FULLBORE MARKSMAN PHASE I QUALIFICATION …airdriecadets.com/wp-content/uploads/2017/...I-QSP.pdf · 4-9-1 to 4-9-22 ... Issuing Authority. This Qualification Standard and Plan (QSP)

NationalDefence

Défensenationale

A-CR-CCP-719/PG-001

Issued on Authority of the Chief of the Defence Staff

Canada

ROYAL CANADIAN ARMY CADETS

FULLBORE MARKSMAN PHASE IQUALIFICATION STANDARD AND PLAN

(ENGLISH)

Cette publication est disponible en français sous le numéro A-CR-CCP-719/PG-002.

NationalDefence

Défensenationale

A-CR-CCP-719/PG-001

Issued on Authority of the Chief of the Defence Staff

OPI: D Cdts 3 – Senior Staff Officer Youth Programs Development 2009-01-01

Canada

ROYAL CANADIAN ARMY CADETS

FULLBORE MARKSMAN PHASE IQUALIFICATION STANDARD AND PLAN

(ENGLISH)

Cette publication est disponible en français sous le numéro A-CR-CCP-719/PG-002.

A-CR-CCP-719/PG-001

LIST OF EFFECTIVE PAGES

Contact Officer: D Cdts 3-2-5 – Army Cadet Program Development Staff Officer© 2009 DND/MDN Canada

A

Insert latest changed pages and dispose of superseded pages in accordance with applicable orders.

NOTE The portion of the text affected by the latest change is indicated by a black vertical line

in the margin of the page. Changes to illustrations are indicated by miniature pointinghands or black vertical lines.

Dates of issue for original and changed pages are:

Original........................... 0 ....................... 2009-01-01 Ch................................... 3 ..........................................Ch................................... 1 .......................................... Ch................................... 4 ..........................................Ch................................... 2 .......................................... Ch................................... 5 ..........................................

Zero in Change No. column indicates an original page. Total number of pages in this publication is 201consisting of the following:

Page No. Change No.Cover page............................................................. 0Title......................................................................... 0A..............................................................................0i to viii..................................................................... 01-1 to 1-6................................................................01A-1 to 1A-2........................................................... 01A1-1 to 1A1-2....................................................... 01A2-1 to 1A2-2....................................................... 01A3-1 to 1A3-2....................................................... 02-1 to 2-6................................................................02A-1 to 2A-2........................................................... 02B-1 to 2B-6........................................................... 02C-1 to 2C-4...........................................................02D-1 to 2D-2...........................................................03-1 to 3-6................................................................03A-1 to 3A-2........................................................... 03B-1 to 3B-2........................................................... 03B1-1 to 3B1-6....................................................... 03B2-1 to 3B2-6....................................................... 03B3-1 to 3B3-6....................................................... 0

Page No. Change No.3C-1 to 3C-2...........................................................03D-1 to 3D-4...........................................................03D1-1 to 3D1-2.......................................................03E-1 to 3E-2........................................................... 03E1-1 to 3E1-2....................................................... 03F-1 to 3F-2............................................................03F1-1 to 3F1-4........................................................04-1-1 to 4-1-2..........................................................04-2-1 to 4-2-2..........................................................04-3-1 to 4-3-4..........................................................04-4-1 to 4-4-8..........................................................04-5-1 to 4-5-12........................................................04-6-1 to 4-6-20........................................................04-7-1 to 4-7-8..........................................................04-8-1 to 4-8-12........................................................04-9-1 to 4-9-22........................................................04-10-1 to 4-10-14....................................................04A-1 to 4A-6........................................................... 0

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FOREWORD AND PREFACE

1. Issuing Authority. This Qualification Standard and Plan (QSP) A-CR-CCP-719/PG-001 was developedunder the authority of the Director Cadets and Junior Canadian Rangers (D Cdts & JCR) in accordance withCadet Administrative and Training Order (CATO) 11-03, Cadet Program Mandate, CATO 11-04, Cadet ProgramOutline, and CATO 40-01, Army Cadet Program Outline, and is issued on the authority of the Chief of DefenceStaff.

2. Development. Development of this QSP was in accordance with the performance oriented concept oftraining outlined in the Canadian Forces Individual Training and Education System A-P9-050 Series, Manualof Individual Training and Education, with modifications to meet the needs of the Canadian Cadet Organization(CCO).

3. Purpose of the QSP. The QSP is to be used by Cadet Summer Training Centres (CSTCs) to conductFullbore Marksman Phase I qualification courses, as outlined in CATO 40-01, Army Cadet Program Outline.

4. Suggested Changes. Suggested changes to this document shall be forwarded through the normal chainof command to National Defence Headquarters (NDHQ) Attention: Army Cadet Program Development StaffOfficer (D Cdts 3-2-5) or by email to [email protected]. Suggested changes shall be in tabular formatwith three columns to capture; the page number, the paragraph/sub-paragraph number and suggested textamendment.

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PAGE

CHAPTER 1 GENERAL 1-1

AIMS 1-1PROGRAM MISSION AND PARTICIPANT OUTCOMES 1-1OUTLINE OF TRAINING 1-1PROGRAM DESIGN 1-2COURSE COMPONENTS 1-2PERFORMANCE OBJECTIVES 1-2METHOD OF ACHIEVING OBJECTIVES 1-5TRAINING PROGRESSION 1-5TRAINING PREREQUISITES 1-5USE OF THE QSP 1-6Annex A – PRIORITY LIST FOR FULLBORE MARKSMAN 1A-1Appendix 1 – FULLBORE MARKSMAN PHASE I RANKING 1A1-1Appendix 2 – GROUPING VALUE 1A2-1Appendix 3 – FULLBORE MARKSMAN PHASE II RANKING 1A3-1

CHAPTER 2 TRAINING MANAGEMENT DETAILS 2-1

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS 2-1TRAINING DETAILS 2-1TRAINING CAPACITY 2-3TRAINING STAFF REQUIREMENTS 2-3RESOURCE REQUIREMENTS 2-6TRAINING ADMINISTRATION 2-6QUALIFICATION 2-6RELATED DOCUMENTS 2-6REFERENCES 2-6Annex A – FULLBORE MARKSMAN PHASE I SUMMARY AND TIMEALLOCATION 2A-1Annex B – SAMPLE PLATOON TRAINING SCHEDULE 2B-1Annex C – RESOURCE REQUIREMENTS 2C-1Annex D – REFERENCES 2D-1

CHAPTER 3 CADET EVALUATION 3-1

PURPOSE 3-1LEARNER EVALUATION 3-1CADET EVALUATION DESIGN AND DEVELOPMENT 3-1CP DEVELOPMENTAL PERIODS (DPs) 3-2CADET ASSESSMENT OF LEARNING PLAN 3-2ASSESSMENT INSTRUMENTS 3-3ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES 3-3FULLBORE MARKSMAN PHASE I QUALIFICATION STANDARD 3-3RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT 3-3CADETS NOT MEETING THE QUALIFICATION STANDARD 3-4RECORDING AND REPORTING CADET ACHIEVEMENT 3-4FULLBORE MARKSMAN PHASE I CERTIFICATE OF QUALIFICATION 3-4MONITORING CADET PROGRESS 3-4TRAINING COUNSELLING SESSION 3-4TRAINING REVIEW BOARD (TRB) 3-5

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PAGEAnnex A – CHARACTERISTICS OF CP DPs 3A-1Annex B – FULLBORE MARKSMAN PHASE I ASSESSMENT PLAN 3B-1Appendix 1 – S340 PC – ASSESSMENT INSTRUCTIONS 3B1-1Appendix 2 – S341 PC – ASSESSMENT INSTRUCTIONS 3B2-1Appendix 3 – S343 PC – ASSESSMENT INSTRUCTIONS 3B3-1Annex C – FULLBORE MARKSMAN PHASE I QUALIFICATION RECORD 3C-1Annex D – CADET INTERVIEW GUIDELINES 3D-1Appendix 1 – CADET INTERVIEW FORM 3D1-1Annex E – TRAINING COUNSELLING SESSION GUIDELINES 3E-1Appendix 1 – TRAINING COUNSELLING SESSION FORM 3E1-1Annex F – TRAINING REVIEW BOARD (TRB) GUIDELINES 3F-1Appendix 1 – TRAINING REVIEW BOARD FORM 3F1-1

CHAPTER 4 PERFORMANCE OBJECTIVES 4-1-1

SECTION 1 PERFORMANCE OBJECTIVES, TRAINING PLAN AND ON-THE-JOBTRAINING 4-1-1PURPOSE 4-1-1PERFORMANCE OBJECTIVES 4-1-1TRAINING PLAN 4-1-1ENABLING OBJECTIVES 4-1-1LESSON SPECIFICATIONS 4-1-1INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATION 4-1-2ASSESSMENT FOR LEARNING 4-1-2OJT – OVERVIEW 4-1-2

SECTION 2 PO S310 – ATTAIN STANDARD FIRST AID QUALIFICATION 4-2-1

SECTION 3 PO S311 – PARTICIPATE IN A RECREATIONAL SUMMER BIATHLONACTIVITY 4-3-1EO S311.01 – PARTICIPATE IN A RECREATIONAL SUMMER BIATHLONACTIVITY 4-3-2

SECTION 4 PO S331 – PARTICIPATE IN TEAM-BUILDING ACTIVITIES 4-4-1EO S331.01 – PARTICIPATE IN ICEBREAKER ACTIVITIES 4-4-2EO S331.02 – CONTRIBUTE TO POSITIVE TEAM DYNAMICS 4-4-4EO S331.03 – DESCRIBE TEAM MARKSMANSHIP 4-4-7

SECTION 5 PO S340 – HANDLE THE C11 TARGET RIFLE 4-5-1EO S340.01 – DESCRIBE THE PARTS AND CHARACTERISTICS OF THEC11 TARGET RIFLE 4-5-2EO S340.02 – EXECUTE RANGE COMMANDS 4-5-5EO S340.03 – CLEAN THE C11 TARGET RIFLE 4-5-8

SECTION 6 PO S341 – APPLY THE PRINCIPLES OF MARKSMANSHIP WHILE FIRINGTHE C11 TARGET RIFLE 4-6-1EO S341.01 – USE MARKSMANSHIP EQUIPMENT 4-6-2EO S341.02 – ADOPT THE PRONE POSITION WITH THE C11 TARGETRIFLE 4-6-5EO S341.03 – APPLY NATURAL ALIGNMENT 4-6-9

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PAGEEO S341.04 – APPLY THE MARKSMAN’S BREATHING CYCLE 4-6-12EO S341.05 – APPLY AIMING TECHNIQUES 4-6-14EO S341.06 – APPLY TRIGGER-CONTROL TECHNIQUE 4-6-17EO S341.07 – APPLY THE PROCESS OF FIRING A SHOT 4-6-19

SECTION 7 PO S343 – PERFORM THE DUTIES OF A PLOTTER 4-7-1EO S343.01 – PERFORM THE DUTIES OF A PLOTTER DURING COACHEDMARKSMANSHIP PRACTICES 4-7-2EO S343.02 – EMPLOY A GROUP-CENTRING DEVICE TO DETERMINESIGHT ADJUSTMENTS 4-7-4

SECTION 8 PO S344 – PERFORM THE DUTIES OF A WIND COACH 4-8-1EO S344.01 – DISCUSS THE PRINCIPLES OF GROUP CENTRING 4-8-2EO S344.02 – ADJUST THE REAR SIGHT SETTINGS OF THE C11 TARGETRIFLE USING THE VERNIER SCALE 4-8-4EO S344.03 – DETERMINE WIND COMPENSATION USING A WIND CHART 4-8-7EO S344.04 – PARTICIPATE AS A WIND COACH DURING A COACHEDMARKSMANSHIP PRACTICE 4-8-9

SECTION 9 PO S347 – PARTICIPATE IN A CADET FULLBORE MARKSMANSHIPCOMPETITION 4-9-1EO S347.01 – DESCRIBE COMPETITIVE FULLBORE MARKSMANSHIP 4-9-2EO S347.02 – PARTICIPATE IN RANGE PREPARATION ROUTINE 4-9-5EO S347.03 – IDENTIFY RULES OF A COMPETITION MATCH 4-9-10EO S347.04 – FOLLOW BUTT PROCEDURES 4-9-14EO S347.05 – PREPARE FOR THE NATIONAL CADET FULLBORECHAMPIONSHIP (NCFC) 4-9-17

SECTION 10 PO S348 – FIRE THE C11 TARGET RIFLE 4-10-1EO S348.01 – FIRE THE C11 TARGET RIFLE DURING GROUPINGPRACTICE AT 100 m 4-10-3EO S348.02 – FIRE THE C11 TARGET RIFLE DURING COACHEDAPPLICATION AT SHORT RANGE 4-10-5EO S348.03 – FIRE THE C11 TARGET RIFLE DURING COACHEDAPPLICATION AT MID-RANGE 4-10-7EO S348.04 – FIRE THE C11 TARGET RIFLE DURING INDIVIDUALAPPLICATION AT SHORT-RANGE 4-10-9EO S348.05 – FIRE THE C11 TARGET RIFLE DURING INDIVIDUALAPPLICATION AT MID-RANGE 4-10-11EO S348.06 – FIRE THE C11 TARGET RIFLE DURING COMPETITION 4-10-13

Annex A – INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS 4A-1

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A-CR-CCP-719/PG-001

LIST OF FIGURES

vii

FIGURE TITLE PAGE1A2-1 Group Measuring Template.......................................................................................... 1A2-2

A-CR-CCP-719/PG-001


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A-CR-CCP-719/PG-001

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CHAPTER 1GENERAL

AIMS

1. The aim of the Cadet Program (CP) is to develop in youth the attributes of good citizenship andleadership, promote physical fitness, and stimulate the interest of youth in the sea, land and air activities ofthe Canadian Forces (CF).

2. The aim of the training resulting from this QSP is to develop a specialist with the attitude, skills and subjectmatter knowledge required to participate in competitive fullbore marksmanship as an individual competitor.

PROGRAM MISSION AND PARTICIPANT OUTCOMES

3. The mission of the CP is to contribute to the development and preparation of youth for the transitionfrom adolescence to adulthood, enabling cadets to meet the challenges of modern society, through a dynamic,community-based program.

4. CP participant outcomes are the benefits for the cadet during and/or after their involvement with theprogram that relate to knowledge, skills, attitudes, values, behaviour, condition, and status. The five outcomesof the CP are:

a. emotional and physical well-being,

b. social competence,

c. cognitive competence,

d. proactive citizenship, and

e. understanding the CF.

5. The program mission and participant outcomes are explained in greater detail in CATO 11-03, CadetProgram Mandate.

OUTLINE OF TRAINING

6. The CSTC Program provides training that is integral to the CP and focuses on giving a set portion ofthe cadet population instruction and opportunities to develop advanced knowledge and skills in specializedactivities and to develop instructors/leaders for these activities. Additionally, it provides these cadets furtheropportunities to develop, practice, and employ the general knowledge and skills obtained through the CorpsProgram.

7. Description of Need. Cadet corps require training opportunities that reinforce and supplement thetraining conducted during the Corps Program. Based on the training resulting from this QSP, the cadet willachieve the Fullbore Marksman Phase I qualification and will develop specialist skills and knowledge that willallow them to compete as an individual in a fullbore marksmanship competition. This qualification is one phasein the preparation of cadets for competitive fullbore marksmanship at an international level.

8. Each CSTC qualification requires completion of a series of performance objectives (POs) and associatedenabling objectives (EOs).

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PROGRAM DESIGN

9. Training associated with the Fullbore Marksman Phase I qualification has been designed:

a. assuming that the cadet attending is between 14 and 15 years of age;

b. assuming that the cadet attending has achieved the Basic Marksman qualification;

c. assuming that the cadet has successfully completed Silver Star;

d. using age-appropriate learning strategies;

e. using a typical training day consisting of eight 40-minute periods conducted during the daytimewith the evening dedicated to extracurricular activities and free time;

f. using a week that typically begins on Monday and ends the following Sunday consisting of amaximum of six training days and a minimum of one day dedicated to extracurricular activitiesand free time;

g. including training which is experiential and skills-based, with a lesser focus on theoreticalknowledge; and

h. assuming that learning will take place through a combination of programmed periods of instruction,unstructured discussions, teachable moments, coaching/mentoring opportunities and structuredreflection.

COURSE COMPONENTS

10. Mandatory Training. Mandatory training consists of those activities outlined in this QSP that CSTCs arerequired to conduct. These activities are comprised of the following two sub-components:

a. Standard Components. Standard components are periods allocated to provide the basicadministrative structure required to conduct a CSTC qualification course. These components aredescribed in more detail in Chapter 2.

b. Specialty Training. Specialty training are those periods allocated in support of a specificqualification aim and described in the requisite POs.

11. Extracurricular Activities. Extracurricular activities are active and passive opportunities offered tothe cadet daily from the end of formal training to lights-out and during “Sunday routine”. Ancillary in nature,extracurricular activities add value to the CSTC experience by enhancing what is learned during the day, offeringfun recreational opportunities that encourage socialization, and allowing the cadet to pursue personal interests.Specific direction regarding extracurricular activities can be found in CATO 11-04, Cadet Program Outline.

PERFORMANCE OBJECTIVES

12. Fullbore Marksman Phase I builds upon the skills and knowledge acquired during the Basic Marksmanqualification. The following are the POs that form the content of the Fullbore Marksman Phase I qualification:

a. First Aid. PO S310 – Attain Standard First Aid Qualification (Chapter 4, Section 2):

(1) The aim of Fullbore Marksman Phase I first aid is to provide the cadet with the ability tostabilize a casualty until the casualty can receive medical attention.

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(2) Fullbore Marksman Phase I first aid contributes to the achievement of the program aimof developing the attributes of good citizenship and the participant outcome of proactivecitizenship by providing the cadet with the ability to actively assist other citizens in a timeof physical distress.

b. Biathlon. PO S311 – Participate in a Recreational Summer Biathlon Activity (Chapter 4,Section 3):

(1) The aim of Fullbore Marksman Phase I biathlon is to encourage cadets to participate in thesport of biathlon.

(2) Fullbore Marksman Phase I biathlon contributes directly to the achievement of the programaim of promoting physical fitness and the participant outcome of physical well-being.

c. Team Development. PO S331 – Participate in Team-Building Activities (Chapter 4, Section 4):

(1) The aim of Fullbore Marksman Phase I team development is to build trust between thecadet and peer group members and prepare the cadet to participate in team fullboremarksmanship competition.

(2) Fullbore Marksman Phase I team development contributes indirectly to the achievement ofthe program aim of developing the attributes of good citizenship and leadership through theuse of team-building activities to integrate the cadet in a wider group of their peers. It alsocontributes directly to the participant outcome of social competence through the buildingof social relationships.

d. Target Rifle Marksmanship. PO S340 – Handle the C11 Target Rifle (Chapter 4, Section 5):

(1) The aim of Fullbore Marksman Phase I target rifle marksmanship PO S340 (Handle theC11 Target Rifle, Chapter 4, Section 5) is to develop the requisite attitudes, knowledge andrifle handling skills to operate the C11 target rifle safely.

(2) Fullbore Marksman Phase I target rifle marksmanship contributes indirectly to theachievement of the program aims of developing the attributes of good citizenship andleadership through the use of competitive marksmanship as a network for the developmentof self-discipline and teamwork. It also contributes indirectly to the participant outcome ofemotional and physical well-being through building self-esteem and promoting an activelifestyle.

e. Target Rifle Marksmanship. PO S341 – Apply the Principles of Marksmanship While Firing theC11 Target Rifle (Chapter 4, Section 6):

(1) The aim of Fullbore Marksman Phase I target rifle marksmanship PO S341 (Apply thePrinciples of Marksmanship While Firing the C11 Target Rifle, Chapter 4, Section 6) is todevelop the individual as marksman by specifically identifying and practicing the individualprinciples of marksmanship while wearing marksmanship equipment.


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f. Target Rifle Marksmanship. PO S343 – Perform the Duties of a Plotter (Chapter 4, Section 7):

(1) The aim of Fullbore Marksman Phase I target rifle marksmanship PO S343 (Perform theDuties of a Plotter, Chapter 4, Section 7) is to develop the requisite knowledge and skillsto perform the duties of a plotter.


g. Target Rifle Marksmanship. PO S344 – Perform the Duties of a Wind Coach (Chapter 4,Section 8):

(1) The aim of Fullbore Marksman Phase I target rifle marksmanship PO S344 (Perform theDuties of a Wind Coach, Chapter 4, Section 8) is to develop the requisite knowledge andskills to perform the duties of a wind coach.


h. Target Rifle Marksmanship. PO S347 – Participate in a Cadet Fullbore MarksmanshipCompetition (Chapter 4, Section 9):

(1) The aim of Fullbore Marksman Phase I target rifle marksmanship PO S347 (Participatein a Cadet Fullbore Marksmanship Competition, Chapter 4, Section 9) is to develop therequisite knowledge to be able to successfully participate as an individual in a cadet fullboremarksmanship competition.


i. Target Rifle Marksmanship. PO S348 – Fire the C11 Target Rifle (Chapter 4, Section 10):

(1) The aim of Fullbore Marksman Phase I target rifle marksmanship PO S348 (Fire theC11 Target Rifle, Chapter 4, Section 10) is to provide practical opportunities to practicemarksmanship, plotting, wind coaching, and individual competition.


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j. Adventure Activity:

(1) The aim of Fullbore Marksman Phase I adventure activities is to provide cadets withchallenging and enjoyable adventurous activities drawn from A-CR-CCP-951/PT-002,Royal Canadian Army Cadets Adventure Training Standards, which take advantage of theresources and environment available to the CSTC.

(2) Fullbore Marksman Phase I adventure activities contribute directly to the program aimof developing leadership and promoting physical fitness, and the participant outcomes ofemotional and physical well-being and social competence. This is achieved through thedevelopment of positive self-esteem in a challenging and fun team environment.

