Csc 29 Syllabus

CFC 303

2002 - 2003

PROGRAM PROGRAMME COMMAND AND COURS DE COMMANDEMENT STAFF COURSE ET D’ÉTAT-MAJOR (CSC) (CCEM) SYLLABUS SYLLABUS

CANADIAN FORCES COLLEGE (CFC)

COMMAND AND STAFF COURSE PROGRAM (CSC)

COMMANDANT’S PREFACE

1. The Syllabus is the capstone CSC document; specifically, it describes:

a. The CFC mandate for the CSC;

b. The organization and content of the CSC syllabus;

c. The program goals and objectives; and

d. The detailed syllabus for each department.

2. The curriculum for CSC 29 continues to emphasize operations, leadership, ethics and the law of armed conflict. It also includes national security studies and a broad review of higher- level defence management in Canada.

3. It is essential that all officers, on joining the staff, read and study Chapters 1 and 2 of this document to the extent that they clearly understand the process of curriculum development and review. Curriculum review and development shall follow the process as stated in the Syllabus.

Original signed by:

J.J.R. Gagnon 7 June 02 Brigadier-General Commandant

i COMMAND AND STAFF COURSE PROGRAM SYLLABUS

CSC 29 EDITION

TABLE OF CONTENTS

Commandant’s Preface i Table of Contents ii Chapter 1 The College Mandate 1-1/5 Annex A CFC Curriculum Coding 1-A-1/6 Annex B CFC Educational Framework 1-B-1/3 Annex C CFC Instructional Design Process 1-C-1/9 Appendix 1 Bloom’s Taxonomy Verb Table 1-C1-1/1 Annex D CSC 29 Program Statistics 1-D-1/1 Annex E CSC Program Goals and Objectives 1-E-1/3 Annex F CSC Learning Objectives 1-F-1/7 Chapter 2 Curriculum Development 2-1/3 Chapter 3 Officership Studies (OF) 3-1/3 Annex A Officership Studies Detailed Syllabus 3-A-1/10 Chapter 4 Maritime Studies (MS) 4-1/2 Annex A Maritime Studies Detailed Syllabus 4-A-1/10 Chapter 5 Aerospace Studies (AS) 5-1/2 Annex A Aerospace Studies Detailed Syllabus 5-A-1/7 Chapter 6 Land Force Studies (LS) 6-1/2 Annex A Land Force Studies Detailed Syllabus 6-A-1/7 Chapter 7 Strategic Studies (SS) 7-1/2 Annex A Strategic Studies Detailed Syllabus 7-A-1/9 Chapter 8 Joint and Combined Warfare Studies (JC) 8-1/3 Annex A Joint and Combined Warfare Studies Detailed Syl- 8-A-1/12 labus

ii CHAPTER 1

CFC MANDATE

CANADIAN FORCES COLLEGE

1. The CFC is responsible for the delivery of six major programs of study as follows:

a. the Command and Staff Course Program (CSC) for selected Ma- jors/Lieutenant-Commanders and Lieutenant-Colonels/Commanders;

b. the Advanced Military Studies Course Program (AMSC) for selected Lieutenant-Colonels/Commanders and Colonels/Captains(N);

c. the National Security Studies Course Program (NSSC) for selected Colo- nels/Captains(N) and General and Flag Officers;

d. the Joint Reserve Command and Staff Course Program (JRCSC) for Re- serve officers;

e. the Joint Staff Officers Course program (JSOC) for Captains/Lieuten- ants(N) and Majors/Lieutenant-Commanders occupying positions in the CF Joint Operations Group and the NDHQ Joint Staff; and

f. the National Securities Studies Seminar program (NSSS).

2. Each of the six major programs of study is comprised of discrete courses and each discrete course contains a variety of curriculum activities designed to attain the desired level of learning in the applicable subject. The courses are delivered by six academic departments as follows:

a. Officership Studies Department (OF) — provides for student education in command, leadership, ethics, and communications skills.

b. Strategic Studies Department (SS) — provides for student education in governmental, domestic and foreign affairs.

c. Joint and Combined Warfare Studies (JC) — provides for student education in joint and combined operations and operational art.

d. Maritime Studies (MS) — provides for student education in maritime component doctrine, operations and planning.

e. Land Forces Studies (LS) — provides for student education in land force component doctrine, operations and planning.

f. Aerospace Studies (AS) — provides for student education in air component doctrine, operations and planning.

