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sea level to have reduced. This is important for students to know regardless of where they are taught. Tidal heights is a more


predictable change, that can be covered theoretically and is just as important for all students to know. Students should have the necessary knowledge to work out tidal heights prior to the course, but during the course must cover the elements of standard and secondary port calculations relevant to the particular course being delivered. The student needs to know


how to calculate what the expected depth will be at the given place and time. They should also be able to take into account the depth of the vessel, any offsets that have been set into the vessel’s instruments, how to check them and then complete exercises to confirm understanding. Key to reinforcing this is ensuring that any passage plan is reviewed with the question: are there any tidal or other sea level factors that we need to take into account?


effect of moving water during boat handling, then adjust their course or speed accordingly. The tidal stream or other surface currents can be covered theoretically and, again, reinforced with questions relating to courses to steer or how to counteract cross currents whilst following transits or clearing bearings etc.


The practical boat handling The syllabus requirement is ‘Where possible this should be delivered practically’ and this is where your knowledge of the area is vital. You already know where the best areas are to sail onto buoys, where to anchor, where to sail onto pontoons, where you can practice Med mooring without upsetting marina staff or other boaters, and all the other nuances of the area you sail in. The same needs to happen with finding a flow of water. There will be a marina where water flows in or out at certain times, or a river or stream outlet, or just another school yacht alongside in gear whilst you practice behind it. Regardless of the availability of moving water,


so they have to offset their walk to keep on the straight path, will get them to understand the concept of ferry gliding. Placing your vessel abeam to a breeze and adjusting course and speed to counteract the effects is another useful way to help demonstrate the effects, although obviously wind is not normally as consistent as a flow of water.


Stages of tuition Explanation If you are not able to do your demonstration practically, you may need to spend longer on the explanation. As always with your explanation, include the visual learner, with a model or a picture. Think about what they need to understand at the end of the session. Firstly there will be the fly-by and the look up (to see what the wind is doing) the look down (to see which way the water is flowing) then possibly placing the vessel across the flow of water (if safe to do so) to work out what is actually happening. Tidal predictions are useful but not as accurate as actually looking at what is happening here and now. Create a plan based on your


observations and help students to understand what their options are in various conditions of wind and tide. With those observations, they should be able to understand why today, at this place with these conditions, you have selected the option you are about to demonstrate.


Stream and currents There are two parts to this: planning and execution (also known as projection and monitoring). As part of a planning/projection phase the student needs to know how and where to look up the predicted data. Then whilst executing the passage, the student needs to be given the tools to be able to monitor the passage effectively, understand and recognise the


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the underpinning principles need to be taught. Concepts can be delivered by


various means such as showing a YouTube video of a dog fetching a stick in a moving river, or a vessel ferry gliding. Or you could use models to explain the concept before asking the students to answer simple scenarios using them. Even getting a student to walk in a straight line, then walking alongside while leaning in to them


Demonstration Preferably your demonstration will be practical. If this option is not possible, film clips and models may be a good substitute.


Imitation/confirmation of understanding Next, give the students a go at it. If you have not found a flow of water anywhere in your area, this will involve setting up scenarios with model boats and tide arrows, or your deck shoe and a winch handle as a pointer. Most good instructors can make a model to


put a concept across using pretty much anything around them.


Debrief The debrief is a powerful tool for ensuring they take your key message away, as well as providing some awareness of how things could be different for them on another craft in different areas. Use this as a tool to ensure they are aware of the factors they should be taking into account to aid good decision making.


FAQs Q: How about someone who has already completed a non-tidal course and holds a Day Skipper certificate endorsed as non- tidal? A: If they want to convert to a non- endorsed certificate they need to do conversion training to cover the elements of the combined syllabus that would not have been covered on their non-tidal course.


Q: Can I still issue my stock of current certificates that show the tidal/non-tidal option? A: When issuing the certificate, neatly strike through the ‘tidal/ non-tidal’ text previously used to show the certificate’s endorsement. This indicates it is a non-endorsed certificate issued under the new combined syllabus and matches the new non- endorsed Day Skipper or Coastal Skipper status in the certificate registration process. The tidal/non- tidal text will be removed from future certificates.


Q: How do I register the new un-endorsed Day Skipper or Coastal Skipper practical course completion certificates? A: When the change takes place there will no longer be a tidal/ non-tidal option in the certificate registration process. The only choice you have to make will be between Day Skipper and Coastal Skipper. This change will be done by RYA HQ at the appropriate time.


Originally published in the September 2016 edition of Wavelength


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