METHOD OF ACHIEVING OBJECTIVES

13. The majority of Fullbore Marksman Phase I POs are skills-related. Skills are acquired through practicalperiods of instruction and practice. In order to achieve the POs, a hands-on learning approach is essential. Thefollowing guidance may assist in the implementation of training:

a. Some theory is required for safety purposes and for introducing new material. However, mostmaterial can be taught using hands-on practical methods.

b. Ensure training is well organized and planned in advance to allow instructors adequate time toprepare for the delivery/conduct of training. This includes reviewing lesson specifications andinstructional guides and creating instructional materials as required.

c. Schedule training that ensures a smooth flow from one activity to the next.

d. Take adequate time for the cadet to be debriefed and reflect on experiential training activities, toinclude future applications of the experience.

TRAINING PROGRESSION

14. Fullbore Marksman Phase I is one of a series of progressive training qualifications consisting of:

a. Year 2 CSTC – Basic Marksman,

b. Year 3 CSTC – Fullbore Marksman Phase I,

c. Year 4 CSTC – Fullbore Marksman Phase II, and

d. Year 5 CSTC – National Army Cadet Rifle Team.

15. Progression within this series of qualifications begins with successfully demonstrating the skills andknowledge prescribed in the previous qualification. In order to progress within this series of qualifications acadet shall be selected using a merit list created by following the criteria provided at Annex A

TRAINING PREREQUISITES

16. To participate in the Fullbore Marksman Phase I course, a youth must be a member of a cadet corps, asspecified in A-CR-CCP-950/PT-001, Queen’s Regulations and Orders for the Canadian Cadet Organization,Article 4.01 and be eligible to attend CSTC training as outlined in A-CR-CCP-950/PT-001, Article 5.03 and inaccordance with CATO 40-01, Army Cadet Program Outline.

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USE OF THE QSP

17. This QSP shall be used as the primary authority governing the development, implementation, conduct,and evaluation of the training and standards to qualify a cadet as Fullbore Marksman Phase I. This QSP shallalso be used by D Cdts & JCR as the primary reference for validation of Fullbore Marksman Phase I qualificationtraining.

18. Fullbore Marksman Phase I qualification training shall be conducted using this QSP as the training controldocument in conjunction with A-CR-CCP-719/PF-001, Royal Canadian Army Cadets, Fullbore MarksmanPhase I, Instructional Guides.

19. Any deviation from the requirements detailed in this publication due to training limitations must beapproved by D Cdts 3, Senior Staff Officer Youth Programs Development, NDHQ.

A-CR-CCP-719/PG-001Chapter 1, Annex A

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PRIORITY LIST FOR FULLBORE MARKSMAN

SELECTION CRITERIA FULLBORE MARKSMAN PHASE I

1. Selection of cadets to attend the Fullbore Marksman Phase I qualification shall be based on theassumption that the cadet has achieved the Basic Marksman qualification or demonstrated appropriatemarksmanship skill.

SELECTION CRITERIA FULLBORE MARKSMAN PHASE II

2. Selection of cadets to attend the Fullbore Marksman Phase II qualification shall be based on the followingcriteria:

a. Achieving the Fullbore Marksman Phase I Qualification. Cadets must have achieved theFullbore Marksman Phase I qualification in order to progress to the Fullbore Marksman PhaseII qualification.

b. Overall Conduct and Deportment. One of the aims of the Cadet Program as outlined inCATO 11-03, Cadet Program Mandate is to develop in youth the attributes of good citizenshipand leadership. Cadets who have received a verbal warning may be eligible to attend the FullboreMarksman Phase II qualification, depending on their behavioural performance after counselling.Cadets who have received a formal warning for their behavioural performance will not be eligibleto attend the Fullbore Marksman Phase II qualification.

c. Marksmanship Performance. Cadets will be ranked based on their marksmanship results toinclude grouping, short- and mid-range application and the National Cadet Fullbore Championship(NCFC) to be recorded on the Fullbore Marksman Phase I Ranking form at Appendix 1.

(1) Cadets shall fire 10-shot groupings during 100-m grouping practice. The best five groupingswill be used towards ranking the cadets overall marksmanship performance using the chartat Appendix 2. The total of the top five groupings shall be used for ranking. This comprises15 percent of the overall ranking.

(2) A minimum of three scores from both short- and mid-range application practices shall beused for ranking. This comprises 50 percent of the overall ranking.

(3) The highest five of the six scores achieved during the NCFC competition shall be used forranking. This comprises 35 percent of the overall ranking.

(4) The overall ranking for Marksmanship Phase I is calculated by totalling the converted scoresfor a highest possible score of 100. Cadets shall be ranked from highest to lowest.

SELECTION CRITERIA NATIONAL RIFLE TEAM (NRT)

3. Selection of cadets to the NRT shall be based on the following criteria:

a. Achieving the Fullbore Marksman Phase II Qualification. Cadets must have achieved theFullbore Marksman Phase II qualification in order to progress to the Fullbore Marksman PhaseII qualification.

b. Overall Conduct and Deportment. One of the aims of the Cadet Program as outlined inCATO 11-03, Cadet Program Mandate is to develop in youth the attributes of good citizenshipand leadership. While attending the Fullbore Marksman Phase II qualification, cadets who havereceived a verbal warning, depending on their behavioural performance after counselling maybe eligible to be a member of the NRT. Cadets who have received a formal warning for theirbehavioural performance will not be eligible to be a member of the NRT.


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c. Marksmanship Performance. Cadets will be ranked based on their marksmanship results toinclude the NCFC, Ontario Rifle Association (ORA) Annual Matches and the Dominion of CanadaRifle Association (DCRA) Fullbore Rifle Championship to be recorded on the Fullbore MarksmanPhase II Ranking form at Appendix 3.

(1) The six scores achieved during the NCFC competition shall be used for ranking. Thiscomprises 20 percent of the overall ranking.

(2) The six scores achieved during the Ontario Rifle Association Annual Matches shall be usedfor ranking. This comprises 10 percent of the overall ranking.

(3) The ten scores achieved during the DCRA Fullbore Rifle Championship shall be used forranking. This comprises 70 percent of the overall ranking.

(4) The overall ranking for Marksmanship Phase II is calculated by totalling the convertedscores for a highest possible score of 100. Cadets shall be ranked from highest to lowest.

A-CR-CCP-719/PG-001Chapter 1, Annex A, Appendix 1

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FULLBORE MARKSMAN PHASE I RANKING


1A1-2


1A2-1

GROUPING VALUE

GROUPING SIZE VALUE

1. The grouping shall be measured using a template designed in accordance with the example inFigure 1A2-1. The template contains circles of increasing diameter starting at 1.0 inch, increasing in incrementsof 1/4-inch to a maximum of 8.0 inches. (Given image distortions which may result during production any trainingaid created using the template in this QSP should be measured and verified for accuracy prior to being used.)

2. Each 10-shot grouping will be measured, based on a minimum of the closest nine shot holes. Thegrouping will be measure to the circle which contains at least nine shot holes. Values will be assigned to thegrouping based on the group size according to the following chart.

GroupingSize in Inches

Value GroupingSize in Inches

Value

1.00 or less 100 4.50 84

1.25 99 4.75 82

1.50 98 5.00 80

1.75 97 5.25 78

2.00 96 5.50 76

2.25 95 5.75 74

2.50 94 6.00 72

2.75 93 6.25 70

3.00 92 6.50 68

3.25 91 7.25 66

3.50 90 7.50 64

3.75 89 7.75 62

4.00 88 8.00 or greater 60

4.25 86


1A2-2

Director Cadets 3, 2008, Ottawa, ON: Department of National Defence

Figure 1A2-1 Group Measuring Template


1A3-1

FULLBORE MARKSMAN PHASE II RANKING


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CHAPTER 2TRAINING MANAGEMENTS DETAILS

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS

1. The Managing Authority for the Fullbore Marksman Phase I qualification is D Cdts & JCR. The conductof training is the responsibility of the Regional Cadet Support Units (RCSUs) through authorized CSTCs.

TRAINING DETAILS

2. In accordance with CATO 11-04, Cadet Program Outline, and CATO 40-01, Army Cadet ProgramOutline, the Fullbore Marksman Phase I course is conducted over a 6-week period consisting of 35-trainingdays.

3. Standard Components. Standard components are activities that form part of all CSTC courses. Theseactivities take place during the training day but are normally not directly related to POs or achieving thequalification. The standard component activities are:

a. In Routine. Four periods scheduled at the beginning of the course for administrative in routine.While most administrative matters may have been dealt with prior to the first training day, theseperiods have been allocated to allow for scheduling flexibility at the beginning of a course. In thecase of Fullbore Marksman Phase I, one of these periods shall be scheduled for the completionof a team Full Value Contract.

b. Briefings. Two periods allocated to a combination of introductory briefings, such as:

(1) CO briefing,

(2) Department briefing,

(3) Fire and Safety briefing,

(4) MIR briefing,

(5) Positive Social Relations for Youth briefing (formerly CHAP briefing), etc.

c. Platoon Commander (Pl Comd) Periods. One period per week provided to the Pl Comd to dosuch things as team bonding and/or building activities, debriefings, reflecting, or to address anyissues related to quality of life.

d. Life Skills. One period per week for moral and/or spiritual instruction.

e. Recreational Sports/Swim. Four periods per week (not including the last week which has two).

f. CO’s Discretion. Two periods per week to be scheduled at the CO’s discretion. The intention ofthese periods is to provide the opportunity for the cadet to participate in such things as:

(1) special ceremonies,

(2) additional CF familiarization activities, or

(3) local community events.

g. Spare Periods. Two periods per week to be used at the discretion of the Course Officer (Crse O)allowing flexibility to account for things such as weather or availability of facilities.

h. Weekly Parade. Two periods per week (not including the last week) for a CSTC-level parade.

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i. Course Administration. Two periods per week for routine matters. Course administration couldconsist of activities, such as:

(1) initial cadet interviews,

(2) Platoon Senior breifings,

(3) cadet banking,

(4) supply,

(5) course critiques, and

(6) course reports/final cadet interviews.

j. Graduation Parade Practice. Two periods to be scheduled, in the last week, for rehearsal ofthe graduation parade.

k. Graduation Parade. Two periods to carry out a graduation parade.

l. Out Routine. Four periods to be scheduled at the end of the course for administrative out routine.While most administrative matters are usually dealt with after the last training day, these periodshave been allocated to allow for scheduling flexibility at the end of a course.

4. Period Allocation. There are a total of eight 40-minute periods allocated each day based on a 6-daytraining week. A detailed period allocation of specialty training is located at Annex A. Total period allocationby PO is as follows:

Standard Components No. of PdIn/out routine 8Briefings 2Pl Comd periods 6Life skills 6Recreational sports/swim 22CO’s discretion 12Spare periods 12Weekly parade 10Course administration 12Graduation parade practice 2Graduation parade 2

Total 94

SPECIALTY TRAININGTopic PO Performance Objective No. of Pd

First Aid S310 Attain Standard First Aid Qualification 16Biathlon S311 Participate in a Recreational Summer Biathlon

Activity4

Team Development S331 Participate in Team-Building Activities 4Target Rifle Marksmanship S340 Handle the C11 Target Rifle 6Target Rifle Marksmanship S341 Apply the Principles of Marksmanship While Firing

the C11 Target Rifle16

Target Rifle Marksmanship S343 Perform the Duties of a Plotter 4

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SPECIALTY TRAININGTopic PO Performance Objective No. of Pd

Target Rifle Marksmanship S344 Perform the Duties of a Wind Coach 4Target Rifle Marksmanship S347 Participate in a Cadet Fullbore Marksmanship

Competition8

Target Rifle Marksmanship S348 Fire the C11 Target Rifle 108Adventure Activities 16 Total 186 Total Standard Components and Specialty

Training280

5. Scheduling. When planning training, the lesson specifications found in Chapter 4 shall be consulted fordetailed information. While a sample schedule is located at Annex B, it does not account for the many variablesCSTCs face when developing course schedules. Some of the things the training staff should consider whendeveloping the course schedule include, but are not limited to:

a. the training environment required for each activity;

b. the availability of technical specialists to conduct the activity, if required;

c. the availability of shared facilities and the requirements of other courses that use those facilities;and

d. the availability of shared equipment and the requirements of other courses that use thatequipment.

TRAINING CAPACITY

6. The training has been designed for groups ranging from 24 to 30 cadets assuming team size will befrom eight to ten cadets.

TRAINING STAFF REQUIREMENTS

7. The training staff is directly involved in the delivery of training and supervision of cadets during thedesignated training day. The training staff structure is primarily comprised of positions from both the standardcompany organizational structure and instructional or training support cadre(s). The following reflects theminimum requirements for training staff, but does not reflect the additional support and supervisory staff (eg,administration, supply, logistics, barracks supervision, extracurricular activities, etc.) at the CSTC.

a. Course Officer (Crse O):

Rank MOSID Number Qualification

Minimum:

Captain 00232-02 1 Captain QualificationorIntermediate Officer Training Course.

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Preferred:

Senior Instructor Training Course;CIC Training Officer Course; and/orNCCP Level 2 Rifle.

Note: The Crse O shall normally be responsible for three platoons and should haveprevious service in the Fullbore Marksmanship series of courses.

b. Head Coach:


Minimum:

Capt/Lt 00232-02 1 Lieutenant Qualification

orIntermediate Officer Training Course; andNCCP Level 2 Rifle.

Note: The Head Coach shall normally be responsible for three platoons and should haveprevious service as a senior coach in the Fullbore Marksmanship series of courses.

c. Platoon Commander (Pl Comd):


Minimum:

Lieutenant QualificationorIntermediate Officer Training Course.

Preferred:

Capt/Lt 00232-02 1 per Pl

NCCP Level 1 Rifle.

d. Rifle Coach:


Minimum:

Lt/2Lt/OCdt 00232-02 3 per Pl

Basic Officer QualificationorBasic Officer Training Course; andNCCP Level 1 Rifle.

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Preferred:

Military Occupation Course (Army)orLand Environmental Training Course; and/orNCCP Level 2 Rifle.

Note: Where a qualified CIC officer is not available, a suitably qualified Civilian Instructoror Staff Cadet (with previous National Rifle Team experience) may be selected.

Normally one coach in each platoon would be designated as the senior coach for theplatoon.

e. Staff Cadet:


Minimum:

Completion of Gold Star Program; andFullbore Marksman Phase II.

Preferred:

StaffCadet

WarrantOfficer/Sergeant

N/A 1-4 per Pl National Star Certification Examination (NSCE)

orMaster Cadet Qualification; andNational Rifle Team.

Note: Staff Cadet Warrant Officers shall have passed the NSCE or be Master Cadetqualified.

f. Staff cadet positions may be organized in different manners based on the requirements of theCSTC. This flexibility allows the CSTC to balance instruction and supervision of cadets betweenthe platoon staff and instructional or training support cadre(s). If one or two staff cadet positions aredesignated as platoon staff, the remaining staff resources should be used to offset instructional ortraining support cadre(s) requirements. One staff cadet position per platoon shall be designatedas Platoon Warrant Officer (Pl WO).

8. Technical Specialists. Technical specialists possess specific specialty qualifications and typicallysupport a variety of courses conducted at the CSTC. The number of technical specialists required is influencedby policy documentation specific to the activity (eg, CATOs, Water Safety Orders, Adventure Training SafetyStandards, etc.) and by local CSTC circumstances, as is the structure for instructional or training supportcadre(s). The technical specialists required to support Fullbore Marksman Phase I are:

a. Range Safety Officer(s) (Large Bore – C11/C12) as required in support of PO S348 (Chapter 4,Section 10),

b. Butts Officer(s) as required in support of PO S348 (Chapter 4, Section 10),

c. Weapon Technician(s) as required in support of PO S348 (Chapter 4, Section 10),

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d. Adventure Training Instructor(s) as required in support of regionally selected Adventure Trainingand in accordance with A-CR-CCP-951/PT-002,

e. First Aid Instructor(s) as required in support of PO S310 (Chapter 4, Section 2); and

f. Fitness and Sports Instructor(s) as required in support of Recreational Sports.

RESOURCE REQUIREMENTS

9. RCSU COs are responsible for ensuring that required equipment and supplies are available. A detailedlist of material, audiovisual equipment, and training/learning aids required to conduct the training is located atAnnex C.

TRAINING ADMINISTRATION

10. Cadet Evaluation. Details on cadet evaluation are found in Chapter 3.

11. Records and Reports. Training staff shall maintain records and reports as required in accordancewith Chapter 3. Upon completion of training, a copy of the Fullbore Marksman Phase I Qualification Record(Chapter 3, Annex C) shall be returned to the cadet corps to be recorded on the cadet’s DND 2399, CadetPersonnel Record.

QUALIFICATION

12. The Fullbore Marksman Phase I qualification and associated badge is awarded to the cadet forsuccessful completion of the associated training standards in accordance with Chapter 3.

RELATED DOCUMENTS

13. This QSP is to be used in conjunction with:

a. CATOs, and

b. A-CR-CCP-719/PF-001.

REFERENCES

14. A list of references used in this QSP is located at Annex D.


2A-1

FULLBORE MARKSMAN PHASE I SUMMARY AND TIME ALLOCATION

PO Performance Objective EO Enabling Objective No.of Pd

N/A 16S310 PC 0

S310 Attain Standard First AidQualification

Total S310 16S311.01 Participate in a Recreational Summer

Biathlon Activity4S311 Participate in a Recreational

Summer Biathlon ActivityTotal S311 4

S331.01 Participate in Icebreaker Activities 1S331.02 Contribute to Positive Team Dynamics 2S331.03 Describe Team Marksmanship 1

S331 Participate in Team-BuildingActivities

Total S331 4S340.01 Describe the Parts and Characteristics of

the C11 Target Rifle1

S340.02 Execute Range Commands 2S340.03 Clean the C11 Target Rifle 1S340 PC 2

S340 Handle the C11 Target Rifle

Total S340 6S341.01 Use Marksmanship Equipment 1S341.02 Adopt the Prone Position With the

C11 Target Rifle5

S341.03 Apply Natural Alignment 2S341.04 Apply the Marksman’s Breathing Cycle 1S341.05 Apply Aiming Techniques 2S341.06 Apply Trigger-Control Technique 1S341.07 Apply the Process of Firing a Shot 4S341 PC 0

S341 Apply the Principles ofMarksmanship While Firingthe C11 Target Rifle

Total S341 16S343.01 Perform the Duties of a Plotter During

Coached Marksmanship Practices1

S343.02 Employ a Group-Centering Device toDetermine Sight Adjustments

3

S343 PC 0

S343 Perform the Duties of aPlotter

Total S343 4S344.01 Discuss the Principles of Group Centring 1S344.02 Adjust the Rear Sight Settings of the

C11 Target Rifle Using the Vernier Scale1

S344.03 Determine Wind Compensation Using aWind Chart

1

S344.04 Participate as a Wind Coach During aCoached Marksmanship Practice

1

S344 Perform the Duties of aWind Coach

Total S344 4S347.01 Describe Competitive Fullbore

Marksmanship1

S347.02 Participate in Range Preparation Routine 2

S347 Participate in a CadetFullbore MarksmanshipCompetition

S347.03 Identify Rules of a Competition Match 2


2A-2

PO Performance Objective EO Enabling Objective No.of Pd

S347.04 Follow Butt Procedures 1S347.05 Prepare for the National Cadet Fullbore

Championship (NCFC)2

Total S347 8S348.01 Fire the C11 Target Rifle During Grouping

Practice at 100 m28

S348.02 Fire the C11 Target Rifle During CoachedApplication at Short-Range

16

S348.03 Fire the C11 Target Rifle During CoachedApplication at Mid-Range

8

S348.04 Fire the C11 Target Rifle During IndividualApplication at Short-Range

16

S348.05 Fire the C11 Target Rifle During IndividualApplication at Mid-Range

24

S348.06 Fire the C11 Target Rifle DuringCompetition

16

S348 Fire the C11 Target Rifle

Total S348 108Adventure Activity 16

Total Specialty Training 186 Total Standard Components 94 Total Periods 280

A-CR-CCP-719/PG-001Chapter 2, Annex B

2B-1

SAMPLE PLATOON TRAINING SCHEDULE


2B-2


2B-3


2B-4


2B-5


2B-6

A-CR-CCP-719/PG-001Chapter 2, Annex C

2C-1

RESOURCE REQUIREMENTS

Notes: 1. Sports equipment required will be dependent upon the sports chosen by the CSTC.

2. Resource allocation is based on a platoon of thirty cadets and eight staff and, depending onthe item and duration of use, may be drawn on an as required basis, allowing the sharing ofresources within the CSTC.