1-1/5 3. The Director of Development Period Three (DDP3) is responsible for the delivery of Maritime, Aerospace, Land Force, and Joint and Combined Warfare Studies at CFC and also oversees the delivery of the CSC and JSOC programs. The Director of Devel- opment Period Four (DDP4) is responsible for the delivery of Officership and Strategic Studies at CFC and oversees delivery of the NSSC, the AMSC and the NSSS programs.

4. Higher-level direction to CFC for the Command and Staff Course Program is currently provided in NDHQ Instruction ADM (Per) 7/89, promulgated on 30 May 1989. This has been augmented by separate guidance provided as a result of a newly revised Officer Professional Development System (OPDS), introduced in the early 1996.

PROGRAM DESCRIPTION

PROGRAM

5. Command and Staff Course 29.

AIM

6. In accordance with the OPDS, the Command and Staff Course program is offered during Developmental Period 3, the Advanced Officer Developmental Period. The aim of the CSC is to develop selected senior officers for key Major/Lieutenant- Colonel/Colonel (and naval equivalent) tactical-level command and operational-level staff appointments in national or combined, component or joint forces.

SCOPE

7. Through a range of professional military educational activities, the program de- velops officers to a level of knowledge and competence appropriate to the aim. Emphasis is placed on the following themes or program goals:

a. Command, Leadership and Ethics;

b. Communications Skills;

c. Operational Art Theory;

d. Joint and Combined Operations; and

e. National Security and Defence Studies.

CURRICULUM DESCRIPTION

8. Although each student of CSC 29 will graduate with a “pcsc” qualification, they will take different routes to acquire this qualification based on their individual learning needs. These different routes, broadly classified as Maritime, Land and Air, reflect the unique component knowledge and skills acquired prior to, and needed after the course. Thus the curriculum provides joint, bridged (two component) and single component

1-2/5 learning opportunities that are designed to educate students about joint and combined warfare and to prepare them for higher-level command and staff appointments within their specific component.

9. Courses offered within the CSC program, by department, are as follows:

a. Officership Studies (OF) Department:

(1) Command (COM 301);

(2) Leadership (LDR 302);

(3) Ethics and the Military Profession (EMP 303);

(4) Communications and Media Relations (CMR 304);

(5) Individual Research Project (IRP 305); and

(6) Keynote Speaker Series (KEY 306);

b. Strategic Studies (SS) Department:

(1) Canadian National Security (CNS 301);

(2) International Affairs (IAF 302); and

(3) Canadian Defence Management (CDM 303);

c. Joint and Combined Warfare (JC) Department:

(1) Joint and Combined Planning (PLN 301);

(2) Joint and Combined Operations (OPS 302);

(3) Component Warfare in Joint Operations (CPT 303);

(4) Warfare Theory and History (WTH 304);

(5) Operations Other Than War (OOW 305); and

(6) Law of Armed Conflict (LAC 306);

d. Maritime Studies (MS) Department:

(1) Maritime Component Doctrine (MCD 301);

(2) Maritime Component Operations (MCO 302); and

(3) Maritime Component Planning (MCP 303);

1-3/5 e. Land Force Studies (LS) Department:

(1) Land Component Doctrine (LCD 301);

(2) Land Component Operations (LCO 302); and

(3) Land Component Planning (LCP 303);

f. Aerospace Studies (AS) Department:

(1) Air Component Doctrine (ACD 301);

(2) Air Component Operations (ACO 302); and

(3) Land Component Planning (ACP 303).

10. The detailed syllabi for each of the foregoing courses are described in Chapters 3 through 8.

PROGRAM DETAILS

11. Program Length. The CSC 29 program is 45 weeks long, inclusive of administration time and statutory holidays, but exclusive of opening and closing activities. The program consists of four terms, beginning in August and finishing at the end of June.

12. Program Divisions. The CSC program is divided into four terms comprising three joint terms (Terms 1, 2 and 4) and one component term (Term 3). The joint terms contain the common material presented to the entire student body. The component term consists of three separate, concurrent courses that contain the operational doctrine unique to each component.

13. Program Days. “Program Days” are all weekdays between Wednesday, 14 August 2002 and Friday, 27 June 2003 excluding official holidays, the Christmas and the spring leave periods, and the house-hunting week.

