assessments can be both written and practical. A number of assessment activities can be used to measure
the achievement of learning outcomes. Assessment evidence for theoretical sections can be in the form of
assignments, navigation exercises/tests, notes, or written interpretations such as of the influence of forecasted
weather on a sailing trip. Assignments and tests constructed by centres should be valid, reliable and centred
on the assessment criteria. Personal chartwork exercises will extend understanding and the written evidence
can be used to authenticate outcome achievement. The production of diagrams, illustrations or models by
learners can also be used, both as assessment and self-teaching material.
For P1, the assessor could construct a number of stations for learners to move around. On each of the
stations there could be a chart and learners could be asked what the symbols on these charts mean. Other
stations could have exercises requiring learners to plot positions for P2 and M1.
For P3, learners must apply the main rules of the road applicable to vessels in sight, under way and making
way.
For P4, learners could be asked to list the variety of sources of weather information, taking one such source
and analysing a forecast to meet the M2.
They could then apply the knowledge gained to meet D1 through the production of the passage plan.
Assessment of P5 and P6 would be best achieved through tutor or appropriate witness observation of the
learner’s practical skills on the water. The level of support provided to the learner will distinguish between
the pass and M3 here. If the learner has required considerable support, and at times needed assistance with
the practical skills, but has demonstrated competency, then it would be fair to award P6. If the tutor has been
onboard, but not provided assistance or support, or if the tutor has observed from another vessel or the
shore, then the learner may be deemed to have achieved M3.
Evidence for P7 can be a written or verbal where the learner utilises case studies to demonstrate their
knowledge of the services that are available to assist in distress situations on water. A basic list will be sufficient
to achieve the pass criterion, but explanation of methods of summoning assistance will be required to for M4.
Practical boat-handling skills should be assessed while afloat in a suitable vessel. It is a requirement of health
and safety that an instructor is on board a vessel at all times. The level of competence and ability of the learner
will determine the level of supervision appropriate for the assessor or tutor. Practical boat-handling sessions
can also be occasions for assessing the learner’s ability to apply theoretical aspects covered in the classroom.
Evidence for practical activity can be produced through a logbook of activities supported with a witness
statement by a suitably qualified RYA instructor for the type of vessel used.
Achievement of RYA Level 2 qualifications in sail or power, eg RYA Day Skipper Shore-based, RYA Level 2
Power or Sail, or RYA Day Skipper Practical could provide evidence for Recognition of Prior Learning.

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Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources.

Criteria covered Assignment title Scenario Assessment method

P1, P2, P3, M1 Charts and Chart Use Skills-based scenario Observed demonstration
assessment involving part of a
selection process for a nautical
team in the public service.
P4, M2, D1 The Weather and its As part of the induction to the Presentation with
Effects nautical team you have been accompanying passage
charged with investigating plan
weather information sources
and then developing a passage
plan utilising the skills gained
so far.
P5, P6, M3 Practical Boat Handling To continue working in the Learner skill
Skills nautical team, you must demonstration
demonstrate competent skills
when handling a boat.
P7, M4 Assistance Available As part of your induction to the Report
nautical team you have been
asked to prepare a report on
the assistance available and
how to access it.

Links to National Occupational Standards, other BTEC units, other BTEC

qualifications and other relevant units and qualifications
This unit forms part of the BTEC Public Services sector suite. This unit has particular links with the following
unit titles in the Public Services suite:

Level 1 Level 2 Level 3

Practical Teamwork in the Public Sport and Recreation in the Public Leadership and Teamwork in the
Services Services Public Services
Developing Personal Skills for Adventurous Activities and
Leadership Teamwork for the Public Services

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Essential resources
This unit has the following requirements:
● the learner must have demonstrated before commencing the unit that they can swim a minimum of 200
yards and can tread water for three minutes
● the centre must guarantee that the following health and safety controls are in place:
– radio control will be maintained from the sailing vessel to the shore
– clearance for the activity to take place will be given only if the conditions are suitable
– each leg is checked by a qualified instructor prior to the activity taking place
– one qualified adult assessor (minimum coastal instructor qualified) to five learners
– either RYA Rules and Regulations or Royal Navy Regulations will be followed at all times.
Learners who have achieved their RYA qualifications in sailing and/or power boating could use accreditation of
prior learning (APL) for this unit using an appropriate mapping to the competencies within it. This will identify
the level of exemption. The RYA qualification must have been certificated within three years before the APL
being carried out.
Links with marine units of the public services, coastguard and voluntary services such as the RNLI need to be
made so that information on marine incidents can be obtained. The following publications are essential for
the completion of this unit and are available from the United Kingdom Hydrographic Office, Taunton, Devon,
Somerset, TA1 2DN (www.ukho.gov.uk):
● Admiralty Chart 5011
● Admiralty Nautical Charts
● Imray Nautical Charts
● Stanfords’ Nautical Charts
(Chart scales: 1:20,000, 1:50,000, 1:75,000).

Employer engagement and vocational contexts

Tutors will benefit from an understanding of the requirements of the maritime emergency services and the
Royal National Lifeboat Institute and those involved in teaching outdoor and adventurous activities to the
public. The skills and knowledge required by instructors and coaches should be aspirations for learners. Links
via work experience or visits can be helpful in demonstrating what is required of an employee.

Indicative reading for learners

Textbooks
Dedekam I – Illustrated Navigation (Fernhurst Books, 2004) ISBN 9781904475132
Judkins S and Davison T – Knot Know-How (Fernhurst Books, 2003) ISBN 9781898660989
Journals
Motor Boats and Yachting
Yachting Monthly

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Websites
Maritime and Coastguard Agency www.mcga.gov.uk
Royal National Lifeboat Institution www.RNLI.org.uk
Royal Yachting Association www.rya.org.uk
Weather information site www.worldmarineguide.com/website-content/
weather.htm
Yachting Life www.yachting-life.net

Delivery of personal, learning and thinking skills

The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.

Skill When learners are …

Self-managers when preparing the sailing vessel for sailing and coming alongside, ensuring that
due care and attention are taken and that sufficient awareness is paid to health and
safety considerations
when using the sailing skills in the practical scenario
Effective participators when considering the steps that need to be taken when preparing the vessel for
sailing, ensuring all steps are carried out.

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 Functional Skills – Level 2

Skill When learners are …

ICT – Find and select information
Select and use a variety of sources of searching for accurate and reliable weather information for those
information independently for a complex task taking a coastal cruise
Access, search for, select and use ICT- analysing a given weather forecast
based information and evaluate its fitness for
purpose
Mathematics
Understand routine and non-routine plotting positions using longitude and latitude and measuring
problems in a wide range of familiar and distance
unfamiliar contexts and situations
Select and apply a range of skills to find plotting positions using longitude and latitude and measuring
solutions distance
English
Reading – compare, select, read and listing the emergency services that are available to assist vessels in
understand texts and use them to gather distress at sea.
information, ideas, arguments and opinions

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