Item Qty PO/EO

First aid kit 1 per range S311.01,

Stretcher 1 per range S311.01,

Flag (Green) 1 per range S311.01,

Flag (Red) 1 per range S311.01,

Cadet air rifle 1 per cadet S311.01,

Cadet air rifle sling 1 per cadet S311.01,

Safety Glasses/Goggles 1 per cadet S311.01,

Shooting mat 1 per cadet S311.01, S341.01, .02,.03, .04, .05, .07, S347.02,

PO 348

Air rifle pellets 20 per cadet S311.01,

Container to hold pellets 1 per lane S311.01,

Biathlon air rifle target (BART) 1 per lane S311.01,

C11 Target rifle 1 per cadet S340.01, .02, .03,S341.01, .02, .03, .04, .05,

.06, .07, S344.02,347.02, PO 348

Rifle case 1 per cadet S347.02

5.56-mm dummy round 6 per platoon S340.02

Breech flag 1 per cadet S340.02, S341.01, 347.02

Rifle cover 1 per cadet S341.01, S347.02

Rifle sling 1 per cadet S341.01, .02, .03, .04, .05,.07, S347.02, PO 348

Set of front sight inserts 1 per cadet S341.01, .04, .05, .07,S347.02, PO 348

Blinder 1 per cadet S341.01, .02, .04, .05, .07,S347.02, PO 348


2C-2

Item Qty PO/EO

Kit bag 1 per cadet S341.01, S347.02

Marksmanship jacket 1 per cadet S341.01, .02, .03, .04, .05,.07, S347.02, PO 348

Marksmanship sweater 1 per cadet S341.01, .02, .03, .04, .05,.07, S347.02, PO 348

Marksmanship glove 1 per cadet S341.01, .02, .03, .04, .05,.07, S347.02, PO 348

Marksmanship hat 1 per cadet S341.01, .02, .03, .04, .05,.07, S347.02, PO 348

Hearing protectors 1 per cadet S341.01, S347.02, PO 348

Spotting scope with stand 1 per cadet S341.01,S344.03, .04, S347.02

Wind chart 1 per cadet S341.01, S344.04, S347.02

Marksmanship diary 1 per cadet S341.01, S347.02

Group-centering device 1 per cadet S341.01, S343.02,S344.04, S347.02

Grease pencil 1 per cadet S341.01, S343.02,S344.04, S347.02

Ammunition box 1 per cadet S341.01, S347.02, PO 348

Hand towel 1 per cadet S341.01, S347.02

Ground sheet 1 per cadet S341.01, S347.02

Clear plastic bag 1 per cadet S341.01, S347.02

Rifle cleaning table 6 per platoon S340.03

Cleaning rod 1 per cadet S340.03

Bore guide 1 per cadet S340.03

Jag 1 per cadet S340.03

Bronze cleaning brush 1 per cadet S340.03

Litium grease (tube) 1 per course S340.03

Cleaning patches (bundle) 5 per cadet S340.03

Lubricating/rust inhibitor oil 1 Litre per course S340.03

Abrasive cleaning solvent 1 Litre per course S340.03


2C-3

Item Qty PO/EO

Non-abrasive cleaning solvent 1 Litre per course S340.03

Chamber strick 8 per platoon S340.03

Paper towel 24 rolls S340.03

Suitable dry-fire target 1 per lane S341.07

Plotting sheet (various distances) 160 per cadet S343.01, .02, PO S348

Insulated water jug 2 per platoon S347.02

Water jerry can 4 per platoon S347.02

Collapsible shade tent 2 per platoon S347.02

Rubber mallet or hammer 2 per platoon S347.02

Three-foot folding table 2 per platoon S347.02

5.56 mm ammunition 600 per cadet PO 348

Target frame 1 per lane S347.04

Suitable target 1 per lane S347.04, PO 348

Shot and value indicators 2 per lane S347.04

Target patches of suitable colour 4 per lane S347.04

Safety helmet 1 per cadet S347.04

Message card 1 per cadet S347.04



2C-4

A-CR-CCP-719/PG-001Chapter 2, Annex D

2D-1

REFERENCES

TEXTS HELD BY CSTC

A2-070 Standard Operating Procedure # 18: Ammunition and Rifle Security. Nepean, ON: Departmentof National Defence.

ADDITIONAL TEXTS REFERENCED DURING DEVELOPMENT

A0-036 Cadets Canada (n.d.). Canadian Cadet Movement: Biathlon Championship Series. Ottawa, ON:Department of National Defence.

A0-098 CATO 14-42 Director Cadets 4 (2007). CATO 14-42, Biathlon Common Program. Ottawa, ON:Department of National Defence.

A2-027 CATO 42-01 D Cdts (2005). Summer Training Directive Royal Canadian Army Cadets. Ottawa,ON: Department of National Defence.

A2-068 B-GL-381-001/TS-000 Director Army Training (2007). Operational Training: Training Safety.Ottawa, ON: Department of National Defence.

A2-071 C-71-328-000/MB-001 Director Soldier Systems Program Management 5. (2001). OperatingInstructions: Rifle, Targer, 5.56mm, C11. Ottawa, ON: Department of National Defence.

A2-072 C-71-347-000/MS-001 Director Soldier Systems Program Management 5. (2001). Operator’sManual: Rifle, Target, 7.62mm, C12A1. Ottawa, ON: Department of National Defence.

A2-073 B-GL-304-003/TS-002 Director Army Training (1990). Operational Training - Volume 3, Part 2,Chapter 3. Ottawa, ON: Department of National Defence.

A2-074 B-GL-382-001/PT-001 Director Army Training (2007). Canadian Forces Operational ShootingProgramme. Ottawa, ON: Department of National Defence.

A2-075 C-71-328-000/MD-001 Director Soldier Systems Program Management 5. (2002). EquipmentDescription: Rifle, Target, 5.56mm, C11. Ottawa, ON: Department of National Defence.

C0-002 (ISBN 0-88962-630-8) Leblanc, J. and Dickson, L. (1997). Straight Talk About Children and Sport:Advice for Parents, Coaches and Teachers. Oakville, ON and Buffalo, NY: Mosaic Press.

C0-028 (ISBN 0-07-046513-4) Newstrom, John and Scannell, Edward (1998). The Big Book of TeamBuilding Games. New York, NY: McGraw-Hill.

C0-055 (ISBN 0-88011-512-2) Clifford, C and Feezell, R.M. (1997). Coaching for Character. USA: HumanKinetics Publishers, Inc.

C0-089 (ISBN 0-936070-22-6) Anderson, B. (2000). Stretching: 20th Anniversary (Rev. ed). Bolinas, CA:Shelter Publications, Inc.

C0-114 (ISBN 0-02-863656-2) Pell, A.R. (1999). The Ccmplete Iiiot’s Guide to Team Building.Indianapolis, IN: Alpha Books.

C0-244 (ISBN 0-7879-6075-6) Lencioni, P. (2002). The Five Dysfunctions of a Team. San Francisco,CA: Jossey-Bass.

C0-267 (ISBN 1-57542-212-3) MacGregor, M. (2007). Everyday Leadership: Attitudes and Actions forRespect and Success. Minneapolis, MN: Free Spirit Publishing, Inc.


2D-2

C0-268 (ISBN 978-1-57542-265-7) MacGregor, M. S. (2008). Teambuilding with Teens: Activities forLeadership, Decision Making and Group Success. Minneapolis, MN: Free Spirit Publishing.

C2-098 Constantine, R. (1998). Modern Highpower Competition: From Beginner to Master. Manchester,CT: Precision Shooting Inc.

C2-107 (ISBN 0-9691359-5-5) Koterlitzov, N. and Ball, A. (2000). The Shooting Cookbook: ShootingDrill for Percision Shooting, Sequence, Biathlon and Summer Biathlon. Vancouver, BC: AballSoftware Inc.

C2-197 Tompkins, N.H. (2006). Prone and Long-Range Rifle Shooting. Prescott, AZ: Nancy H. Tompkins.

C2-200 United States Army Marksmanship Unit. (n.d.). International Rifle Guide. Fort Benning, GA:Civilian Marksmanship Program.

C2-202 Cunningham, K., & Miller, L. (2003). The Dream Team. Burnt River, ON: MilCun MarksmanshipComplex.

C2-205 (ISBN 978-1-5-58160-532-7) Cunningham, K., & Miller, L. (2006). The Wind Book for RifleShooters. Boulder, CO: Paladin Enterprises, Inc.

C2-206 (ISBN 978-3-98-097461-8) Bühlmann, G., Reinkemeier, H., & Eckhardt, M. (2005). Ways of theRifle (B. Murray, Trans.). Dortmund, Germany: MEC (Original work published 2002).

C2-213 Brennan, D. (2000). The Highpower Shooting Primer. Manchester, CT: Precision Shooting, Inc.

C2-218 Domey, R. (1989). Mental Preperation for Shooting Success. Pullman, WA: College HillCommunications.

WEBSITES

A2-069 Standing Orders and Safety Orders. (2006). Retrieved October 7, 2008, from http://www.cfsuo.forces.gc.ca/ope/crp-pcc/doc/so-op-2008-eng.pdf.

C0-243 Matrix Teams. (2006). Retrieved February 18, 2008, from http://www.nwlink.com/~donclark/leader/leadteam2/html.

C2-209 Athlings History. (2006). Retrieved October 3, 2008, from http://www.ccrs.taraccrs.co.uk/athlings_history.htm.

C2-210 Rules for the Conduct of Fullbore Rifle Competitions. (2006). Retrieved October 3, 2008, fromhttp://www.dcra.ca/CFRC%20Rules/Rulebook.

C2-211 General History. (2006). Retrieved October 3, 2008, from http://www.nra.org.uk/common/asp/general/history.htm.

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CHAPTER 3CADET EVALUATION

PURPOSE

1. The purpose of this chapter is to outline the specific evaluation requirements for achievement of FullboreMarksman Phase I qualification.

LEARNER EVALUATION

2. A-P9-050-000/PT-Z01, Manual of Individual Training and Education, Volume 1 defines learner evaluationas, “the assessment of progress made by participants during an instructional programme (formative evaluation)and of their achievement at the end of the programme (summative evaluation).”

3. Formative evaluation, or assessment for learning, takes place during a phase of instruction and helps thecadet and instructor recognize progress or lapses in learning. Through formative evaluation, the instructor can:

a. identify when corrective or remedial action is required;

b. plan the next steps in instruction, provide the cadet with feedback so they can improve; and

c. reinforce learning to aid the cadet in retaining information.

4. Formative evaluation may also incorporate the Performance Checks (PCs) employed in summativeevaluation, allowing the cadet opportunities for practice prior to the PC. Details for assessment for learning areoutlined within the applicable lesson specifications found in Chapter 4.

5. Summative evaluation, or assessment of learning, takes place to determine whether learners haveachieved POs, or critical EOs (those deemed prerequisites to further individual training and education) and areused at the end of a phase of instruction. Details for assessment of learning are detailed within this chapter.

CADET EVALUATION DESIGN AND DEVELOPMENT

6. Cadet evaluation is designed and developed incorporating contemporary professional practices from thefields of education and youth development as well as considering best practices in use within the CanadianCadet Organizations (CCO).

7. Cadet evaluation is designed and developed so that all cadets are capable of achieving all POs andassociated EOs. To motivate the cadet to learn, cadet evaluation builds on success and confidence rather thandemotivating them with failure and defeat.

8. The following fundamental assessment principles shall guide the design, development and conduct ofFullbore Marksman Phase I assessment activities:

a. in advance of training, the instructor shall inform the cadet of POs and EOs associated with thequalification;

b. in advance of training, the instructor shall inform the cadet of the assessment plan for thequalification and provide the cadet with an opportunity to review the applicable forms used inassessment;

c. assessment information shall be shared between the instructor and the cadet and used to reviseand guide instruction and learning;

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d. the instructor shall provide feedback that is descriptive, constructive, frequent, and timely; helpingthe cadet identify strengths and address areas requiring improvement;

e. the cadet shall be actively, consistently and effectively involved in assessment, including learningto manage their own learning through the skills of self-assessment; and

f. the cadet shall be encouraged to actively, consistently and effectively communicate with othersabout their learning progress.

CP DEVELOPMENTAL PERIODS (DPs)

9. The CP is designed across adolescent DPs adapted to suit the CP target population. Outlined in eachDP are specific philosophies and approaches to learning and assessment that influence design, developmentand conduct of cadet training and assessment.

10. A DP is a time frame, during a cadet’s progression through the CP, in which the cadet participates intraining and is provided opportunities to develop desired knowledge, skills and attitudes that support the aimof the CP and contribute to the achievement of the CP outcomes.

11. Progressive training levels, and associated learning objectives, distinguish each DP; ensuring trainingis relevant, achievable and age-appropriate for the cadet population. DPs and associated training levels aredesigned to be completed in a sequential manner and are also fluid, which allows a cadet to progress to thenext training level or DP while still working on completion of learning objectives from the previous level or DP.

12. The design and development of cadet training and evaluation is based on the basic overview of the DPcharacteristics located at Annex A.

CADET ASSESSMENT OF LEARNING PLAN

13. The Assessment of Learning Plan located at Annex B, provides an overall strategy for using assessmentactivities to determine if the cadet meets the requirements for the Fullbore Marksman Phase I qualification. TheAssessment of Learning Plan will:

a. provide an outline of each assessment of learning activity; including its purpose, when it will occurand details the assessment instrument(s) used to support cadet evaluation;

b. identify the learning target(s) associated with the PO and/or EO being assessed, to include:

(1) Knowledge Mastery. The facts, concepts and theory a cadet needs to know;

(2) Reasoning Proficiency. A cadet uses what they know to solve a problem, make a decision,make a plan, think critically, set goals, or self-assess;

(3) Skills. Performance demonstration; where the cadet demonstrates their ability to performa skill. To be assessed, these performances must be demonstrated by the cadet andobserved by an assessor;

(4) Ability to Create Products. A cadet uses their knowledge, reasoning and skills to createa concrete product; and/or

(5) Attitudinal/Dispositional Changes. A cadet’s attitude about learning, safety, conduct, etc.Targets in this realm reflect attitude and feeling. They represent important affective goalswe hold for a cadet as a by-product of their CP experience, and as such are not generallyassessed for the purpose of attaining a qualification.

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c. identify the assessment method(s) that best matches PO and/or EO learning targets, to include:

(1) Selected Response. A cadet selects the correct or best response from a list provided.Formats include multiple choice, true/false, matching, short answer, and fill-in-the-blankquestions. Although short answer and fill-in-the-blank questions do require the cadet togenerate an answer, they call for a very brief answer that is counted as right or wrong, sothese have been included in the selected response category;

(2) Extended Written Response. A cadet is required to construct a written answer in responseto a question or task rather than select one from a list. An extended written response is onethat is at least several sentences in length;

(3) Performance Assessment. This assessment method is based on observation andjudgment; a performance or product is observed and a determination is made as to itsquality; and/or

(4) Personal Communication. Gathering information about a cadet through personalcommunication; learning is assessed through interpersonal interaction with the cadet.

ASSESSMENT INSTRUMENTS

14. Specific assessment instruments have been designed to support each assessment activity within theAssessment of Learning Plan. These are meant to standardize assessment activities and cadet evaluation forall cadets attempting the qualification. Assessment instruments are located at the appendices to Annex B.

ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES

15. No additional cadet evaluations, eg, theory tests or performance checks, are to be used to determineFullbore Marksman Phase I qualification. Therefore, these national standards are not to be supplemented withadditional CSTC standards.

FULLBORE MARKSMAN PHASE I QUALIFICATION STANDARD

16. The standard for the Fullbore Marksman Phase I qualification is successful completion of each PO asoutlined in the Fullbore Marksman Phase I Qualification Record.

RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT

17. Certain POs within the Assessment of Learning Plan allow for recognition of an enhanced proficiencylevel of achievement. The assessment instructions for the applicable PCs outline how proficiency levels areachieved and recorded on the Qualification Record. This information highlights the cadet’s strength(s) withinthe achievement of the qualification. The following definitions differentiate baseline proficiency and enhancedproficiency levels of achievement:

a. Baseline Proficiency. A cadet achieves baseline proficiency by demonstrating the performancestandard outlined in the applicable PO; and

b. Enhanced Proficiency. A cadet achieves enhanced proficiency by exceeding the performancestandard outlined in the applicable PO.

A-CR-CCP-719/PG-001

3-4

CADETS NOT MEETING THE QUALIFICATION STANDARD

18. A cadet who does not meet the qualification standard for any PO shall be given a reasonable opportunityto achieve the standard. Unless otherwise specified in the Assessment of Learning Plan and associatedassessment instruments, there is no limit to the number of additional opportunities that may be afforded to thecadet, provided it is within the time and resource limitations of the CSTC.

19. If, by the end of the course, a cadet has yet to successfully complete any PO, they will be assessedas incomplete.

20. CATO 15-22, Conduct and Discipline – Cadets, and CATO 13-26, Return to Unit – Cadets, providedirection on dealing with cadets not meeting the qualification standard due to:

a. attendance at mandatory training,

b. conduct, or

c. medical reasons.

RECORDING AND REPORTING CADET ACHIEVEMENT

21. The progress of each cadet shall be recorded on the Fullbore Marksman Phase I Qualification Record,located at Annex C. The Fullbore Marksman Phase I Qualification Record for each cadet shall be forwardedto the applicable corps, through the appropriate chain of command. Commanding Officers are responsible forensuring the results are recorded on each cadet’s DND 2399, Cadet Personnel Record.

FULLBORE MARKSMAN PHASE I CERTIFICATE OF QUALIFICATION

22. A CF 558, Cadet Certificate of Qualification (NSN 7530-21-870-7685), shall be awarded to each cadetupon successful completion of the Fullbore Marksman Phase I qualification.

MONITORING CADET PROGRESS

23. An initial interview shall be conducted with each cadet at the start of the course to discuss qualification;objectives, schedule, and assessment activities. Course staff should take this opportunity to get to know thecadet and to help the cadet set personal course goals.

24. Course staff will be required to meet with each cadet throughout the course to discuss learning progresstowards qualification. These feedback interviews are related to the assessment for learning activities outlinedwithin the applicable lesson specifications located in Chapter 4.

25. A final interview shall be conducted with each cadet at the end of the course to discuss:

a. the completed Fullbore Marksman Phase I Qualification Record;

b. the cadet’s goals that were discussed during the initial interview; and

c. new goals for returning back to the corps.

26. Guidelines for conducting cadet interviews are located in Annex D and the Cadet Interview Form islocated in Annex D, Appendix 1.

TRAINING COUNSELLING SESSION

27. A training counselling session is used when a cadet is having difficulties progressing toward qualificationand an intervention is required to set goals for corrective action and/or remedial instruction. These counsellingsessions focus on training related issues. The Pl Comd is responsible for conducting training counselling

A-CR-CCP-719/PG-001

3-5

sessions. Guidelines for conducting training counselling sessions are located in Annex E and the TrainingCounselling Session Form is located in Annex E, Appendix 1.

TRAINING REVIEW BOARD (TRB)

28. When a cadet continues to have difficulties or has a significant difficulty progressing towards qualification,the Pl Comd should meet with the Crse O to determine what additional intervention is required to ensureimprovement or determine if another course of action is more appropriate considering the circumstances, eg,Return to Unit (RTU). The Crse O is responsible for conducting a TRB and may include other staff, eg, SpecialtyInstructors, Medical Staff, Standards Staff. Normally, the cadet is not present during the TRB, but the cadet’sperspective and participation can help determine the best course of action. Guidelines for conducting a TRBare located in Annex F and the TRB Form is located in Annex F, Appendix 1.

A-CR-CCP-719/PG-001


3-6


3A-1

CHARACTERISTICS OF CP DPs



3A-2


3B-1

FULLBORE MARKSMAN PHASE I ASSESSMENT PLAN


3B-2

A-CR-CCP-719/PG-001Chapter 3, Annex B, Appendix 1

3B1-1

S340 PC – ASSESSMENT INSTRUCTIONS

PREPARATION

PRE-ASSESSMENT INSTRUCTIONS

Review the assessment plan, assessment instructions and S340 PC C11 Target Rifle Handling Checklist andbecome familiar with the material prior to conducting the assessment.

There are two 40–minute periods allotted for this PC. It is to be administered at the conclusion of PO S340(Handle the C11 Target Rifle, Chapter 4, Section 5) and prior to any cadet firing the C11 Target Rifle.

Photocopy the S340 PC C11 Target Rifle Handling Checklist for each cadet.

PRE-ASSESSMENT ASSIGNMENT

The cadet shall review the S340 PC C11 Target Rifle Handling Checklist and become familiar with theassessment criteria prior to the handling test.

ASSESSMENT METHOD

Performance assessment and personal communication were chosen as it allows the assessor to observe thecadet’s ability to handle the C11 Target Rifle and make a judgment on the quality of performance.

CONDUCT OF ASSESSMENT

PURPOSE

The purpose of this PC is to assess the cadet’s ability to handle the C11 Target Rifle in a safe manner.

RESOURCES

S340 PC C11 Target Rifle Handling Checklist,

C11 Target Rifle,

Shooting mat,

5.56-mm dummy round,

Breech flag,

Wide straight blade screwdriver, and

5/32 Allen wrench.

ASSESSMENT ACTIVITY LAYOUT

This assessment shall be conducted in a classroom or training area large enough to accommodate the entiregroup.


3B1-2

ASSESSMENT ACTIVITY INSTRUCTIONS

While observing the cadet handling the C11 Target Rifle, assess the quality of each actionby making a check mark on the Handling Checklist under the descriptive statement that bestrepresents this judgment.

The criteria for the handling of the C11 Target Rifle are assessed as:

Incomplete. The skill(s) was not attempted or completed.

Completed. The skill(s) was completed with or without difficulty and/or assistance.

Make notes of observations to provide descriptive post-assessment feedback.

1. Have the cadet select and name eight parts of the C11 Target Rifle.

2. Have the cadet select and describe four characteristics of the C11 Target Rifle.

3. Have the cadet assemble the C11 Target Rifle.

4. Have the cadet perform an individual safety check.

5. Have the cadet load the C11 Target Rifle.

6. Have the cadet unload the C11 Target Rifle.

POST ASSESSMENT INSTRUCTIONS

RECORDING ASSESSMENT RESULTS

1. Indicate the overall performance assessment on the Handling Checklist as:

a. Incomplete. The cadet did not achieve the performance standard by not attempting one or moreof the skills; or

b. Completed. The skill(s) was completed with or without difficulty and/or assistance.

2. Record notes made in the assessor’s feedback section of the Handling Checklist.

3. Sign and date the Handling Checklist.

4. Ensure a copy of the Handling Checklist is attached to the cadet’s training file.

5. The overall result will be recorded on the Fullbore Marksman Phase I Qualification Record located atAnnex C.

PROVIDING ASSESSMENT FEEDBACK

Discuss the overall performance results with the cadet and provide them with a copy of the completed HandlingChecklist.