14. Program Hours. The curriculum for CSC 29 will be a total of 1194 hours [(817.0 hours of instruction and 377 hours of assignment preparation time (APT)].

15. Preparation Time. Preparation time (PT) available CSC 29 consists of 377 hours scheduled study time referred to as Assigned Preparation Time (APT) and 654 hours homework study time referred to as Individual Preparation (IPT). In order to provide predictable and useful blocks of study time, a policy has been adopted to provide uninter- rupted APT every Monday, Tuesday, Wednesday and Friday afternoon commencing at 1330. Exceptions will be during exercises including Field Study Exercises (FSE) and for specific activities when approved by the DDP3. The maximum IPT available in any given week is 18 hours on the basis of three hours per evening Monday through Thurs- day, plus a total of six hours on the weekend. Homework will not be required on holidays, during field trips, during academic breaks, or during the house-hunting week.

1-4/5 16. The amount of preparation time (PT) estimated in the syllabus and scheduled for any particular activity, allows time for both reading and reflection or, in the case of discussions and exercises, for preparation.

17. Relevant program statistics for CSC 29 are provided at Annex D.

Annexes:

Annex A CFC Curriculum Coding Annex B CFC Educational Framework Annex C CFC Instructional Design Process Annex D CSC 29 Program Statistics Annex E CSC 29 Program Goals and Learning Outcomes Annex F CSC 29 Learning Objectives

1-5/5 ANNEX A CHAPTER 1 CSC 29 SYLLABUS

“CFC ACTIVITY CODING STANDARD” ANNEX A CHAPTER 1 CSC 29 SYLLABUS

CFC ACTIVITY CODING STANDARD

{prog.} / {dept.} / {course theme} — {course no.} / {act. type} — {act. no.}

Program {prog.}

A single letter sub-code, controlled by the College Curriculum Board (CCB), that designates the program in which the activity is being delivered.

[Note: The same activity can be delivered on more than one program. For scheduling and distribution purposes, each instance of the activity will adopt the {prog.} sub-code of its respective program, but the remainder of the activity code would be the same.]

A — Advanced Military Studies Course (AMSC) program

C — Command and Staff Course (CSC) program

J — Joint Staff Officer Course (JSOC) program

N — National Security Studies Course (NSSC) program

R — Joint Reserve Command and Staff Course (JRCSC) program

S — National Security Studies Seminar (NSSS) program

Department {dept.}

A double letter sub-code, controlled by the CCB, that designates the department within the Col- lege that is responsible for the curriculum area in which the activity belongs.

AS — Aerospace Studies

JC — Joint and Combined Warfare Studies

LS — Land Force Studies

MS — Maritime Studies

OF — Officership Studies

SS — Strategic Studies

1-A-1/6 Course Theme {course theme}

A triple letter sub-code, managed by the departments but controlled by the CCB, that designates the theme of the activity’s parent course.

[Note: The sub-code combination {course theme}–{course no.} uniquely identifies a course.]

Aerospace Studies Department Land Force Studies Department ACD Aerospace Component Doctrine LCD Land Component Doctrine ACO Aerospace Component Operations LCO Land Component Operations ACP Aerospace Component Planning LCP Land Component Planning

Joint and Combined Warfare Department Strategic Studies Department CPT Component Warfare CDM Canadian Defence Management DOC Doctrine CGS Canadian Government and Society * LAC Law of Armed Conflict CNS Canadian National Security OOW Operations Other than War IAF International Affairs OPS Operations SCO Strategic Concepts and Operations * PLN Planning SPM Strategic Personnel Management * WTH Warfare Theory and History SRM Strategic Resource Management *

Maritime Studies Department Officership Studies Department MCD Maritime Component Doctrine COM Command MCO Maritime Component Operations CMR Comms and Media Relations MCP Maritime Component Planning EMP Ethics and the Military Profession IRP Individual Research Projects KEY Keynote Speaker Series LDR Leadership

* = NSSC & NSSS programs only

1-A-2/6 Course Number {course no.}

A triple digit sub-code, managed by the departments but controlled by the CCB, of which the first digit denotes the DP level of the course and the last two digits, in combination with the first digit and the course theme, uniquely identify the course.