3B1-3


3B1-4


3B1-5


3B1-6


3B2-1


PREPARATION


Review the assessment plan, assessment instructions and S341 PC Assessment Checklist/Rubric and becomefamiliar with the material prior to conducting the assessment.

There are no periods allotted for this PC. It is to be administered following the completion of PO S341 (Applythe Principles of Marksmanship While Firing the C11 Target Rifle, Chapter 4, Section 6). It is recommendedthat the cadet be assessed during EO S348.01 (Fire the C11 Target Rifle During Grouping Practice at 100 m,Chapter 4, Section 10).

Photocopy the S341 PC Assessment Checklist/Rubric for each cadet.


Have the cadet review the S341 PC Assessment Checklist/Rubric and become familiar with the assessmentcriteria prior to EO S348.01 (Fire the C11 Target Rifle During Grouping Practice at 100 m, Chapter 4,Section 10).

ASSESSMENT METHOD

Performance assessment was chosen as it allows the assessor to observe the cadet’s ability to perform therequired skills and make a judgment on the quality of performance.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to apply the principles of marksmanship while firing theC11 Target Rifle.

RESOURCES

S341 PC Assessment Checklist/Rubric,

C11 Target Rifle,

Rifle sling,

Marksmanship jacket,

Marksmanship sweater,

Marksmanship glove,

Marksmanship hat, and

Shooting mat.


As per EO S348.01 (Fire the C11 Target Rifle During Grouping Practice at 100 m, Chapter 4, Section 10).


3B2-2


The cadet may be provided assistance (eg, reminders, guided questions).

While observing each skill being performed, make a judgment and indicate on theAssessment Checklist/Rubric whether the skill was:

Incomplete. The skill was not attempted or not completed even with assistance.

Completed With Difficulty. The skill was completed with some difficulty/assistance.

Completed Without Difficulty. The skill was completed without major difficulty/assistance.

Exceeded Standard. The skill was completed without difficulty/Assistance.

Make notes of observation to provide descriptive post-assessment feedback.

1. Fill in the name and platoon number of the cadet and the date of the assessment on the AssessmentChecklist/Rubric.

2. Have the cadet fire the C11 Target Rifle and evaluate the cadet’s performance of the principles ofmarksmanship.

The cadet is required to perform items 1–10 and 16–19 on the Assessment Checklist/Rubricto achieve the performance standard. Items 11–15 are required to exceed the performancestandard.

3. Where time permits cadets may be retested to upgrade their results.



1. Indicate the overall assessment on the Assessment Checklist/Rubric as:

a. Incomplete. The cadet has not achieved the performance standard by not completing at least oneof the required skills;

b. Completed With Difficulty. The cadet has achieved the performance standard by completing oneor more of the required skills with difficulty;

c. Completed Without Difficulty. The cadet has achieved the performance standard by completingall required skills without difficulty;

d. Exceeded Standard. In addition to achieving the performance standard without difficulty, the cadethas exceeded the performance standard by completing items 11–15 and exceeding the standardin items 16–18.


3B2-3

2. Record notes and observations in the assessor’s feedback box.

3. Sign and date the Assessment Checklist/Rubric.

4. Ensure a copy of the Assessment Checklist/Rubric is attached to the cadet’s training file and one copyis given to the cadet.


Discuss the overall performance results with the cadet. Use positive feedback to reinforce the skills that wereperformed without difficulty. Identify the skills that were performed incomplete/with difficulty and review the skillswith the cadet, explaining how to perform the skills.


3B2-4


3B2-5


3B2-6


3B3-1


PREPARATION


Review the assessment plan, assessment instructions and S343 PC Assessment Rubric and become familiarwith the material prior to conducting the assessment.

There are no periods allotted for this PC. It is to be administered following the completion of PO S343 (Performthe Duties of a Plotter, Chapter 4, Section 7). It is recommended that the cadet be assessed during EO S348.02(Fire the C11 Target Rifle During Coached Application at Short-Range, Chapter 4, Section 10).

Photocopy the S343 PC Assessment Rubric for each cadet.


Have the cadet review the S343 PC Assessment Rubric and become familiar with the assessment criteriaprior to the EO S348.02 (Fire the C11 Target Rifle During Coached Application at Short-Range, Chapter 4,Section 10).

ASSESSMENT METHOD

Performance assessment was chosen as it allows the assessor to observe the cadet’s ability to perform therequired duties and make a judgment on the quality of performance.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to perform the duties of a plotter during a coachedpractice at short range.

RESOURCES

S343 PC Assessment Rubric,

Spotting scope with stand,

Group-centring device,

Grease pencil, and

Plotting sheet.


As per EO S348.02 (Fire the C11 Target Rifle During Coached Application at Short-Range, Chapter 4,Section 10).


The cadet may be provided assistance (eg, reminders, guided questions).


3B3-2

While observing each of the duties being performed, make a judgment and indicate on theAssessment Rubric whether the duty was:

Incomplete. The duty was not attempted or not completed even with assistance.

Completed With Difficulty. The duty was completed with some difficulty/assistance.

Completed Without Difficulty. The duty was completed without major difficulty/assistance.

Exceeded Standard. The duty was completed without difficulty or assistance andexceeded the performance standard.

Make notes of observation to provide descriptive post-assessment feedback.

1. Fill in the name and platoon number of the cadet and the date of the assessment on the AssessmentRubric.

2. Have the cadet perform the duties of a plotter at the start of a relay and observe them for a minimumof 15 minutes.

3. Using a spotting scope, observe the shots the cadet is plotting, then plot the same shots on a separateplotting sheet and compare it with the cadet’s plotting sheet.

4. Evaluate the cadet’s performance of the duties of a plotter and record the result by circling the appropriatedescription the Assessment Rubric for each criterion.

5. Where time permits, the cadet may be retested to upgrade their results.



1. Indicate the overall assessment on the Assessment Rubric as:

a. Incomplete. The cadet has not achieved the performance standard by not completing at least oneof the required duties;

b. Completed With Difficulty. The cadet has achieved the performance standard by completing oneor more of the required duties with difficulty;

c. Completed Without Difficulty. The cadet has achieved the performance standard by completingall duties without difficulty; or

d. Exceeded Standard. In addition to achieving the performance standard without difficulty, the cadethas exceeded the performance standard for two of the duties.

2. Record notes and/or observations in the assessor’s feedback box.

3. Sign and date the Assessment Rubric.

4. Ensure a copy of the Assessment Rubric is attached to the cadet’s training file and one copy is givento the cadet.


3B3-3


Discuss the overall performance results with the cadet. Use positive feedback to reinforce the duties that wereperformed without difficulty. Identify the duties that were performed with difficulty and review the duties with thecadet, explaining how to perform the duties without difficulty.


3B3-4


3B3-5



3B3-6


3C-1

FULLBORE MARKSMAN PHASE I QUALIFICATION RECORD



3C-2


3D-1

CADET INTERVIEW GUIDELINES

PREPARATION FOR INITIAL INTERVIEW

PRE-INTERVIEW INSTRUCTIONS

Review the interview guidelines and the cadet interview form in Appendix 1 and become familiar with thematerial prior to conducting the interview.

Make copies of the course schedule, Assessment of Learning Plan located in Annex B and associated PCassessment instruments located in the appendices of Annex B, and make them available to each cadet a dayprior to the interview.

Schedule interviews to allow approximately 10–15 minutes per cadet.

PRE-INTERVIEW ASSIGNMENT

Have the cadets review the course objectives, schedule and assessment activities and come to the interviewprepared to discuss these aspects of the course and expectations and personal goals they may have for thecourse.

CONDUCT OF INITIAL INTERVIEW

PURPOSE

The purpose of the initial interview is to discuss course objectives, schedule and assessment activities. This isalso an opportunity to get to know the cadet and help the cadet set personal goals.

RESOURCES

Cadet Interview Form,

Pen/pencil, and

Suitable interview location.

INTERVIEW LAYOUT

Set up the interview location so that both the interviewer and cadet will be comfortable.

INTERVIEW INSTRUCTIONS

Tips for a successful interview:

Ask questions that will provoke thought; in other words avoid questions with a yes orno answer.

Manage time by ensuring the cadet stays on topic.

Listen and respond in a way that indicates you have heard and understood the cadet.This can be done by paraphrasing their ideas.

Give the cadet time to respond to your questions.

1. Have the cadet enter the area of the interview.

2. Ask the cadet the questions on Part 1 of the Cadet Interview Form.


3D-2

3. Have the cadet sign the Cadet Interview Form, Section 2.

4. Sign the Cadet Interview Form, Section 2.

POST-INTERVIEW INSTRUCTIONS

Meet with each cadet throughout the course to discuss their progress towards achieving the qualification.These feedback interviews should be directly related to the assessment for learning activities outlined withinthe applicable lesson specifications located in Chapter 4.

PREPARATION FOR FINAL INTERVIEW

PRE-INTERVIEW INSTRUCTIONS

Review the interview guidelines and Cadet Interview Form and become familiar with the material prior toconducting the interview.

Review the cadet’s completed Qualification Record and related assessment instruments as well as thecompleted Section 1 and 2 of the Cadet Interview Form.

Schedule interviews to allow approximately 10–15 minutes per cadet.

PRE-INTERVIEW ASSIGNMENT

Have the cadets review the personal goals they established at the beginning of the course and come to theinterview prepared to discuss their success in reaching those goals. Have cadets think about their personalgoals for returning to their corps.

CONDUCT OF FINAL INTERVIEW

PURPOSE

The purpose of the final interview is to discuss; the completed Qualification Record, the cadet’s goals that werediscussed during the initial interview, and new goals for returning to the corps.

RESOURCES

Cadet Initial Interview Form,

Pen/pencil; and

Suitable interview location.

INTERVIEW LAYOUT

Set up the interview location so that both the cadet and the interviewer will be comfortable.


3D-3

INTERVIEW INSTRUCTIONS






1. Ask the cadet questions in Section 3 of the Cadet Interview Form.

2. Provide the cadet with a copy of their completed Qualification Record and discuss their learning progresstowards course objectives.

3. Ask the cadet the remaining questions on the form.

4. Have the cadet sign the Cadet Interview Form.

5. Sign the Cadet Interview Form.

POST-INTERVIEW INSTRUCTIONS

Ensure the Cadet Certificate of Qualification, CF 558 (NSN 7530-21-870-7685), is awarded to each cadet uponsuccessful completion of the qualification.

Ensure the completed Qualification Record for each cadet is forwarded to the applicable corps, through theappropriate chain of command.



3D-4

A-CR-CCP-719/PG-001Chapter 3, Annex D, Appendix 1

3D1-1

CADET INTERVIEW FORM

SECTION 1 – CADET PARTICULARS

Surname:

Name:

Course:

Platoon:

Corps:

Rank:

SECTION 2 – INITIAL INTERVIEW

1. What are your expectations for the course?

2. Do you have any questions of curiosity about the course objectives,schedule and/or assessment of learning activities?

3. What course activities do you enjoy most?

4. What are your strengths?

5. What are some areas you would like to improve during the course?What personal goals would you like to establish while on course?

6. Do you have any medical conditions/allergies that course staffshould be aware of?

Additional Comments

Cadet’s Signature:

Pl Comd Signature: Date:

A-CR-CCP-719/PG-001Chapter 3, Annex D, Appendix 1

3D1-2

SECTION 3 – FINAL INTERVIEW

1. How did you enjoy the course?

2. What were some of your likes and dislikes about the trainingactivities?

Likes:

Dislikes:

3. How can you apply what you have learned on this course at yourhome corps?

4. What are some new personal goals you will establish upon returningto the corps.

5. What training opportunities are you interested in next summer?

Additional Comments


Pl Comd Signature: Date:

A-CR-CCP-719/PG-001Chapter 3, Annex E

3E-1

TRAINING COUNSELLING SESSION GUIDELINES

PREPARATION

PRE-COUNSELLING SESSION INSTRUCTIONS

Review the counselling instructions and Training Counselling Session Form and become familiar with thematerial prior to conducting the training counselling session.

CONDUCT OF TRAINING COUNSELLING SESSION

PURPOSE

The purpose of the Training Counselling Session is to formally meet with a cadet who is having difficultyachieving and/or maintaining qualification standards and to create an action plan to assist this cadet.

RESOURCES

Training Counselling Session Form,

Pen/pencil, and

Suitable boardroom.

COUNSELLING SESSION LAYOUT

Set up a table with chairs for the cadet and the staff.

COUNSELLING SESSION INSTRUCTIONS






1. Have the cadet enter the counselling room.

2. Inform the cadet of the situation; the cadet is not achieving and/or maintaining qualification standards.

3. Determine the following:

a. the seriousness of the failure,

b. areas of difficulty,

c. exceptional circumstances affecting the training progress,

d. the behaviour of the cadet,

e. the effort and motivation of the cadet, and

f. whether or not sufficient training support was provided.

A-CR-CCP-719/PG-001Chapter 3, Annex E

3E-2

4. Create an action plan with the cadet that addresses the reasons for the failure and the action the cadetshould take to be successful.

The action plan must be achievable for the cadet, address the reasons for the failure andprovide the cadet with guidelines on the action they must take to be successful.

5. Brief the cadet on the consequences should no improvement be noticed.

6. Have the cadet sign the Training Counselling Form.

7. Sign the Training Counselling Form.

POST-COUNSELLING INSTRUCTIONS

Provide a recommendation to the cadet’s staff. The outcome of a training counselling session can lead to thefollowing:

1. recommend continued training with further counselling and retesting following additional instruction;

2. recommend continued training with further counselling and retesting following additional practice; or

3. recommend a Training Review Board.

A-CR-CCP-719/PG-001Chapter 3, Annex E, Appendix 1

3E1-1

TRAINING COUNSELLING SESSION FORM

SECTION 1 – CADET PERS INFORMATION

Surname:

Name:

CSTC:

Course:

Platoon:

Corps:

Circumstances requiring TCS convening:

SECTION 2 – SESSION FINDINGS

(To include training progression to date, effort and motivation of cadet, training support provided,exceptional circumstances, etc)

Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Assessment of the cadet’s conduct:

A-CR-CCP-719/PG-001Chapter 3, Annex E, Appendix 1

3E1-2

SECTION 3 – SESSION RECOMMENDATIONS (ACTION PLAN)

Continued training with further counselling and retesting following additionalinstruction

Continued training with further counselling and retesting following additionalpractice

Training Review Board (TRB)


Pl Comd’s Signature: Date:

SECTION 4 – Crse O REVIEW

I agree with the above recommendation

I disagree with the above recommendation

Reasons:

Alternate course of action:

Crse O Signature: Date:

A-CR-CCP-719/PG-001Chapter 3, Annex F

3F-1

TRAINING REVIEW BOARD (TRB) GUIDELINES

PREPARATION

PRE-TRB INSTRUCTIONS

Review the TRB instructions and Training Review Board Form in Appendix 1 and become familiar with thematerial prior to conducting the training review board.

CONDUCT OF TRB

PURPOSE

The purpose of the TRB is to determine the feasibility of continuing the cadet’s training.

RESOURCES

Training Review Board Form,

Pen/pencil, and

Suitable boardroom.

TRB INSTRUCTIONS

1. Discuss the following:

a. progression of training to date,

b. seriousness of failure,

c. performance in related POs,

d. overall course performance,

e. behaviour assessment of the cadet,

f. effort and motivation of cadet,

g. whether or not sufficient training support was provided, and

h. exceptional circumstances affecting training progression.

The action plan must be achievable for the cadet, address the reasons for the failure andprovide the cadet with guidelines on the action they must take to be successful.

2. Have the cadet sign the Training Review Board Form.

3. Sign the Training Review Board Form.

POST-TRB INSTRUCTIONS

1. Provide a recommendation to the DCO. Possible outcomes of a TRB are:

a. a recommendation of continued training with further counselling and/or a retest following additionalinstruction/practice;

A-CR-CCP-719/PG-001Chapter 3, Annex F

3F-2

b. a recommendation of continued training with a suitable arrangement agreed to by the boardmembers that is in the best interest of all parties; or

c. a recommendation of RTU to the Commanding Officer.

2. Section 5 and 6 will be completed in cases where a RTU is recommended.

A-CR-CCP-719/PG-001Chapter 3, Annex F, Appendix 1

3F1-1

TRAINING REVIEW BOARD FORM

SECTION 1 – CADET PERS INFORMATION

Surname:

Name:

CSTC:

Course:

Platoon:

Corps:

Circumstances requiring TRB convening:

SECTION 2 – BOARD MEMBERS (NAME AND RANK)

Coy Comd:

Stds Officer:

Crse O:

SECTION 3 – BOARD FINDINGS

(To include training progression to date, effort and motivation of cadet, training support provided,exceptional circumstances, etc)

Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Assessment of the cadet’s conduct:


3F1-2

SECTION 4 – BOARD RECOMMENDATIONS

Recommendation to the Commanding Officer for:

Continued training with further counselling and/or additional training and anassessment

Other:

Recommendation of RTU to the Commanding Officer for:

Unsatisfactory Performance, if the cadet is unlikely to meet the requiredstandard for the course and there is no developmental benefit for the cadet toremain with the course (eg, lack of effort, too far behind, etc)

Disciplinary reasons if the cadet’s behaviour is unacceptable. Comments:

Crse O Signature:

Stds O Signature:

Coy Comd Signature: Date:

SECTION 5 – DEPUTY COMMANDING OFFICER (DCO) RECOMMENDATIONS


I disagree with the above recommendation:

Reason:


DCO Signature: Date:


3F1-3

SECTION 6 – COMMANDING OFFICER DECISION


I disagree with the above recommendation:

Reason:


CO Signature: Date:



3F1-4

A-CR-CCP-719/PG-001

4-1-1

CHAPTER 4PERFORMANCE OBJECTIVES

SECTION 1PERFORMANCE OBJECTIVES, TRAINING PLAN AND ON-THE-JOB TRAINING

PURPOSE

1. The purpose of this chapter is to outline the specific POs, Training Plan and On-The-Job (OJT) associatedwith the Fullbore Marksman Phase I qualification.

PERFORMANCE OBJECTIVES

2. POs are a description of the cadet’s ability after training is complete. They include a description, inperformance terms, of what the individual must do, the conditions under which the performance must becompleted, and the standard to which the performance must conform. These three elements are respectivelydefined as:

a. a performance statement,

b. a conditions statement, and

c. a standard.

TRAINING PLAN

3. This chapter also details the training plan that is designed to assist cadets to achieve the required POsusing EOs and Lesson Specifications (LS), which are the key reference used for development of A-CR-CCP-719/PF-001.

ENABLING OBJECTIVES

4. EOs are a description of the cadet’s ability after each unit of learning is complete and constitute a majorstep towards achieving the PO. EOs may correspond to the major components identified in the first round ofdeconstructing POs or they may result from grouping several related components. They are composed of threeessential parts:

a. a performance statement,

b. a conditions statement, and

c. a standard.

LESSON SPECIFICATIONS

5. LSs describe the instructional strategy to be applied to each EO, and include:

a. supporting teaching points,

b. references,

c. learning activities (methods, media and environment),

d. estimated timings,

e. assessment directions, and

f. any remarks that further clarify the design intent.

A-CR-CCP-719/PG-001

4-1-2

INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATION

6. General information including age-appropriateness, definition, application, advantages anddisadvantages for the various methods of instruction commonly accepted as appropriate for cadet training arelocated at Annex A.

ASSESSMENT FOR LEARNING

7. Formative evaluation, or assessment for learning, takes place during a phase of instruction and helpscadets and instructors recognize progress or lapses in learning. These assessments can also provide cadetswith opportunities to practice PCs. This helps to diagnose cadet needs, eg, corrective action or remedialinstruction, plan the next steps in instruction and provide cadets with feedback they can use to improve. It alsoreinforces learning so that it can be retained longer. Details for Fullbore Marksman Phase I assessment forlearning are outlined within the applicable lesson specifications located in this chapter.

OJT – OVERVIEW

8. OJT is a structured yet flexible aspect of training intended to provide the cadet with practical opportunities,outside of their peer group training, to continue developing knowledge and skills in the areas of leadership andinstructional techniques.

9. There is no OJT component for Fullbore Marksman Phase I.

A-CR-CCP-719/PG-001

4-2-1

SECTION 2PO S310 – ATTAIN STANDARD FIRST AID QUALIFICATION

1. Performance. Attain Standard First Aid Qualification.

2. Conditions

a. Given:

(1) Supervision, and

(2) Assistance as required.

b. Denied: N/A.

c. Environmental: Classroom or training area large enough to accommodate the entire group.

3. Standard. IAW the standards and policies of the first aid training provider, the cadet will perform first aid.

4. Remarks

a. A total of 16 periods (two training days) shall be allocated for first aid training.

b. A cadet with a current standard first aid qualification may be exempt from participating in the trainingrelated to this PO. However, the decision to do so is at the discretion of the CSTC and its ability toprovide concurrent activities for the cadet(s). The date the cadet’s first aid qualification was issuedshould also be taken into consideration as it may be more prudent for the cadet to participate andrenew the qualification.

c. First aid training shall be conducted by a nationally recognized first aid training provider.

d. Most first aid training providers organize their curriculum into core and elective topic areas so thatcourses can be tailored to the needs of different audiences. For the purposes of cadet training, inaddition to the core topic areas identified by the first aid training provider, first aid instructors shallselect remaining topic areas based on the following priorities:

(1) priority one topic areas:

(a) emergency scene management (ESM),

(b) shock, unconsciousness and fainting,

(c) choking (adult),

(d) cardiovascular emergencies and one-rescuer cardiopulmonary resuscitation (CPR)(adult), and

(e) severe bleeding;

(2) priority two topic areas:

(a) medical conditions (diabetes, convulsions, asthma and allergies),

(b) secondary survey,

(c) bone and joint injuries,

(d) head/spinal and pelvic injuries,

(e) eye injuries,

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(f) burns,

(g) poisons, bites and stings,

(h) heat and cold illness and injuries, and

(i) chest injuries,

(3) priority three topic areas:

(a) multiple casualty management,

(b) two-rescuer CPR,

(c) automated external defibrillation,

(d) wound care,

(e) rescue carries, and

(f) other topic areas deemed relevant to the CSTC qualification.

e. A cadet may be granted an equivalency where they are able to demonstrate that they have attainedan equivalency qualification which will remain valid for a period of greater than one year. In suchcases, the cadet may be selected to attend a suitable alternative training opportunity provided bythe CSTC.

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SECTION 3PO S311 – PARTICIPATE IN A RECREATIONAL SUMMER BIATHLON ACTIVITY

1. Performance. Participate in a Recreational Summer Biathlon Activity.

2. Conditions

a. Given:

(1) Cadet air rifle,

(2) Cadet air rifle sling,

(3) Safety glasses/goggles,

(4) Air rifle pellets,

(5) Shooting mat,

(6) Container to hold pellets,

(7) Biathlon air rifle target (BART),



b. Denied: N/A.

c. Environmental:

(1) Air rifle range constructed IAW A-CR-CCP-177/PT-001, Canadian Cadet Movement: CadetMarksmanship Program Reference Manual, Part 1, Section 8, and

(2) Running route of approximately 1000 m.

3. Standard. The cadet will participate in a recreational summer biathlon activity by:

a. running a route of approximately 1000 m;

b. firing five to eight rounds in an effort to knock down five targets of the BART;

c. running a second route of approximately 1000 m;

d. firing five to eight rounds in an effort to knock down five targets of the BART;

e. running a third route of approximately 1000 m; and

f. finishing the race.

4. Remarks. All marksmanship activities must be conducted by a Range Safety Officer (RSO).

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EO S311.01 – PARTICIPATE IN A RECREATIONAL SUMMER BIATHLON ACTIVITY

1. Performance. Participate in a Recreational Summer Biathlon Activity.

2. Conditions

a. Given:

(1) Cadet air rifle,

(2) Cadet air rifle slings,

(3) Safety glasses/goggles,

(4) Shooting mat,

(5) Air rifle pellets,

(6) Container to hold pellets,

(7) Biathlon air rifle target (BART),



b. Denied: N/A.

c. Environmental:

(1) Air rifle range constructed IAW A-CR-CCP-177/PT-001, Part 1, Section 8, and

(2) Running route of approximately 1000 m.

3. Standard. The cadet shall participate in a recreational summer biathlon activity, to include:

a. running a route of approximately 1000 m;

b. firing five to eight rounds in an effort to knock down all five targets of the BART;

c. running a second route of approximately 1000 m;

d. firing five to eight rounds in an effort to knock down all five targets of the BART;

e. running a third route of approximately 1000 m; and

f. finishing the race.

4. Teaching Points

a. Explain the components of a recreational summer biathlon activity, to include:

(1) composition,

(2) course layout,

(3) rules and regulations,

(4) scoring,

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(5) penalties, and

(6) out of bounds areas.

b. Conduct a warm-up session composed of light cardiovascular exercises.

c. Conduct a recreational summer biathlon activity IAW paragraph 3.

d. Conduct a cool-down session composed of light cardiovascular exercises.

5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Total:

10 min150 min160 min

6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way for the cadets toparticipate in recreational summer biathlon. This activity contributes to the development of biathlon skillsand knowledge, and promotes physical fitness in a fun and challenging setting.

7. References

a. A0-027 A-CR-CCP-177/PT-001 Director Cadets 3. (2001). Cadet Marksmanship Program:Reference Manual. Ottawa, ON: Department of National Defence.

b. A0-036 Cadets Canada. (n.d.). Canadian Cadet Movement: Biathlon Championship Series.Ottawa, ON: Department of National Defence.

c. A0-098 CATO 14-42 Director Cadets 4. (2007). Biathlon Common Program. Ottawa, ON:Department of National Defence.

d. C0-002 (ISBN 0-88962-630-8) LeBlanc, J., & Dickson, L. (1997). Straight Talk About Children andSport: Advice for Parents, Coaches, and Teachers. Oakville, ON: Mosaic Press.

e. C0-089 (ISBN 0-936070-22-6) Anderson, B. (2000). Stretching: 20th Anniversary (Rev. ed.).Bolinas, CA: Shelter Publications, Inc.

8. Training Aids

a. Cadet air rifle,

b. Cadet air rifle slings,

c. Safety glasses/goggles,

d. Shooting mat,

e. Air rifle pellets,

f. Container to hold pellets,

g. BART,

h. Notice board, and

i. Stopwatches.

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9. Learning Aids. As per paragraph 8.

a. Cadet air rifle,

b. Cadet air rifle slings,

c. Safety glasses/goggles,

d. Shooting mat,

e. Air rifle pellets,

f. Container to hold pellets, and

g. BART.

10. Test Details. N/A.

11. Remarks. N/A.

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SECTION 4PO S331 – PARTICIPATE IN TEAM-BUILDING ACTIVITIES

1. Performance. Participate in Team-Building Activities.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet will participate in team-building activities that:

a. build trust within the group;

b. expand interpersonal communication skills; and

c. allow reflection on experiences and skills acquired.

4. Remarks. N/A.

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EO S331.01 – PARTICIPATE IN ICEBREAKER ACTIVITIES

1. Performance. Participate in Icebreaker Activities.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall participate in icebreaker activities to introduce themselves to members of theirteam.

4. Teaching Points. Conduct icebreaker activities through games.

5. Time

a. Introduction/Conclusion: b. Game: c. Total:

5 min35 min40 min

6. Substantiation. A game was chosen for this lesson as it is a fun and challenging way to encouragecadets to introduce themselves and learn about each other.

7. References

a. C0-028 (ISBN 0-07-046513-4) Newstrom, J., & Scannel, E. (1998). The Big Book of Team BuildingGames. New York, NY: McGraw-Hill.

b. C0-268 (ISBN 978-1-57542-265-7) MacGregor, M.G. (2008). Teambuilding With Teens: Activitiesfor Leadership, Decision Making and Group Success. Minneapolis, MN: Free Spirit Publishing, Inc.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area,

b. Markers,

c. Sticky notes, and

d. Activity equipment as required.

9. Learning Aids

a. Handout of icebreaker activity,

b. Markers,

c. Sticky notes, and

d. Activity equipment as required.

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11. Remarks. N/A.

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EO S331.02 – CONTRIBUTE TO POSITIVE TEAM DYNAMICS

1. Performance. Contribute to Positive Team Dynamics.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall contribute to positive team dynamics, to include:

a. following the team leader;

b. including all participants;

c. encouraging team members;

d. contributing to team morale and esprit de corps;

e. contributing to the accomplishment of team goals;

f. contributing to group decisions;

g. trusting the team;

h. supporting team members;

i. appreciating team members; and

j. celebrating team success.

4. Teaching Points

TP Description Method Time Ref

TP1 Explain the following stages of teamdevelopment:a. forming,b. storming,c. norming,d. performing, ande. adjourning.

InteractiveLecture

15 min C0-243C0-268 (pp. 3–4)

TP2 Conduct an activity in which the cadets willidentify the requirements for team success.

In-ClassActivity

35 min

TP3 Discuss positive team dynamics, to include:a. following the team leader;b. including all participants;

GroupDiscussion

20 min C0-114 (p. 4,pp. 12-13,pp. 15-27)

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c. encouraging team members;d. contributing to team morale and esprit de

corps;e. contributing to the accomplishment of team

goals;f. contributing to group decisions;g. trusting the team;h. supporting team members;i. appreciating team members; andj. celebrating team success.

C0-244(pp. 188–190)C0-266(pp. 88–89)C0-267(pp. 79–81)

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. In-Class Activity: d. Group Discussion: e. Total:

10 min15 min35 min20 min80 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to explain the stages of team development.

b. An in-class activity was chosen for TP 2 as it is an interactive way to provoke thought and stimulateinterest among the cadets about the requirements for team success.

c. A group discussion was chosen for TP 3 as it allows the cadets to interact with their peers andshare knowledge, experiences, opinions and feelings about positive team dynamics.

7. References

a. C0-114 (ISBN 0-02-863656-2) Pell, A. R. (1999). The Complete Idiot’s Guide to Team Building.Indianapolis, IN: Alpha Books.

b. C0-243 Clark, D. (2007). Matrix Teams. Retrieved February 18, 2008, from http://www.nwlink.com/~donclark/leader/leadtem2/html.

c. C0-244 (ISBN 0-7879-6075-6) Lencioni, P. (2002). The Five Dysfunctions of a Team. SanFrancisco, CA: Jossey-Bass Inc., Publishers.

d. C0-266 (ISBN 1-57542-213-1) MacGregor, M. (2007). Building Everyday Leadership in all Teens:Promoting Attitudes and Actions for Respect and Success. Minneapolis, MN: Free Spirit Publishing,Inc.

e. C0-267 (ISBN 1-57542-212-3) MacGregor, M. (2007). Everyday Leadership: Attitudes and Actionsfor Respect and Success. Minneapolis, MN: Free Spirit Publishing, Inc.

f. C0-268 (ISBN 1-57542-265-4) MacGregor, M. (2008). Teambuilding With Teens: Activities forLeadership, Decision Making and Group Success. Minneapolis, MN: Free Spirit Publishing, Inc.

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8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area, and

b. Tape or rope (10 m [32 feet]).

9. Learning Aids. N/A.


11. Remarks. N/A.

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EO S331.03 – DESCRIBE TEAM MARKSMANSHIP

1. Performance. Describe Team Marksmanship.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall describe team marksmanship, to include:

a. types of team matches,

b. roles of team members, and

c. the “seven Cs of a team”.

4. Teaching Points


TP1 Identify types of team matches, to include:a. concurrent, andb. shoulder to shoulder, to include:

(1) eight-firer, and(2) twelve-firer.

InteractiveLecture

5 min C2-210

TP2 Introduce the roles of team members, to include:a. team captain,b. adjutant,c. team technician,d. firer,e. wind coach,f. plotter,g. register keeper, andh. scorekeeper.

InteractiveLecture

10 min C2-202(pp. 37–44)

TP3 Describe the “seven Cs of a team”, to include:a. communication,b. coordination,c. control,d. creativity,e. courage,

InteractiveLecture

15 min C2-202(pp. 10–26)

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f. coaching, andg. confidence.

TP4 Identify the major cadet team matches, toinclude:a. Alexander Graham Bell match,b. Michael Faraday match,c. Rex Goddard match,d. The CANLOAN match, ande. The Buell match.

InteractiveLecture

5 min C2-210

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Total:

5 min35 min40 min

6. Substantiation. An interactive lecture was chosen for this lesson to give an overview on teammarksmanship within the CCM.

7. References

a. C2-202 Cunningham, K., & Miller, L. (2003). The Dream Team. Burnt River, ON: MilCunMarksmanship Complex.

b. C2-210 The Dominion of Canada Rifle Association. (2008). Canadian Fullbore RifleChampionships: 2008 Programme: Cadet Team Matches. Retrieved October 15, 2008, from http://www.dcra.ca/CFRC2008/Entry/CFRC 2008 Program.pdf.

c. C2-210 The Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 15, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm.

8. Training Aids. N/A.



11. Remarks. N/A.

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SECTION 5PO S340 – HANDLE THE C11 TARGET RIFLE

1. Performance. Handle the C11 Target Rifle.

2. Conditions

a. Given:

(1) C11 Target Rifle,

(2) Breech flag,

(3) 5.56-mm dummy rounds,

(4) Shooting mat,



b. Denied: N/A.


3. Standard. The cadet will handle the C11 Target Rifle by:

a. describing the parts and characteristics of the C11 Target Rifle;

b. passing a handling test; and

c. observing safety precautions and range commands.

4. Remarks. The cadet must pass the handling test prior to firing the C11 Target Rifle.

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EO S340.01 – DESCRIBE THE PARTS AND CHARACTERISTICS OF THE C11 TARGET RIFLE

1. Performance. Describe the Parts and Characteristics of the C11 Target Rifle.

2. Conditions

a. Given:




b. Denied: N/A.


3. Standard. IAW C-71-328-000/MB-001, Operating Instructions: Rifle, Target, 5.56 mm C11, the cadetshall describe the parts and characteristics of the C11 Target Rifle.

4. Teaching Points


TP1 Identify the parts of the C11 Target Rifle, toinclude:a. butt plate,b. butt spacers,c. butt,d. cheek piece,e. pistol grip,f. bolt,g. side mounted Trakker rear sight,h. trigger mechanism,i. trigger guard,j. chamber/receiver,k. stock,l. hand stop,m. barrel,n. bi-pod,o. front sight, andp. muzzle.

InteractiveLecture

10 min A2-071 (pp. 3-1to 3-4)

TP2 Describe the characteristics of the C11 TargetRifle, to include:a. single-shot, manually-operated, hand-fed,

bolt action,

InteractiveLecture

10 min A2-075 (pp. 2-1to 2-14)

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b. 28-inch heavy stainless steel Light PalmaProfile barrel with a 4 groove one in ninetwist,

c. fully floating barrel,d. 5.56 mm by 45 mm C77 or Federal

Premium match ammunition,e. left -or right-hand configuration,f. single-stage trigger,g. no applied safety, andh. rear sight, to include:

(1) side mounted Trakker rear sight,(2) micrometer elevation knob,(3) micrometer windage knob, and(4) Vernier scale.

TP3 Discuss safety precautions for the C11 TargetRifle, to include:a. a safety check, to include:

(1) when,(2) how, and(3) why to do one; and

b. consequences of handling the rifle in anunsafe manner.

InteractiveLecture

10 min C2-210(p. R16/4)

TP4 Explain and demonstrate the actions to be takenfor malfunctions of:a. the C11 Target Rifle, andb. 5.56-mm ammunition.

Demonstration 5 min C2-210(p. R16/5–R16/6)

5. Time

a. Introduction/Conclusion: b. Interactive Lecturec. Demonstration: d. Total:

5 min30 min

5 min40 min

6. Substantiation

a. An interactive lecture was chosen for TP 1–3 to present basic knowledge of the parts andcharacteristics of the C11 Target Rifle.

b. A demonstration was chosen for TP 4 as it allows the instructor to explain and demonstrate theactions to be taken for malfunctions.

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7. References

a. A2-071 C-71-328-000/MB-001 Director Soldier Systems Program Management. (2001). OperatingInstructions, Rifle, Target, 5.56 mm, C11. Ottawa, ON: Department of National Defence.

b. A2-075 C-71-328-000/MD-001 Director Soldier Systems Program Management. (2002).Equipment Description, Rifle, Target, 5.56 mm, C11. Ottawa, ON: Department of National Defence.

c. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of Fullbore RifleCompetitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/Rule Book.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate for theclassroom/training area.

b. C11 Target Rifle, and

c. Breech flag.

9. Learning Aids

a. C11 Target Rifle, and

b. Breech flag.

10. Test Details. This EO is assessed IAW S340 PC (Chapter 3, Annex B, Appendix 1).

11. Remarks

a. Divide the cadets into their coaching sections for this lesson.

b. Assistant instructors are recommended for this lesson.

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EO S340.02 – EXECUTE RANGE COMMANDS

1. Performance. Execute Range Commands.

2. Conditions

a. Given:


(2) 5.56-mm dummy rounds,

(3) Breech flag,



b. Denied: N/A.


3. Standard. The cadet shall execute range commands by taking the necessary actions on the followingcommands:

a. Move up onto the firing point with (or without) your rifles but remain standing and do not aim orload yet.

b. You may lie down and start your preparations, but do not load until ordered.

c. You may now load and commence firing.

d. Cease firing; Cease firing; Lower targets; clear and make safe; remain on the firing point.

e. Stop firing. This is the end of your time limit; clear and make safe; stay on the firing point.

4. Teaching Points


TP1 Explain, demonstrate and have the cadetspractice executing the following rangecommands, to include:a. move up onto the firing point with (or

without) your rifles but remain standing anddo not aim or load yet;

b. you may lie down and start yourpreparations, but do not load until ordered;

c. you may now load and commence firing, toinclude:(1) loading the rifle by:

(a) removing the breech flag;(b) placing a round in the breech;(c) inserting the round into the

chamber; and

DemonstrationandPerformance

70 min A2-071 (pp. 5-1to 5-2)C2-210(pp. R16/3 toR16/4)

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(d) pushing the bolt forward anddepressing the bolt handle tolock the breech;

d. cease firing; Cease firing; Lower targets;clear and make safe; remain on the firingpoint, to include:(1) unloading the rifle by:

(a) lifting the bolt handle to unlockthe breech;

(b) pulling the bolt to the rear toextract the empty casing; and

(c) inserting the breech flag intothe chamber when firing iscomplete; and

e. stop firing. This is the end of your time limit;clear and make safe; stay on the firingpoint, to include:(1) making the rifle safe by:

(a) lifting the bolt handle to unlockthe breech;

(b) pulling the bolt to the rear toextract the empty casing; and

(c) inserting the breech flag intothe chamber when firing iscomplete.

Note: Demonstrate loading, unloading andmaking safe as each appropriate rangecommand is given.

5. Time

a. Introduction/Conclusion: b. Demonstration and Performance: c. Total:

10 min70 min80 min

6. Substantiation. A demonstration and performance was chosen for TP 1 and 2 as it allows the instructorto explain and demonstrate range commands, loading, unloading and making safe while using theC11 Target Rifle and allows the cadet to practice executing range commands under supervision.

7. References

a. A2-071 C-71-328-000/MB-001 Director Soldier Systems Program Management. (2001). OperatingInstructions: Rifle, Target, 5.56 mm, C11. Ottawa, ON: Department of National Defence.

b. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of Fullbore RifleCompetitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/Rule Book.

8. Training Aids. As per paragraph 2.

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11. Remarks



c. Dummy rounds are to be inspected prior to use.

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EO S340.03 – CLEAN THE C11 TARGET RIFLE

1. Performance. Clean the C11 Target Rifle.

2. Conditions

a. Given:


(2) Rifle cleaning tables,

(3) Cleaning rod,

(4) Bore guide,

(5) Jag,

(6) Bronze cleaning brush,

(7) Lithium grease,

(8) Cleaning patches,

(9) Lubricating/rust inhibitor oil,

(10) Abrasive cleaning solvent,

(11) Non-abrasive cleaning solvent,

(12) Chamber stick,

(13) Paper towels,



b. Denied: N/A.

c. Environmental: A well ventilated classroom or training area large enough to accommodate theentire group.

3. Standard. IAW C-71-328-000/MB-001, Operating Instructions: Rifle, Target, 5.56 mm C11, the cadetshall clean the C11 Target Rifle.

4. Teaching Points


TP1 Describe:a. the purpose of cleaning the C11 Target

Rifle, to include:(1) barrel life,(2) loading/unloading, and(3) rifle accuracy;

InteractiveLecture

5 min A2-071 (pp. 4-1to 4-12)

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b. the equipment used for cleaning theC11 Target Rifle, to include:(1) rifle cleaning tables,(2) cleaning rod,(3) bore guide,(4) jag,(5) bronze cleaning brush,(6) lithium grease,(7) cleaning patches,(8) lubricating/rust inhibitor oil,(9) abrasive cleaning solvent,(10) non-abrasive cleaning solvent,(11) chamber stick,(12) paper towels.

TP2 Explain and demonstrate how to strip theC11 Target Rifle in preparation for cleaning by:a. removing the rear sight;b. lowering/removing the cheek piece;c. removing the bolt;d. removing the breech flag; ande. inspecting the chamber of the rifle.

Demonstration 5 min A2-071 (pp. 4-1to 4-12)

TP3 Explain and demonstrate the procedure forcleaning the C11 Target Rifle, to include:a. sliding the bore guide over the cleaning

rod;b. wrapping a dry cleaning patch around the

jag by:(1) holding the cleaning rod horizontally

in two hands;(2) using one hand to hold the cleaning

patch and placing the jag on top ofthe patch;

(3) with the jag on top of the cleaningpatch, rotating the rod with the otherhand to wrap the cleaning patcharound the jag;

(4) keeping fingers firmly against thecleaning patch while rotating the rod;and


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(5) adjusting the angle of the cleaningpatch to increase or decrease the fitof the patch;

c. applying non-abrasive cleaning solvent tothe cleaning patch;

d. inserting the cleaning rod into the chamberand pushing it through to the muzzle end ofthe barrel;

e. removing the wet cleaning patch andwaiting five minutes for the solvent to soakin;

f. wrapping a dry cleaning patch around thejag and running it through the barrel untilthe solvent is removed and the barrel isdry;

g. removing the cleaning patch from thecleaning rod and pulling the cleaning rodback through the chamber;

h. wrapping a dry cleaning patch around thejag;

i. applying abrasive cleaning solvent to acleaning patch;

j. inserting the cleaning rod into the chamberand pushing it through until the jagprotrudes 1/2-inch from the muzzle end ofthe barrel;

k. stroking the cleaning rod back and forth10 times, concluding with pushing the jagthrough to the muzzle end of the barrel;

l. wiping the barrel dry, using cleaningpatches;

m. pushing a cleaning patch soaked withnon-abrasive cleaning solvent through thebarrel for two full strokes;

n. allowing the non-abrasive cleaning solventto remain in the barrel during storage;

o. wiping the barrel dry with cleaning patchesand cleaning the crown before firing;

p. cleaning the chamber and breech area by:(1) affixing a cleaning patch to the

chamber stick;(2) inserting the chamber stick into the

chamber;(3) rotating the chamber stick three to

four times as it is drawn back; and

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(4) removing surface dirt from thebreech area using cleaning patches;

q. cleaning the rear sight by:(1) applying abrasive solvent to a

cleaning patch;(2) rubbing the Vernier scale part of the

rear sight to remove any rust;(3) wiping it dry with a cleaning patch;

and(4) applying some lubricating/rust

inhibitor oil to the rear sight; andr. cleaning the bolt, to include:

(1) wiping any dirt from the bolt with acleaning patch;

(2) applying lubricating/rust inhibitor oilto the bolt and wiping off excess oilwith a cleaning patch;

(3) wiping dirt from the bolt head witha cleaning patch and if necessaryusing a bronze cleaning brush toremove brass buildup; and

(4) applying a small amount of lithiumgrease to the locking lugs of the bolt.