[Note: The sub-code combination {course theme}–{course no.} uniquely identifies a course.]

200–229 JSOC-level

300–329 CSC-level (includes JRCSC)

400–429 AMSC-level

430–459 NSSC-level (includes NSSS)

Activity Type {act. type} A double letter sub-code, managed by the departments but controlled by the applicable Course Coordinator, that designates the delivery format of the activity.

AV Audio-Visual Presentation

The presentation to a large group of extended audio-visual material, such as a film or video, which may be followed by discussion in syndicate.

CS Case Study

A researched and detailed analysis of a historic event, battle, campaign or situation for the purpose of reinforcing previously covered curriculum material — the findings of which are typically delivered in presentation format by an individual to a syndicate, or by a sub-syndicate or syndicate to a larger group.

DI Discussion

A verbal exchange of information, usually conducted in syndicate and usually chaired by a student, for the purpose of reinforcing previously covered curriculum material.

EX Exercise

An analysis of a situation coupled with a role-based, interactive application of previously covered curriculum material within a formatted, simulated scenario.

FS Field Study

A collective visit to agencies outside the College to provide an experiential opportunity to examine previously covered curriculum material in a closer, more practical setting.

1-A-3/6 LD Lecture-Discussion

A presentation of curriculum material delivered by one or more guest speakers, followed by a syndicate discussion of the presented material and related pre-readings, followed by a plenary, question-and-answer portion.

LE Lecture

A presentation of curriculum material delivered by a staff member or one or more guest speakers, usually concluded with a question-and-answer portion.

RP Research Paper

A written deliverable that requires research and the preparation of an expository or persuasive essay using scholarly conventions.

SE Staff Exercise

A written deliverable, presentation or interview based on the analysis of a simulated scenario for the purpose of teaching or reinforcing a specific element of the curriculum.

SM Seminar

A syndicate discussion, chaired by an assigned student, based on a written deliverable prepared and distributed by the student chair to the syndicate members prior to the seminar.

SY Symposium

The oral presentation and plenary discussion of student-prepared written deliverables, which are typically focused on a particular theme, to a large group of students, staff and, sometimes, outside participants.

TU Tutorial

An interactive explanation of practical curriculum material conducted by a staff member or guest instructor either entirely in syndicate or in plenary with syndicate portions.

______The following acronyms are not part of this activity coding system but do represent activities not otherwise described above and appear on the various program schedules:

ADM Administrative Period

A period used for a non-curriculum event, such as in-clearance, orientation or out- clearance.

1-A-4/6 APT Assigned Preparation Time*

A period reserved for students to reflect, conduct research, do pre-readings, complete assignments and/or work on other curriculum material.

* Preparation Time. The College uses a preparation time model that tracks the cumulative difference between the non-curriculum time available for students to prepare for activities and the specific time required to complete that preparation. On the debit side, the model tracks the amount of time required to read, research, reflect and prepare for each activity — in the model; this time is called Preparation Time (PT). On the credit side there is scheduled study time referred to as Assigned Preparation Time (APT) and the model assumes that students have, on average, three hours available to them each night, and six hours on the weekend, to prepare for activities — in the model this time is called Individual Preparation Time (IPT). (Note: The model does not assume IPT is available during field trips and scheduled academic breaks.) When the model identifies a deficit (i.e., when the time required for one or more activities (PT) exceeds the time available to do that preparation, APT periods are added to the program’s schedule to compensate.

______Activity Number {act. no.}

A single- or double-digit sub-code, managed by the departments but controlled by the applicable Course Coordinator, that differentiates between activities of the same format within the same course.

1-A-5/6 CFC Activity Coding Table

Programme Department Course Activity Theme Number Type Number

AS [Aerospace Studies] ACD ACO ACP

JC [Joint/Combined CPT DOC LAC Warfare Studies] OOW OPS PLN AV [Audio-Visual] WTH CS [Case Study] 200–229 [JSOC-level] DI [Discussion] A [AMSC] EX [Exercise] C [CSC] LS [Land Force Stud- LCD LCO LCP 300–329 [CSC-level] FS [Field Study] ies] J [JSOC] [JRCSC- LD [Lecture- level] Discussion] N [NSSC] LE [Lecture] 1–99 R [JRCSC] MS [Maritime Studies] MCD MCO MCP 400–429 [AMSC- RP [Research Paper] level] S [NSSS] SE [Staff Exercise] 430–459 [NSSC-level] SM [Seminar] OF [Officership Stud- COM CMR EMP [NSSS-level] SY [Symposium] ies] IRP KEY LDR TU [Tutorial]

SS [Strategic Studies] CDM CGS CNS IAF SCO SPM SRM

Example : A/OF/LDR-401/LD-1 This code represents the first lecture-discussion in the Leadership 401 course being delivered on the AMSC. This course is offered by the Officership Studies department.