Note: Always discard dirty cleaning patchesIAW base environmental policy.

TP4 Explain and demonstrate how to assemble theC11 Target Rifle after cleaning by:a. attaching the bi-pod;b. cocking the bolt;c. removing the cheek piece;d. inserting the bolt;e. inserting the breech flag;f. attaching the cheek piece; andg. affixing the rear sight.


TP5 Explain and demonstrate how to store theC11 Target Rifle, to include:a. removing the bi-pod from the rifle;b. placing the bolt in the bolt container;c. leaving the rear sight attached to the rifle;

and

Demonstration 5 min A2-070(Chap. 18, p. 2-2)

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d. placing the rifle in the case so that the rearsight is not resting on the bottom of thecase when being carried.

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration: d. Total:

5 min5 min

30 min40 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to introduce the procedures of cleaning the C11 TargetRifle.

b. A demonstration was chosen for TPs 2–5 as it allows the instructor to explain and demonstratehow to clean the C11 Target Rifle.

7. References

a. A2-070 Connaught National Cadet Training Centre. (2004). Standard Operating Procedure # 18:Ammunition and Rifle Security. (Available from Connaught National Cadet Training Centre, 1 LewisGun Road, Nepean, ON K2K 2W6).

b. A2-071 C-71-328-000/MB-001 Director Soldier Systems Program Management. (2001). OperatingInstructions: Rifle, Target, 5.56 mm, C11. Ottawa, ON: Department of National Defence.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate for theclassroom/training area, and

b. As per paragraph 2.



11. Remarks. Cadets will clean the rifles after their first live range practice.

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SECTION 6PO S341 – APPLY THE PRINCIPLES OF MARKSMANSHIP WHILE FIRING THE C11 TARGET RIFLE

1. Performance. Apply the Principles of Marksmanship While Firing the C11 Target Rifle.

2. Conditions

a. Given:


(2) Rifle sling,

(3) 5.56-mm ammunition,

(4) Ammunition box,

(5) Target frame,

(6) Suitable targets,

(7) Marksmanship hat,

(8) Marksmanship jacket,

(9) Marksmanship glove,

(10) Shooting mat,

(11) Hearing protectors,



b. Denied: N/A.

c. Environmental: 300- to 600-m standard classification range.

3. Standard. While firing the C11 Target Rifle and wearing marksmanship equipment, the cadet will applythe principles of marksmanship IAW the Principles of Marksmanship checklist.

4. Remarks

a. The assessment of this PO is to be conducted during practical marksmanship periods. No additionalperiods will be allocated.

b. The cadet must pass the handling test prior to firing the C11 Target Rifle.

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EO S341.01 – USE MARKSMANSHIP EQUIPMENT

1. Performance. Use Marksmanship Equipment.

2. Conditions

a. Given:


(2) Breech flag,

(3) Rifle cover,

(4) Rifle sling,

(5) Set of front sight inserts,

(6) Blinder,

(7) Kit bag,


(9) Marksmanship sweater,




(13) Spotting scope with stand,

(14) Shooting mat,

(15) Marksmanship diary,

(16) Wind chart,

(17) Group-centring device,

(18) Grease pencil,

(19) Ammunition box,

(20) Hand towel,

(21) Groundsheet,

(22) Clear plastic bag,



b. Denied: N/A.


3. Standard. The cadet shall use marksmanship equipment.

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4. Teaching Points


TP1 Explain and demonstrate the use ofmarksmanship equipment, to include:a. rifle cover,b. rifle sling,c. set of front sight inserts,d. blinder,e. kit bag,f. marksmanship jacket,g. marksmanship sweater,h. marksmanship glove,i. marksmanship hat,j. hearing protectors,k. spotting scope with stand,l. shooting mat,m. wind chart,n. group-centring device,o. grease pencil,p. ammunition box,q. hand towel,r. groundsheet, ands. clear plastic bag.

Demonstration 15 min C2-197(pp. 73–83)

TP2 Have the cadet wear marksmanship equipment,to include:a. rifle sling,b. marksmanship jacket,c. marksmanship sweater,d. marksmanship glove, ande. marksmanship hat.

PracticalActivity

10 min

TP3 Describe the components of a marksmanshipdiary, to include:a. equipment checklist,b. technical rifle information,c. positive reflection,d. weather conditions, ande. individual goals.

InteractiveLecture

10 min C2-098(pp. 421–424)C2-218(pp. 105–111)

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5. Time

a. Introduction/Conclusion: b. Demonstration: c. Practical Activity: d. Interactive Lecture: e. Total:


6. Substantiation

a. A demonstration was chosen for TP 1 as it allows the instructor to explain and demonstrate theuse of marksmanship equipment that the cadet is expected to use while providing an opportunityfor the cadets to handle the marksmanship equipment under supervision.

b. A practical activity was chosen for TP 2 as it is an interactive way to allow the cadets to wear the riflesling, marksmanship jacket, marksmanship sweater, marksmanship glove, and marksmanship hatin a safe and controlled environment. This activity contributes to the development of the knowledgeabout the use of marksmanship equipment in a fun and challenging setting.

c. An interactive lecture was chosen for TP 3 to give an overview on the use of a marksmanship diary.

7. References

a. C2-098 Constantine, R. (1998). Modern Highpower Competition. Manchester, CT: PrecisionShooting, Inc.

b. C2-197 (ISBN 978-0-97225-443-4) Tompkins, N. (2006). Prone and Long-Range Rifle Shooting.Prescott, AZ: Nancy H. Tompkins.

c. C2-218 Domey, R. (1989). Mental Preparation for Shooting Success. Pullman, WA: College HillCommunications.




11. Remarks



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EO S341.02 – ADOPT THE PRONE POSITION WITH THE C11 TARGET RIFLE

1. Performance. Adopt the Prone Position With the C11 Target Rifle.

2. Conditions

a. Given:


(2) Rifle sling,





(7) Shooting mat,



b. Denied: N/A.


3. Standard. IAW the Prone Position Checklist located at Chapter 3, Annex B, Appendix 1, the cadet shalladopt the prone position with the C11 Target Rifle.

4. Teaching Points


TP1 Explain and demonstrate the prone position for aright- and a left-handed marksman, to include:a. body angle to line of fire,b. left leg and foot,c. right leg and foot,d. hips,e. spine,f. shoulders,g. position of butt plate in the shoulder,h. left elbow,i. sling,j. left hand,k. right elbow,l. right hand, andm. head.

Demonstration 20 min C2-200(pp. 38–43)C2-206(pp. 11–25)

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TP2 Explain and demonstrate the characteristics ofthe prone position, to include:a. maximizing the use of bone structure;b. using the sling to support the weight of the

rifle;c. maintaining relaxed muscles;d. supporting the rifle motionless;e. securing the rifle to the body;f. maintaining a balance between comfort

and stability;g. allowing proper body functions; andh. conforming to the rules of fullbore shooting.

Demonstration 10 min C2-200(pp. 30–33)C2-206(pp. 13–14)

TP3 Have the cadet adopt the prone position whileholding the C11 Target Rifle and adjust asnecessary by:a. having the cadet lie down on the shooting

mat with the C11 Target Rifle;b. having the cadet hold the C11 Target Rifle

in the prone position without the use of therifle sling;

c. adjusting the cadet’s C11 Target Rifle, toinclude:(1) the length of the rifle stock,(2) the position of the hand stop on the

forestock rail,(3) the rotation of the hand stop, and(4) the height of rifle butt plate;

d. having the cadet attach the rifle sling to theC11 Target Rifle;

e. having the cadet lie down in the proneposition with the C11 Target Rifle andadjust the rifle sling;

f. adjusting the cadet’s C11 Target Rifle, toinclude:(1) the position of the rear sight, and(2) the height of the cheek piece.

PracticalActivity

60 min A2-071 (p. 4-8,pp. 4-10 to 4-11)C2-200(pp. 38–43)C2-206(pp. 11–25,p. 87, pp. 51–52, pp. 91–92,pp. 185–186)

TP4 Observe, evaluate and adjust the cadet’s proneposition to ensure:a. the sling supports the rifle;b. the position is comfortable;c. the position holds the rifle motionless; and

PracticalActivity

60 min C2-200(pp. 30–33)C2-206(pp. 13–14)

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d. the prone position conforms to the rules offullbore shooting.

TP5 Explain, demonstrate and have the cadets:a. wear marksmanship equipment;b. position the shooting mat;c. adopt the prone position with the

C11 Target Rifle, to include:(1) kneeling onto the shooting mat;(2) attaching the sling to the rifle;(3) positioning the left elbow on the

shooting mat;(4) stretching out the body;(5) positioning the left hand against the

hand stop;(6) placing the rifle butt plate into the

shoulder;(7) holding the pistol grip;(8) placing the right elbow onto the

shooting mat; and(9) placing the head onto the cheek

piece; andd. adopt the rest position.


40 min C2-206 (p. 30)

5. Time

a. Introduction/Conclusion: b. Demonstration: c. Practical Activity: d. Demonstration and Performance: e. Total:

10 min30 min

120 min40 min

200 min

6. Substantiation

a. A demonstration was chosen for TPs 1 and 2 as it allows the instructor to describe and demonstratethe prone position with the C11 Target Rifle.

b. A practical activity was chosen for TPs 3 and 4 as it is an interactive way to adjust the C11 TargetRifle and assist the cadet to adopt the prone position. This activity contributes to the developmentof marksmanship knowledge and skill.

c. A demonstration and performance was chosen for TP 5 as it allows the instructor to explain anddemonstrate the procedure for adopting the prone and rest positions while providing an opportunityfor the cadet to practice these skills under supervision.

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7. References

a. A2-071 C-71-328-000/MB-001 Director Soldier Systems Project Management. (2001). OperatingInstructions: Rifle, Target, 5.56 mm, C11. Ottawa, ON: Department of National Defence.

b. C2-200 United States Army Marksmanship Unit. (n.d.). International Rifle Guide. Fort Benning, GA:Civilian Marksmanship Program.

c. C2-206 (ISBN 978-3-98-097461-8) Bühlmann, G., Reinkemeier, H., & Eckhardt, M. (2005). Waysof the Rifle (B. Murray, Trans.) Dortmund, Germany (Original work published 2002).

8. Training Aids


b. As per paragraph 2,

c. Ruler,

d. 1/4-inch slotted-type screwdriver, and

e. 5/32-inch Allen key.



11. Remarks

a. This lesson should be scheduled as five consecutive periods.

b. Assistant instructors are required for this lesson.

c. Divide the cadets into their coaching sections for TPs 3–5.

d. The time required for an instructor to adjust the C11 Target Rifle to fit a cadet is approximately15 minutes. In order to accomplish TPs 3 and 4 within the allotted time, the cadet to instructor ratioshall be no more than 4 : 1. This ratio is necessary to minimize the amount of time the cadets willhave to wait before the instructor can assist them.

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EO S341.03 – APPLY NATURAL ALIGNMENT

1. Performance. Apply Natural Alignment.

2. Conditions

a. Given:


(2) Rifle sling,


(4) Blinder,





(9) Shooting mat,



b. Denied: N/A.

c. Environmental: Covered dry-fire area large enough to accommodate the entire group.

3. Standard. IAW the Principles of Marksmanship Checklist located at Chapter 3, Annex B, Appendix 2,the cadet shall apply natural alignment.

4. Teaching Points


TP1 Define and discuss the importance of naturalalignment and the procedure for correctingnatural alignment.

InteractiveLecture

5 min C2-107(pp. 22–23)C2-197(pp. 55–57)C2-206(pp. 43–46)

TP2 Explain and demonstrate the procedure forachieving natural alignment by:a. adopting the prone position;b. checking natural alignment by:

(1) closing the eyes;(2) taking 2–3 breaths to relax;(3) holding the breath after exhaling; and

Demonstration 15 min C2-107(pp. 22–23)C2-197(pp. 56–57)C2-206(pp. 43–50)

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(4) opening the eyes to see the naturalpoint of aim;

c. adjusting the natural point of aim:(1) left or right, and(2) up or down; and

d. confirming natural alignment by repeatingSteps b and c until the sights are correctlyaligned when the eyes are open.

TP3 Have the cadets practice natural alignment withthe C11 Target Rifle by:a. adopting the prone position;b. adjusting the natural point of aim left and

right; andc. adjusting the natural point of aim up and

down.

PracticalActivity

50 min

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration: d. Practical Activity: e. Total:

10 min5 min

15 min50 min80 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to illustrate the importance of natural alignment.

b. A demonstration was chosen for TP 2 as it allows the instructor to explain and demonstrate howto achieve natural alignment.

c. A practical activity was chosen for TP 3 as it allows the cadets to practice natural alignment in a safeand controlled environment. This activity contributes to the development of the natural alignmentskill in a fun and challenging setting.

7. References

a. C2-107 (ISBN 0-9691359-5-5) Koterlitzov, N., & Ball, A. (2000). The Shooting Cookbook: ShootingDrills for Precision Shooting, Sequence Shooting, Biathlon and Summer Biathlon. Vancouver, BC:Able Software Inc.


c. C2-206 (ISBN 978-3-98-097461-8) Bühlmann, G., Reinkemeier, H., & Eckhardt, M. (2005). Waysof the Rifle (B. Murray, Trans.). Dortmund, Germany: MEC (Original work published 2002).

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8. Training Aids

a. As per paragraph 2,

b. Breech flag, and

c. Suitable dry-fire target.

9. Learning Aids


b. Breech flag, and



11. Remarks



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EO S341.04 – APPLY THE MARKSMAN’S BREATHING CYCLE

1. Performance. Apply the Marksman’s Breathing Cycle.

2. Conditions

a. Given:


(2) Rifle sling,


(4) Blinder,





(9) Shooting mat,



b. Denied: N/A.


3. Standard. IAW the Principles of Marksmanship Checklist located at Chapter 3, Annex B, Appendix 2,the cadet shall apply the marksman’s breathing cycle.

4. Teaching Points


TP1 Describe the marksman’s breathing cycle, toinclude:a. the effects of breathing on the body,b. the normal breathing cycle, andc. the marksman’s breathing cycle.

Demonstration 10 min C2-197(pp. 59–60)C2-200(pp. 18–19)C2-206(pp. 205–206)

TP2 Have the cadets adopt the prone positionwith the C11 Target Rifle and practice themarksman’s breathing cycle.

Note: The cadets should be dressed in fullmarksmanship equipment for thisactivity.

PracticalActivity

25 min

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5. Time

a. Introduction/Conclusion: b. Demonstration: c. Practical Activity: d. Total:

5 min10 min25 min40 min

6. Substantiation

a. A demonstration was chosen for TP 1 as it allows the instructor to explain and demonstrate thebreathing technique that the cadet is expected to use.

b. A practical activity was chosen for TP 2 as it is an interactive way to allow the cadets to practicethe marksman’s breathing cycle in a safe and controlled environment while under supervision. Thisactivity contributes to the development of the marksman’s breathing cycle in a fun and challengingsetting.

7. References

a. C2-197 (ISBN 978-0-97225-443-4) Tompkins, N. (2006). Prone and Long-Range Rifle Shooting.Prescott, AZ: Nancy H. Tompkins.



8. Training Aids


b. Breech flag, and


9. Learning Aids


b. Breech flag, and


10. Test Details. EO is assessed IAW S341 PC (Chapter 3, Annex B, Appendix 2).

11. Remarks



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EO S341.05 – APPLY AIMING TECHNIQUES

1. Performance. Apply Aiming Techniques.

2. Conditions

a. Given:


(2) Rifle sling,


(4) Blinder,





(9) Shooting mat,



b. Denied: N/A.


3. Standard. IAW the Principles of Marksmanship Checklist located at Chapter 3, Annex B, Appendix 2,the cadet shall apply aiming techniques.

4. Teaching Points


TP1 Discuss the aspects of aiming, to include:a. use of a blinder,b. eye relief,c. sight picture,d. sight alignment,e. canting, andf. selection of front inserts.

InteractiveLecture

25 min C2-098(pp. 311–313,p. 316)C2-197(pp. 61–62)C2-200(pp. 19–24)C2-206(pp. 191–194)

TP2 Have the cadets practice aiming techniques withthe C11 Target Rifle by:a. adopting the prone position;b. practicing sight alignment; and

PracticalActivity

45 min

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c. practicing sight alignment with differentfront sight inserts.

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Practical Activity: d. Total:


6. Substantiation

a. An interactive lecture was chosen for TP 1 to illustrate the importance of aiming techniques.

b. A practical activity was chosen for TP 2 as it is an interactive way to allow the cadets topractice aiming techniques in a safe and controlled environment while providing an opportunityfor the cadets to practice aiming techniques under supervision. This activity contributes to thedevelopment of aiming techniques in a fun and challenging setting.

7. References

a. C2-098 Constantine, R. (1998). Modern Highpower Competition. Manchester, CT: PrecisionShooting, Inc.


c. C2-200 United States Army Marksmanship Unit. (n.d.). International Rifle Guide. Fort Benning, GA:Civilian Marksmanship Program.

d. C2-206 (ISBN 978-3-98-097461-8) Bühlmann, G., Reinkemeier, H., & Eckhardt, M. (2005). Waysof the Rifle (B. Murray, Trans.). Dortmund, Germany: MEC (Original work published 2002).

8. Training Aids


b. Breech flag,

c. Suitable dry-fire target, and

d. Perfect sight picture visual aid.

9. Learning Aids


b. Breech flag,

c. Suitable dry-fire target, and

d. Perfect sight picture visual aid.


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11. Remarks



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EO S341.06 – APPLY TRIGGER-CONTROL TECHNIQUE

1. Performance. Apply Trigger-Control Technique.

2. Conditions

a. Given:




b. Denied: N/A.


3. Standard. IAW the Principles of Marksmanship Checklist located at Chapter 3, Annex B, Appendix 2,the cadet shall apply trigger-control technique.

4. Teaching Points


TP1 Explain, demonstrate and have the cadetspractice trigger-control technique, to include:a. positioning the trigger hand on the pistol

grip;b. positioning the finger on the trigger; andc. squeezing the trigger.

Note: The same technique is followed for bothright- and left-handed marksmen.


35 min C2-197(pp. 42–44)C2-200(pp. 25–27)C2-206(pp. 21–22,pp. 203–204)

5. Time

a. Introduction/Conclusion: b. Demonstration and Performance: c. Total:

5 min35 min40 min

6. Substantiation. A demonstration and performance was chosen for this lesson as it allows the instructorto explain and demonstrate the trigger-control technique that the cadet is expected to acquire whileproviding an opportunity for the cadet to practice trigger-control technique under supervision.

7. References

a. C2-197 (ISBN 978-0-97225-443-4) Tompkins, N. (2006). Prone and Long-Range Rifle Shooting.Prescott, AZ: Nancy H. Tompkins.


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8. Training Aids


b. Breech flag.

9. Learning Aids


b. Breech flag.


11. Remarks



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EO S341.07 – APPLY THE PROCESS OF FIRING A SHOT

1. Performance. Apply the Process of Firing a Shot.

2. Conditions

a. Given:


(2) Rifle sling,


(4) Blinder,





(9) Shooting mat,

(10) Suitable dry-fire target,



b. Denied: N/A.


3. Standard. The cadet shall apply the process of firing a shot.

4. Teaching Points


TP1 Describe the characteristics of a perfectly-firedshot and the guidelines for calling a shot.

InteractiveLecture

10 min C2-107(pp. 39–40,p. 118)

TP2 Explain and demonstrate the process of firing ashot, during:a. the preparation stage by:

(1) adopting the prone position;(2) confirming position steadiness; and(3) achieving natural alignment;

b. the shot-execution stage by:(1) performing breath control;(2) aiming;(3) recognizing the sight picture; and


140 min C2-206(pp. 203–205)

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(4) performing trigger control; andc. the follow-through stage by:

(1) continuing to squeeze the triggerthroughout the recoil;

(2) watching the movement of the sightsthroughout the recoil; and

(3) calling the shot once the rifle stopsmoving.

Note: An assistant instructor is recommendedto demonstrate the process of firing ashot.

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Total:

10 min10 min

140 min160 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to describe the guidelines for calling a shot.

b. A demonstration and performance was chosen for TP 2 as it is an interactive way to develop thecadet’s skill in applying the process of firing a shot under supervision. This activity contributes tothe development of marksmanship skills in a fun and challenging setting.

7. References

a. C2-107 (ISBN 0-9691359-5-5) Koterlitzov, N., & Ball, A. (2000). The Shooting Cookbook: ShootingDrills for Precision Shooting, Sequence Shooting, Biathlon and Summer Biathlon. Vancouver, BC:Able Software Inc.

b. C2-206 (ISBN 978-3-98-097461-8) Bühlmann, G., Reinkemeier, H., & Eckhardt, M. (2005). Waysof the Rifle (B. Murray, Trans.). Dortmund, Germany: MEC (Original work published 2002).




11. Remarks

a. It is recommended that this lesson be conducted as four consecutive periods.

b. An assistant instructor is recommended for this lesson.

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SECTION 7PO S343 – PERFORM THE DUTIES OF A PLOTTER

1. Performance. Perform the Duties of a Plotter.

2. Conditions

a. Given:

(1) Fully equipped plotting device,

(2) Target frame,



(5) Shooting mat,




b. Denied: N/A.


3. Standard. The cadet will perform the duties of a plotter by:

a. plotting fired shots;

b. recording sight adjustments; and

c. employing a group-centring device.

4. Remarks. N/A.

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EO S343.01 – PERFORM THE DUTIES OF A PLOTTER DURING COACHED MARKSMANSHIPPRACTICES

1. Performance. Perform the Duties of a Plotter During Coached Marksmanship Practices.

2. Conditions

a. Given:

(1) Plotting sheet,



b. Denied: N/A.


3. Standard. IAW the Plotter Checklist located at Chapter 3, Annex B, Appendix 3, the cadets shall performthe duties of a plotter during coached marksmanship practices.

4. Teaching Points


TP1 Describe a plotting sheet, to include:a. plotting diagram, to include:

(1) scoring rings, and(2) grid lines; and

b. information blocks, to include:(1) elevation,(2) windage,(3) shot value, and(4) called shots.

InteractiveLecture

5 min C2-098(pp. 415–420)

TP2 Explain the duties of a plotter and identify theinformation recorded on a plotting sheet during acoached marksmanship application practice, toinclude:a. target number,b. elevation and windage sight settings,c. shot location on target,d. shot value,e. called shots, andf. total score.

InteractiveLecture

10 min C2-098(pp. 415–420)C2-202(pp. 40–41,p. 76)

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TP3 Explain, demonstrate and have the cadetspractice recording information from a coachedapplication practice onto a plotting sheet, toinclude:a. target number,b. elevation and windage sight settings,c. shot location on target,d. shot value,e. called shots, andf. total score.


20 min C2-098(pp. 415–420)

5. Time



6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 2 to explain the role of a plotter and to identifyinformation recorded on the plotting sheet during a coached marksmanship practice.

b. A demonstration and performance was chosen for TP 3 as it allows the instructor to explain anddemonstrate recording information onto a plotting sheet while providing an opportunity for the cadetto practice the skill under supervision.

7. References

a. C2-098 Constantine, R. (1998). Modern Highpower Competition: From Beginner to Master.Manchester, CT: Precision Shooting Inc.

b. C2-202 Cunningham, K., & Miller, L. (2003). The Dream Team. Burnt River, ON: MilCunMarksmanship Complex.

8. Training Aids


b. Plotting sheet,

c. 300-yard target, and

d. 1/2-inch circular red stickers.

9. Learning Aids. Plotting sheet.


11. Remarks. This lesson should be scheduled after EO S347.03 (Identify Rules of a Competition Match,Chapter 4, Section 9).

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EO S343.02 – EMPLOY A GROUP-CENTRING DEVICE TO DETERMINE SIGHT ADJUSTMENTS

1. Performance. Employ a Group-Centring Device to Determine Sight Adjustments.

2. Conditions

a. Given:


(2) Grease pencil,

(3) Plotting sheet,



b. Denied: N/A.


3. Standard. IAW the Plotter Checklist located at Chapter 3, Annex B, Appendix 3 the cadet shall employa group-centring device to determine sight adjustments during coached marksmanship practices.

4. Teaching Points


TP1 Discuss the advantages of using a group-centring device to determine sight adjustmentsduring coached marksmanship practices, toinclude:a. ability to see the group;b. accuracy in centring the group; andc. ease of determining sight adjustments.

InteractiveLecture

10 min C2-205(pp. 54–55)C2-218(pp. 30–32)

TP2 Identify the parts and accessories of a group-centring device, to include:a. base,b. elevation slide,c. windage slide,d. target replica, ande. wiping cloth.

InteractiveLecture

5 min C2-218 (pp. 3–6)

TP3 Explain, demonstrate and have the cadetpractice:a. assembling the group-centring device by:

(1) inserting and removing targetreplicas;

(2) attaching the elevation slide to thebase; and


15 min C2-218 (pp. 3–6)

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(3) attaching the windage slide to theelevation slide; and

b. preparing a group-centring device by:(1) inserting the target replica to the

base;(2) writing the windage and elevation

scales; and(3) drawing the windage and elevation

arrows.

TP4 Explain, demonstrate and have the cadetspractice employing a group-centring device todetermine sight adjustments by:a. adjusting the windage and elevation arrows

to the starting sight settings;b. plotting a shot on the windage slide;c. adjusting the windage and elevation slide

to move the shot to the centre of the targetreplica;

d. reading the required sight settingsindicated by the windage and elevationarrows;

e. determining the amount of windage andelevation sight adjustments required; and

f. repeating steps b–e to illustrate howto determine sight adjustments duringcoached marksmanship practices.


25 min C2-218 (pp. 5–18)

TP5 Explain the effects of wind on group centring, toinclude:a. constant wind condition,b. changing wind condition, andc. fish-tailing wind condition.

InteractiveLecture

15 min C2-205(pp. 54–55)C2-218(pp. 14–15)

TP6 Have the cadets practice plotting shots ontoa plotting sheet and employing a group-centring device to determine sight adjustmentsfor a series of shots to represent a coachedmarksmanship practice with:a. constant wind conditions, andb. changing wind conditions.

PracticalActivity

40 min C2-218 (pp. 5–18)

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5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Practical Activity: e. Total:


120 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1, 2 and 5 to introduce the group-centring device to thecadets and explain its advantages during coached marksmanship practices.

b. A demonstration and performance was chosen for TPs 3 and 4 as it allows the instructor to explainand demonstrate using a group-centring device to determine sight adjustments while providing anopportunity for the cadet to practice this skill under supervision.

c. A practical activity was chosen for TP 6 as it is an interactive way to allow the cadets to practiceemploying a group-centring device to determine sight adjustments under supervision.

7. References

a. C2-205 (ISBN 978-1-58160-532-7) Miller, L. K., & Cunningham, K. A. (2006). The Wind Book forRifle Shooters. Boulder, CO: Paladin Press.

b. C2-218 Cunningham, K., & Miller, L. (2005). EZ-Graf Owner’s Manual. Burnt River, ON: MilCunMarksmanship Complex.

8. Training Aids


b. Group-centring device,

c. Grease pencil,

d. Plotting sheet,

e. Permanent marker,

f. Marker board cleaner,

g. Wiping cloth,

h. 300-yard target, and

i. 1/2-inch round red stickers.

9. Learning Aids

a. Group-centring device,

b. Grease pencil,

c. Plotting sheet,

d. Permanent marker,

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e. Marker board cleaner, and

f. Wiping cloth.


11. Remarks. N/A.

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SECTION 8PO S344 – PERFORM THE DUTIES OF A WIND COACH

1. Performance. Perform the Duties of a Wind Coach.

2. Conditions

a. Given:

(1) Wind flags,

(2) Wind chart,


(4) Shooting mat,




b. Denied: N/A.


3. Standard. The cadet will perform the duties of a wind coach IAW the Wind Coach Checklist, to include:

a. determining the starting wind correction;

b. identifying elevation rises;

c. setting elevation for distance;

d. adjusting windage;

e. adjusting elevation;

f. keeping the marksman focused; and

g. informing the plotter of sight adjustments.

4. Remarks. N/A.

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EO S344.01 – DISCUSS THE PRINCIPLES OF GROUP CENTRING

1. Performance. Discuss the Principles of Group Centring.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall discuss the principles of group centring.

4. Teaching Points


TP1 Explain the definition of a group and theimportance of group centring.

InteractiveLecture

5 min A2-074 (p. 45)

TP2 Explain the characteristics of a group, to include:a. formation of a group,b. size of a group, to include:

(1) measurement of a group in inches,(2) minute of angle, and(3) measurement of a group in minutes

of angle;c. centre of a group, andd. mean point of impact (MPI).

InteractiveLecture

20 min A2-074(pp. 45–49)C2-098(pp. 301–305)

TP3 Explain the principles of group centring, toinclude:a. considering only perfectly-fired shots;b. determining the centre of the MPI; andc. moving the MPI to the centre of the target.

InteractiveLecture

10 min A2-074(pp. 45–49)C2-098(pp. 301–305)

5. Time


5 min35 min40 min

6. Substantiation. An interactive lecture was chosen for this lesson to describe the principles of groupcentring that the cadet will employ when using a group-centring device.

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7. References

a. A2-074 B-GL-382-001/PT-001 Director of Army Training. (2007). Canadian Forces OperationalShooting Programme. Ottawa, ON: Department of National Defence.

b. C2-098 Constantine, R. (1998). Modern Highpower Competition: From Beginner to Master.Manchester, CT: Precision Shooting Inc.

8. Training Aids

a. Grouping target diagram containing a 10-shot shot group,

b. Group measuring overlay,

c. Transparency, and

d. Transparency marker.



11. Remarks. N/A.

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EO S344.02 – ADJUST THE REAR SIGHT SETTINGS OF THE C11 TARGET RIFLE USING THEVERNIER SCALE

1. Performance. Adjust the Rear Sight Settings of the C11 Target Rifle Using the Vernier Scale.

2. Conditions

a. Given:




b. Denied: N/A.


3. Standard. The cadet shall use the Vernier scale to:

a. read the rear sight settings of the C11 Target Rifle; and

b. adjust the rear sight settings of the C11 Target Rifle.

4. Teaching Points


TP1 Introduce the Vernier scale, to include:a. explaining the purpose of the Vernier scale;b. describing the components of the Vernier

scale, to include:(1) the fixed scale, and(2) the moving scale; and

c. explaining the two types of Vernier scaleson the rear sight of the C11 Target Rifle, toinclude:(1) the elevation scale, and(2) the windage scale.

InteractiveLecture

10 min A2-072 (pp. 3-3to 3-7)

TP2 Explain, demonstrate and have the cadet performthe procedure for:a. reading the elevation Vernier scale;b. adjusting the rear sight using the elevation

Vernier scale by:(1) demonstrating how to move the rear

sight up and down;(2) adjusting the rear sight to set the

elevation scale to 0–40 in 5-minuteincrements; and


15 min A2-072 (pp. 3-3to 3-7)

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(3) adjusting the rear sight to set theelevation to settings between 0–5, 5–10, …, 35–40 minutes.

Note: An assistant instructor is required forthis TP.

TP3 Explain, demonstrate and have the cadet performthe procedure for:a. reading the windage Vernier scale;b. adjusting the rear sight using the windage

Vernier scale by:(1) demonstrating how to move the rear

sight left and right;(2) adjusting the rear sight to set the

windage scale to 0, 5, 10, 15 and20 minutes of left windage;

(3) adjusting the rear sight to set thewindage scale to 0, 5, 10, 15 and20 minutes of right windage; and

(4) adjusting the rear sight to set thewindage to settings between 0–5 minutes left and 0–5 minutes right.

Note: An assistant instructor is required forthis TP.


10 min A2-072 (pp. 3-3to 3-7)

5. Time



6. Substantiation

a. An interactive lecture was chosen for TP 1 to introduce cadets to the components of the Vernierscale.

b. A demonstration and performance was chosen for TPs 2 and 3 as an interactive way to allow thecadet to learn how to adjust the rear sight of the C11 Target Rifle using the Vernier scale.

7. References. A2-072 C-71-347-000/MS-001 DSSPM 5. (2001). Operator’s Manual: Rifle, Target,7.62mm, C12A1. Ottawa, ON: Department of National Defence.

8. Training Aids


b. Large mock-up of an elevation Vernier scale,

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c. Large mock-up of a windage Vernier scale.

9. Learning Aids. C11 Target Rifle.


11. Remarks



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EO S344.03 – DETERMINE WIND COMPENSATION USING A WIND CHART

1. Performance. Determine Wind Compensation Using a Wind Chart.

2. Conditions

a. Given:


(2) Wind flags,

(3) Wind chart,



b. Denied: N/A.


3. Standard. The cadet shall:

a. identify key wind flags on the range; and

b. determine the wind compensation by reading data from a wind chart.

4. Teaching Points


TP1 Describe the affects of wind on a bullet and thefactors that determine the displacement of thebullet, to include:a. speed of the wind,b. direction of the wind, andc. distance the bullet travels in flight.

InteractiveLecture

5 min C2-205 (pp. 3–4, pp. 8–10)

TP2 Describe methods for observing the wind, toinclude:a. identifying key wind flags, to include:

(1) speed indicating flags, and(2) direction indicating flags; and

b. using a spotting scope to observe mirage.

InteractiveLecture

10 min C2-205 (pp. 5–6, pp. 13–15,pp. 37–43)

TP3 Explain the process for determining windcompensation using a wind chart by:a. determining the speed of the wind;b. determining the direction of the wind;c. identifying the distance being fired; andd. reading data from a wind chart to

determine sight correction as required.

InteractiveLecture

5 min C2-205(pp. 13–14)

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TP4 Conduct an activity where the cadets will practicedetermining wind compensation using a windchart.

PracticalActivity

15 min

5. Time



6. Substantiation

a. An interactive lecture was chosen for TPs 1–3 to describe the affects of wind on the bullet and howto determine wind compensation.

b. A practical activity was chosen for TP 4 as a fun and interactive way for the cadet to practice theprocess for using a wind chart to determine wind compensation.

7. References. C2-205 (ISBN 978-1-58160-532-7) Miller, L. K., & Cunningham, K. A. (2006). The WindBook for Rifle Shooters. Boulder, CO: Paladin Press.




11. Remarks. This lesson should be taught from behind the 600-m firing point on a 100- to 600-m standardclassification range where the cadets can observe the range flags and mirage.

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EO S344.04 – PARTICIPATE AS A WIND COACH DURING A COACHED MARKSMANSHIP PRACTICE

1. Performance. Participate as a Wind Coach During a Coached Marksmanship Practice.

2. Conditions

a. Given:


(2) Wind flags,

(3) Wind chart,


(5) Grease pencil,



b. Denied: N/A.


3. Standard. The cadet shall participate as a wind coach during coached marksmanship practices by:

a. determining initial sight settings;

b. giving firing commands to the firer;

c. adjusting the rear sight of rear sight of the firer’s rifle;

d. observing wind conditions throughout the relay;

e. performing the duties of a plotter.

4. Teaching Points


TP1 Describe the duties of a wind coach, to include:a. determining the initial sight setting for

elevation;b. determining the initial sight setting for

windage;c. giving firing commands to the firer during a

coached marksmanship practice;d. adjusting the rear sight of the firer’s rifle to

centre the group while employing a group-centring device;

e. observing wind conditions throughout therelay and adjusting the rear sight of thefirer’s rifle as required; and

InteractiveLecture

10 min C2-202(pp. 20–22,pp. 59–63,p. 41)

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f. performing the duties of a plotter duringcoached practices.

TP2 Explain the use of firing commands during acoached marksmanship practice, to include:a. get ready on target (target _ ),b. target (target _ ), fire,c. hold, andd. relax.

InteractiveLecture

5 min C2-202(pp. 59–61,p. 69)

TP3 Describe a coached firing practice, to include:a. definition of coached firing, andb. firing point routine, to include:

(1) before the relay,(2) during the relay, and(3) after the relay.

Note: It is recommended that two assistantsbe used to demonstrate the roles of thewind coach and firer.

InteractiveLecture

20 min C2-202(pp. 59–63,p. 69)

5. Time


5 min35 min40 min

6. Substantiation. An interactive lecture was chosen for this lesson to describe the duties of a wind coachand coached firing procedures prior to the cadet participating in EO S348.02 (Fire the C11 Target RifleDuring Coached Application at Short-Range, Chapter 4, Section 10).

7. References. C2-202 Cunningham, K., & Miller, L. (2003). The Dream Team. Burnt River, ON: MilCunMarksmanship Complex.




11. Remarks

a. This lesson should be scheduled after:

(1) EO S343.01 (Perform the Duties of a Plotter During Coached Marksmanship Practices,Chapter 4, Section 7),

(2) EO S344.02 (Adjust the Rear Sight Settings of the C11 Target Rifle Using the Vernier Scale,Chapter 4, Section 8), and

(3) EO S344.03 (Determine Wind Compensation Using a Wind Chart, Chapter 4, Section 8).

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b. Cadets shall participate as a wind coach during EO S348.02 (Fire the C11 Target Rifle DuringCoached Application at Short-Range, Chapter 4, Section 10).

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SECTION 9PO S347 – PARTICIPATE IN A CADET FULLBORE MARKSMANSHIP COMPETITION

1. Performance. Participate in a Cadet Fullbore Marksmanship Competition.

2. Conditions

a. Given:


(2) Rifle sling,


(4) Ammunition box,

(5) Target frame,





(10) Shooting mat,

(11) Hearing protectors, and

(12) Supervision.

b. Denied: Assistance on the firing point.


3. Standard. The cadet will participate as an individual in a cadet fullbore marksmanship competition.

4. Remarks. N/A.

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EO S347.01 – DESCRIBE COMPETITIVE FULLBORE MARKSMANSHIP

1. Performance. Describe Competitive Fullbore Marksmanship.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall describe competitive fullbore marksmanship, to include:

a. discussing sportsmanship and ethics in competitive marksmanship;

b. describing the history of competitive fullbore marksmanship;

c. describing the Dominion of Canada Rifle Association (DCRA) fullbore marksmanship program; and

d. discussing the National Rifle Association (NRA) of the United Kingdom and the Imperial Meeting,to include:

(1) Inter-Services Cadet Rifle Matches (ISCRM),

(2) Schools Competitions, and

(3) Imperial Target Rifle (TR) Competitions for individuals and teams.

4. Teaching Points


TP1 Discuss sportsmanship and ethics in competitivemarksmanship, to include:a. behaviour,b. respect,c. self-control,d. cheating,e. etiquette,f. courage, andg. diplomacy.

InteractiveLecture

5 min C0-055C2-200 (p. 87)

TP2 Describe the history of competitive fullboremarksmanship, to include:a. marksmanship training with cadets from

Canada, Australia, New Zealand andEngland in 1910;

InteractiveLecture

10 min C2-209C2-210C2-211

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b. the contribution of surgeon CaptainR.J.E. Hanson in establishing the MichaelFaraday competition;

c. exchange of teams postponed due toWorld War II;

d. efforts rekindled by Colonel D.G. Buell,the Director of Cadets in 1940, and thecreation of the Alexander Graham Bellcompetition;

e. the contribution of Lieutenant ColonelRex Goddard of Epsom College and thecreation of the Rex Goddard Team Match,a two stage competition, with the firststage fired in Bisley, England and thesecond stage fired at Connaught Ranges inOntario; and

f. statistical history of the Michael Faraday,Alexander Graham Bell and the RexGoddard Team Matches.

TP3 Describe the DCRA fullbore marksmanshipprogram within Canada, to include:a. national governing body for fullbore,b. annual fullbore prize meet, andc. individual and team matches.

InteractiveLecture

5 min C2-210

TP4 Discuss the NRA of the United Kingdom and theImperial Target Rifle Matches, to include:a. ISCRM,b. the Schools competitions, andc. Imperial Target Rifle Competitions for

individuals and teams.

InteractiveLecture

15 min C2-211

5. Time


5 min35 min40 min

6. Substantiation. An interactive lecture was chosen for this lesson to give the cadet the foundationknowledge of the competitive fullbore marksmanship program.

7. References

a. C0-055 (ISBN 0-88011-512-2) Clifford, C & Feezell, R. M. (1997). Coaching for Character.Champaign, IL: Human Kinetics Publishers, Inc.

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c. C2-209 Council for Cadet Rifle Shooting. (2008). Athelings History. Retrieved October 3, 2008,from http://www.ccrs.taraccrs.co.uk/athelings_history.htm.

d. C2-210 Dominion of Canada Rifle Association. (2008). History of the DCRA. Retrieved October 3,2008, from http://www.dcra.ca/history.htm.

e. C2-211 National Rifle Association of Great Britain. (2008). General History. Retrieved October 3,2008, from http://www.nra.org.uk/common/asp/general/history.htm.

f. C2-211 National Rifle Association of Great Britain. (2008). Imperial Competitions. RetrievedOctober 3, 2008, from http://www.nra.org.uk/common/asp/competitions/Imperial08.asp?site=nra.

8. Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate forthe classroom/training area.



11. Remarks. N/A.

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EO S347.02 – PARTICIPATE IN RANGE PREPARATION ROUTINE

1. Performance. Participate in Range Preparation Routine.

2. Conditions

a. Given:


(2) Breech flag,

(3) Rifle case,

(4) Rifle cover,

(5) Rifle sling,


(7) Blinder,

(8) Kit bag,







(15) Shooting mat,

(16) Marksmanship diary,

(17) Wind chart,


(19) Grease pencil,


(21) Hand towel,

(22) Groundsheet,

(23) Clear plastic bag,

(24) Insulated water jug(s),

(25) Water jerry can,

(26) Collapsible shade tent,

(27) Rubber mallet or hammer,

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(28) Three-foot folding table,



b. Denied: N/A.


3. Standard. The cadet shall:

a. attend a range safety briefing;

b. receive range practice instructions;

c. prepare for adverse conditions;

d. describe a firing point routine; and

e. layout equipment for a range practice.

4. Teaching Points


TP1 Have the cadets attend a range safety briefing, todiscuss:a. range safety staff,b. range control flags,c. ammunition point,d. first-aid point,e. safety vehicle,f. arcs of fire,g. level loading,h. location of washroom facilities,i. location of other vehicles,j. garbage sweep, andk. range declaration.

InteractiveLecture

10 min A2-068 (pp. 1–50)A2-069

TP2 Explain components of a range preparation, toinclude:a. determining the type of practice;b. organizing relays as required;c. unloading marksmanship equipment from

equipment vehicle; andd. setting up range equipment IAW standard

operating range procedures.

InteractiveLecture

5 min C2-210(pp. R9/1–R9/4)

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TP3 Describe preparing for adverse conditions, toinclude:a. hot weather,b. cold weather,c. severe wind conditions,d. rain,e. lightning,f. changing light conditions, andg. equipment failure.

InteractiveLecture

5 min C2-197(pp. 221–230)

TP4 Describe a firing point routine, to include:a. covering off to an assigned target;b. moving forward onto the firing point;c. positioning equipment on the firing point;d. determining position of left-handed firers;e. determining left, centre and right position

on the firing point;f. exchanging match tickets;g. verifying the score;h. verifying the rifle is safe,i. obtaining permission from the RSO to clear

the firing point; andj. exiting the firing point.

InteractiveLecture

5 min C2-210(pp. R16/1–R16/14)

TP5 Have the cadets prepare and organize the layoutof equipment for a range practice, to include:a. positioning of equipment vehicle;b. unloading of equipment;c. assembling the spotting scopes;d. laying out marksmanship equipment;e. distributing groundsheets;f. attaching the rifle bi-pod;g. mounting the rear sight;h. inserting front sight insert;i. obtaining bolt for rifle;j. preparing the bolt for use;k. inserting bolt into rifle;l. inserting a breech flag;m. covering rifle with rifle cover;n. locating match tickets;

PracticalActivity

45 min A2-069C2-197(pp. 135–136)

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o. locating water point;p. locating garbage point; andq. setting up a collapsible shade tent.

5. Time



6. Substantiation

a. An interactive lecture was chosen for TPs 1–4 to allow cadets to introduce the cadets to rangesafety and provide instruction on range set-up procedures.

b. A practical activity was chosen for TP 5 as it is an interactive way to allow cadets to experiencelaying out equipment under supervision and in a safe, controlled environment. This activitycontributes to the development of organizational skills and procedural knowledge.

7. References

a. A2-068 B-GL-381-001/TS-000 Director of Army Training. (2007). Operational Training: TrainingSafety. Ottawa, ON: Department of National Defence.

b. A2-069 Connaught Range and Primary Training Centre. (2008). Standing Orders and SafetyOrders. Retrieved October 7, 2008, from http://www.cfsuo.forces.gc.ca/ope/crp-pcc/doc/so-op-2008-eng.pdf.

c. C2-197 Tompkins, N. H. (2006). Prone and Long-Range Rifle Shooting. Prescott, AZ: Nancy H.Tompkins.

d. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#16.01%20Firing%20Point%20Routine.

8. Training Aids. Detailed range practice plan.

9. Learning Aids. Personal marksmanship equipment, to include:

a. C11 Target Rifle,

b. Breech flag,

c. Rifle case,

d. Rifle cover,

e. Rifle sling,

f. Set of front sight inserts,

g. Blinder,

h. Kit bag,

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i. Marksmanship jacket,

j. Marksmanship sweater,

k. Marksmanship glove,

l. Marksmanship hat,

m. Hearing protectors,

n. Spotting scope with stand,

o. Shooting mat,

p. Marksmanship diary,

q. Wind chart,

r. Group-centring device,

s. Grease pencil,

t. Ammunition box,

u. Hand towel,

v. Groundsheet, and

w. Clear plastic bag.


11. Remarks

a. The range safety briefing should be conducted by an RSO.

b. The Officer In Charge (OIC)/Head Coach should ensure that all participating staff are briefed priorto marksmanship practice and the range staff are also briefed so that they may prepare the rangefor the type of practice planned.

c. This class is intended to be taught immediately preceding EO S348.01 (Fire the C11 Target RifleDuring Grouping Practice at 100 m, Chapter 4, Section 10).

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EO S347.03 – IDENTIFY RULES OF A COMPETITION MATCH

1. Performance. Identify Rules of a Competition Match.

2. Conditions

a. Given:

(1) 300 yard target,

(2) Small, medium and large size shot indicators,

(3) Shot value indicators,

(4) Coloured push pins,

(5) Black and white target patches,

(6) Match tickets,



b. Denied: N/A.


3. Standard. The cadet shall identify rules of a competition match, to include:

a. safety rules,

b. technical rules,

c. procedural rules,

d. shot values and names,

e. scoring a target, and

f. completing a match ticket.

4. Teaching Points


TP1 Describe safety rules for a competition match toinclude:a. using hearing protection;b. loading a rifle;c. clearing and making a rifle safe;d. taking action on misfires; ande. avoiding dangerous conduct.

InteractiveLecture

5 min C2-210(pp. R16/1 toR16/14)C2-210(pp. R14/1 toR14/2)

TP2 Describe technical rules for a competition matchto include:a. specifying target rifle design;

InteractiveLecture

10 min C2-210(pp. R11/1 toR11/12

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b. shooting aids;c. positioning on the firing point;d. coaching; ande. causing or creating disturbances.

C2-210(pp. R12/1 toR12/4)

TP3 Describe procedural rules for a competitionmatch to include:a. assigning targets;b. determining the timings for various

matches;c. firing in pairs;d. firing in threes;e. firing in single string;f. challenging procedure;g. protesting procedure;h. addressing warnings and penalties;i. testing triggers on highest possible scores

(HPS);j. missing four consecutive shots; andk. retiring of a competitor.

InteractiveLecture

15 min C2-210(pp. R9/1 toR9/5)C2-210(pp. R14/1 toR14/2)

TP4 Describe shot values and names, to include:a. target shot values, andb. names associated with shot values.

InteractiveLecture

5 min C2-210(pp. R3/1 toR3/8)

TP5 Explain and demonstrate completing a matchticket and scoring a target, to include:a. recording scores;b. converting sighting shots to scoring shots;

andc. completing match tickets by the firer and/or

the scorer.

Demonstration 10 min C2-210(pp. R23/1 toR23/5)

TP6 Have cadets practice completing a match ticketand score a target.

PracticalActivity

25 min

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration: d. Practical Activity: e. Total:


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6. Substantiation

a. An interactive lecture was chosen for TPs 1—4 as it illustrates the application of the rules for acompetition match.

b. A demonstration was chosen for TP 5 as it allows the instructor to explain and demonstrate howto complete a match ticket and score a target.

c. A practical activity was chosen for TP 6 as it is an interactive way for cadets to learn how to completea match ticket and score a target.

7. References

a. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#16.01%20Firing%20Point%20Routine.

b. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#14.01%20Position%20-% General.

c. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#9.01%20Squadding%20Individual%20Competitions.

d. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#3.01%20Targets%20-%20Dimensions.

e. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#11.01%20Safety.

f. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#12.01%20Dress%20-%20General.

g. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#23.01%20Score%20Tickets%20and%20Claim%20Cards%20-%20General.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate for theclassroom/training area,

b. Short range target face,

c. Coloured push pins,

d. Small, medium and large size shot indicators,

e. Shot value indicators, and

f. Black and white target patches.

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9. Learning Aids

a. Match tickets, and

b. 300 yard target.


11. Remarks

a. The cadet is not expected to memorize all the rules but to become familiar with them.

b. The training associated with this lesson shall be conducted during PO S348 (Fire the C11 TargetRifle, Chapter 4, Section 10).

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EO S347.04 – FOLLOW BUTT PROCEDURES

1. Performance. Follow Butt Procedures.

2. Conditions

a. Given:

(1) Target frame,

(2) Suitable target,

(3) Target shot and value indicators,

(4) Target patches of suitable colour,

(5) Safety helmet,

(6) Message card,

(7) Scoring gauge,

(8) Construction stapler with 3/8-inch T-50 staples,



b. Denied: N/A.


3. Standard. IAW Range Standing Orders and Dominion of Canada Rifle Association (DCRA) rules, thecadet shall follow butt procedures by:

a. discussing safety in the butts;

b. identifying the components in the butts;

c. scoring a target; and

d. describing range messages.

4. Teaching Points


TP1 Discuss safety in the butts, to include:a. Range Safety Orders, andb. conduct.

InteractiveLecture

5 min A2-069 (pp. 2–3)

TP2 Identify the components of the butts, to include:a. equipment, to include:

(1) target carriers;(2) short-range targets; and(3) mid-range targets; and

InteractiveLecture

10 min A2-073 (pp. 3-8to 3-26)C2-210(pp. R3/1 toR3/2)

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b. facilities, to include:(1) water point,(2) washrooms,(3) warning flags,(4) communication point, and(5) target shed.

TP3 Explain, demonstrate and have the cadets scorea target by:a. locating shots on a target;b. signalling the shot;c. indicating the value of the shot;d. patching the target;e. replacing the target centre;f. replacing the target face; andg. resting the target upon completion of firing.


15 min C2-197(pp. 313–314)C2-210(pp. R3/1 toR3/6)

TP4 Describe the range messages used in fullboremarksmanship.

InteractiveLecture

5 min C2-210 (p.R3/7)

5. Time



6. Substantiation

a. An interactive lecture was chosen for TPs 1, 2 and 4 to familiarize the cadet with the importanceof safety in the butts, the components used and the range messages used between the firing pointand the butts.

b. A demonstration and performance was chosen for TP 3 as it allows the instructor to explain anddemonstrate scoring a target while providing an opportunity or the cadets to practice the skill undersupervision.

7. References

a. A2-069 Connaught Range and Primary Training Centre. (2008). Standing Orders and SafetyOrders. Retrieved October 7, 2008, from http://www.cfsuo.forces.gc.ca/ope/crp-pcc/doc/so-op-2008-eng.pdf.

b. A2-073 B-GL-304-003/TS-002 Director of Army Training. (1990). Operational Training – Volume 3,Part 2, Chapter 3. Ottawa, ON: Department of National Defence.

c. C2-197 Tompkins, N.H. (2006). Prone and Long-Range Rifle Shooting. Prescott, AZ: Nancy H.Tompkins.

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d. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#3.01%20Targets%20-%20Dimensions.

e. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of FullboreRifle Competitions. Retrieved October 3 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.htm#3.18%20Range%20Messages.




11. Remarks. N/A.

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4-9-17

EO S347.05 – PREPARE FOR THE NATIONAL CADET FULLBORE CHAMPIONSHIP (NCFC)

1. Performance. Prepare for the National Cadet Fullbore Championship (NCFC).

2. Conditions

a. Given:

(1) Championship match package, to include:

(a) Program schedule,

(b) Match tickets,

(c) Competitor list, and

(d) Badge.

(2) Personal marksmanship equipment, to include:

(a) C11 Target Rifle,

(b) Breech flag,

(c) Rifle case,

(d) Rifle cover,

(e) Rifle sling,

(f) Set of front sight inserts,

(g) Blinder,

(h) Kit bag,

(i) Marksmanship jacket,

(j) Marksmanship sweater,

(k) Marksmanship glove,

(l) Marksmanship hat,

(m) Hearing protectors,

(n) Spotting scope with stand,

(o) Shooting mat,

(p) Marksmanship diary,

(q) Wind chart,

(r) Group-centring device,

(s) Grease pencil,

(t) Ammunition box,

(u) Hand towel,

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(v) Groundsheet, and

(w) Clear plastic bag.



b. Denied: N/A.


3. Standard. The cadet shall prepare for the NCFC by:

a. discussing the conduct and operation;

b. confirming information on the match tickets;

c. discussing range routine; and

d. preparing marksmanship equipment.

4. Teaching Points


TP1 Discuss the conduct and operation of the NCFC,to include:a. the purpose,b. competition format, to include:

(1) two days of individual competition,and

(2) one half day of team matchcompetition; and

c. the cadet competitors, to include:(1) Phase I Fullbore Marksmanship

course,(2) Phase II Fullbore Marksmanship

course,(3) the RCAC National Rifle Team,(4) the British Cadet Rifle Team (BCRT),

and(5) authorized staff cadets.

InteractiveLecture

5 min A2-070 (pp.2–3)

TP2 Explain the information on the match tickets, toinclude:a. the name of the match,b. the cadet’s name,c. competitor number,d. relay number,

InteractiveLecture

5 min A2-070(pp. 10–13)

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e. butt number,f. time,g. target number, andh. the date of the match.

TP3 Explain range routine of the NCFC, to include:a. before firing, to include:

(1) messing routine for the competition;(2) firing and butt duty schedule;(3) reporting to the assigned ammunition

point;(4) determining the firing and scoring

sequence of competitors; and(5) exchanging competitor match tickets;

b. during firing, to include:(1) allotting timings for the matches;(2) resolving disagreements on scores;(3) using proper message codes;(4) allocating time for individual shots;(5) consulting the Range Safety Officer

(RSO) on problems; and(6) obtaining clearance from the RSO

before departing the firing point; andc. after firing, to include:

(1) confirming scores before leaving thefiring point;

(2) obtaining clearance from the RSObefore departing the firing point;

(3) removing equipment from the firingpoint;

(4) handing in live ammunition;(5) handing in empty casings;(6) handing in completed match tickets;(7) moving equipment to the assigned

area on the range before departingto the butts;

(8) protecting equipment against severeweather;

(9) preparing for butt duty; and(10) performing range declarations.

InteractiveLecture

25 min A2-070 (pp. 3–5)C2-210(pp. R9/1 toR9/5)C2-210(pp. R14/1 toR14/5)C2-210(pp. R16/1 toR16/14)

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TP4 Have the cadet prepare marksmanshipequipment by:a. using a checklist to conduct a kit check;b. obtaining necessary plot sheets;c. preparing an elevation chart for reference;d. assembling scopes; ande. setting up the rifle to check:

(1) the cheek piece,(2) the hand stop, and(3) the sling.

PracticalActivity

35 min C2-213(pp. 73–74)

5. Time



6. Substantiation

a. An interactive lecture was chosen for TP 1–3 to orient the cadets and generate interest in the NCFC.

b. A practical activity was chosen for TP 4 to introduce cadets to the NCFC in a safe and controlledenvironment.

7. References

a. A2-070 Connaught Army Cadet National Summer Training Centre. (2008). Standard OperatingProcedure: Canadian National Cadet Fullbore Competition: Suggested Operations Order for theRunning of the Canadian National Cadet Fullbore Competition. (Available from Connaught NationalCadet Training Centre, 1 Lewis Gun Road, Nepean, ON K2K 2W6).

b. C2-210 Dominion of Canada Rifle Association. (2008). Rules for the Conduct of Fullbore RifleCompetitions. Retrieved October 3, 2008, from http://www.dcra.ca/CFRC%20Rules/RuleBook.

c. C2-213 Brennan, D. (2000). The Highpower Shooting Primer. Manchester, CT: Precision ShootingInc.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate for theclassroom/training area.

b. DCRA rule book on the rules for the conduct of fullbore rifle competitions, and

c. Sample package of the NCFC program.

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9. Learning Aids

a. Personalized NCFC program package, and

b. As per paragraph 2 (a).


11. Remarks. This EO must be scheduled the day before cadets participate in the NCFC.

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4-10-1

SECTION 10PO S348 – FIRE THE C11 TARGET RIFLE

1. Performance. Fire the C11 Target Rifle.

2. Conditions

a. Given:



(3) Rifle sling,


(5) Blinder,







(12) Shooting mat,


(14) Grease pencil,


(16) Suitable application target,

(17) Wind coach,



b. Denied: N/A.


3. Standard. The cadet will fire the C11 Target Rifle during range practice, to include:

a. grouping at 100 m,

b. coached application practice at short-range,

c. coached application practice at mid-range,

d. individual application practice at short-range,

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e. individual application practice at mid-range, and

f. national fullbore competition.

4. Remarks

a. The cadet must pass the handling test prior to firing the C11 Target Rifle.

b. The cadet will be coached by cadets on the Fullbore Marksmanship Phase II course.

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4-10-3

EO S348.01 – FIRE THE C11 TARGET RIFLE DURING GROUPING PRACTICE AT 100 m

1. Performance. Fire the C11 Target Rifle During Grouping Practice at 100 m.

2. Conditions

a. Given:



(3) Rifle sling,


(5) Blinder,






(11) Shooting mat,


(13) Suitable grouping target,



b. Denied: N/A.


3. Standard. The cadet shall fire the C11 Target Rifle during grouping practice at 100 m.

4. Teaching Points. Conduct a grouping practice where the cadets will fire the C11 Target Rifle by applyingthe principles of marksmanship.

5. Time



6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to allow cadets toexperience firing the C11 Target Rifle during grouping practice in a safe and controlled environment. Thisactivity contributes to the development of marksmanship skills and knowledge in a fun and challengingsetting.

7. References. N/A.

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9. Learning Aids


b. Breech flag,

c. Marksmanship diary,

d. Hand towel, and

e. Clear plastic bag.


11. Remarks

a. It is recommended that this lesson be scheduled in four-period blocks.

b. Each cadet should fire three grouping targets for each four-period block.

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4-10-5

EO S348.02 – FIRE THE C11 TARGET RIFLE DURING COACHED APPLICATION AT SHORT RANGE

1. Performance. Fire the C11 Target Rifle During Coached Application at Short-Range.

2. Conditions

a. Given:



(3) Rifle sling,


(5) Blinder,






(11) Shooting mat,




(15) Assistance from a wind coach.

b. Denied: N/A.


3. Standard. The cadet shall fire the C11 Target Rifle during coached application at short-range.

4. Teaching Points. Conduct a short-range coached application practice where the cadets will fire theC11 Target Rifle by applying the principles of marksmanship.

5. Time



6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to allow cadets toexperience firing the C11 Target Rifle during coached application at short-range in a safe and controlledenvironment. This activity contributes to the development of marksmanship skills and knowledge in a funand challenging setting.

7. References. N/A.

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9. Learning Aids


b. Breech flag,

c. Spotting scope with stand,

d. Group-centring device,

e. Grease pencil,

f. Marksmanship diary,

g. Hand towel, and

h. Clear plastic bag.


11. Remarks


b. Each cadet should fire three application targets for each four-period block.

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4-10-7

EO S348.03 – FIRE THE C11 TARGET RIFLE DURING COACHED APPLICATION AT MID-RANGE

1. Performance. Fire the C11 Target Rifle During Coached Application at Mid-Range.

2. Conditions

a. Given:



(3) Rifle sling,


(5) Blinder,






(11) Shooting mat,




(15) Assistance from a wind coach.

b. Denied: N/A.


3. Standard. The cadet shall fire the C11 Target Rifle during coached application at mid-range.

4. Teaching Points. Conduct a mid-range coached application practice where the cadets will fire theC11 Target Rifle by applying the principles of marksmanship.

5. Time



6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to allow cadetsto experience firing the C11 Target Rifle during coached application at mid-range in a safe and controlledenvironment. This activity contributes to the development of marksmanship skills and knowledge in a funand challenging setting.

7. References. N/A.

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9. Learning Aids


b. Breech flag,

c. Spotting scope with stand,

d. Group-centring device,

e. Grease pencil,

f. Marksmanship diary,

g. Hand towel, and

h. Clear plastic bag.


11. Remarks



A-CR-CCP-719/PG-001

4-10-9

EO S348.04 – FIRE THE C11 TARGET RIFLE DURING INDIVIDUAL APPLICATION AT SHORT-RANGE

1. Performance. Fire the C11 Target Rifle During Individual Application at Short-Range.

2. Conditions

a. Given:



(3) Rifle sling,


(5) Blinder,







(12) Shooting mat,


(14) Grease pencil,





b. Denied: N/A.


3. Standard. The cadet shall fire the C11 Target Rifle during individual application at short-range.

4. Teaching Points. Conduct a short-range individual application practice where the cadets will fire theC11 Target Rifle by applying the principles of marksmanship.

5. Time



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6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to allow cadets toexperience firing the C11 Target Rifle during individual application at short-range in a safe and controlledenvironment. This activity contributes to the development of marksmanship skills and knowledge in a funand challenging setting.

7. References. N/A.


9. Learning Aids


b. Breech flag,


d. Hand towel, and



11. Remarks



A-CR-CCP-719/PG-001

4-10-11

EO S348.05 – FIRE THE C11 TARGET RIFLE DURING INDIVIDUAL APPLICATION AT MID-RANGE

1. Performance. Fire the C11 Target Rifle During Individual Application at Mid-Range.

2. Conditions

a. Given:



(3) Rifle sling,


(5) Blinder,







(12) Shooting mat,


(14) Grease pencil,





b. Denied: N/A.


3. Standard. The cadet shall fire the C11 Target Rifle during individual application at mid-range.

4. Teaching Points. Conduct a mid-range individual application practice where the cadets will fire theC11 Target Rifle by applying the principles of marksmanship.

5. Time



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6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to allow cadetsto experience firing the C11 Target Rifle during individual application at mid-range in a safe and controlledenvironment. This activity contributes to the development of marksmanship skills and knowledge in a funand challenging setting.

7. References. N/A.


9. Learning Aids


b. Breech flag,


d. Hand towel, and



11. Remarks



A-CR-CCP-719/PG-001

4-10-13

EO S348.06 – FIRE THE C11 TARGET RIFLE DURING COMPETITION

1. Performance. Fire the C11 Target Rifle During Competition.

2. Conditions

a. Given:



(3) Rifle sling,


(5) Blinder,







(12) Shooting mat,


(14) Grease pencil,





b. Denied: N/A.


3. Standard. The cadet shall fire the C11 Target Rifle during competition.

4. Teaching Points. Have the cadets participate in a fullbore marksmanship competition where the cadetswill fire the C11 Target Rifle by applying the principles of marksmanship.

5. Time



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6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to allow cadetsto experience firing the C11 Target Rifle during competition in a safe and controlled environment. Thisactivity contributes to the development of marksmanship skills and knowledge in a fun and challengingsetting.

7. References. N/A.


9. Learning Aids


b. Breech flag,


d. Hand towel, and



11. Remarks. It is recommended that the competition briefing be conducted the day prior to the start of thiscompetition.


4A-1

INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS


4A-2


4A-3


4A-4


4A-5


4A-6

Documents

FULLBORE MARKSMAN PHASE I QUALIFICATION …airdriecadets.com/wp-content/uploads/2017/...I-QSP.pdf · 4-9-1 to 4-9-22 ... Issuing Authority. This Qualification Standard and Plan (QSP)