1-A-6/6 ANNEX B CHAPTER 1 CSC 29 SYLLABUS

“COMMAND AND STAFF COURSE EDUCATIONAL FRAMEWORK” ANNEX B CHAPTER 1 CSC 29 SYLLABUS

COMMAND AND STAFF COURSE EDUCATIONAL FRAMEWORK

1. The CSC is based on an androgogical or learner-centred approach to education and is designed, insofar as is practicable, upon the following principles:

a. Relevance. To be meaningful, learning needs to be related directly to the learners’ needs, interests and personal/professional questions or concerns;

b. Respect. Learning is best achieved in an environment that challenges learners. This environment comprises a number of critical characteristics: it must reduce unnecessary anxiety; it must respect, and provide for, the differences in learning styles and learning rates; and it must recognize that learning is emotional as well as intellectual;

c. Responsibility. Real learning can only occur with the agreement of the learner; therefore, learners need opportunities to become increasingly active in and responsible for their own learning;

d. Relationships. Learning is aided by interaction with others which in turn builds cooperation, collaboration and support, and encourages learners to access each others’ resources;

e. Room. Physically, learners need a comfortable work environment that provides flexibility for a variety of instructional formats. Emotionally, learners need a structured framework with room for personal creativity and expression of differences; and

f. Reinforcement. Learners need opportunities to practice skills and use their knowledge, on-going feedback, and opportunities to feel increasingly successful in their learning tasks.

2. The design of the CSC program takes into account the androgogical principles outlined above, in conjunction with the levels of learning necessary to meet the mandate of the program. The College employs the following six levels of learning, based on B.S. Bloom’s “Taxonomy of Educational Objectives: Cognitive Domain”:

a. Knowledge. Recall previously learned material (facts, theories, etc.) in essentially the same form as taught (Level 1);

b. Comprehension. See relationships, concepts, and abstractions beyond the simple remembering of material. This typically involves translating, interpreting, and estimating future trends (Level 2);

1-B-1/3 c. Application. Use learned material in new and concrete situations, including the application of rules, methods, concepts, principles, laws and theories (Level 3);

d. Analysis. Break down material into its component parts so that the organizational structure may be understood. This includes identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved (Level 4);

e. Synthesis. Put parts together to form new patterns or structures, such as a unique communication (a theme or speech), a plan of operation (a research proposal), or a set of abstract relations (schemes for classifying information) (Level 5); and

f. Evaluation. Judge the value of material for a given purpose. Learning in this area is the highest in the cognitive hierarchy because it involves elements of all the other categories, plus conscious value judgements based on clearly defined criteria (Level 6).

3. The achievement of the desired levels of learning will depend firstly upon the requirement, and secondly upon the method of instruction that is chosen. For example, achievement of knowledge only may be accomplished by selection of one of the following methods: lecture, reading, panel, or film. A higher level of learning will require a combination of more than one of the above methodologies, with active methods, such as discussions, tutorials, case studies and exercises, being more beneficial than passive ones. For example, to achieve the application level of learning would require use of some of the above methods, in addition to more active activities such as practice with feed-back/video-feedback, role-playing, or exercises. As well, to ensure complete understanding of certain topics, students may need to experience the four stages of the experiential learning cycle. Although each adult learner normally prefers one stage of the cycle, the highest levels of learning will require the learner to experience activities catering to all four stages of the learning cycle. The four stages of the experiential learning cycle are not applicable in all cases but can be an extremely useful tool in others. The stages are as follows:

a. Concrete experience — participating in an activity;

b. Reflective observation — sharing reactions and discussing observations;

c. Abstract conceptualization — making generalizations and developing principles; and

d. Active experimentation — applying the learning to other situations.

4. The College’s curriculum format is in consonance with generally accepted instructional design methodology and consists of:

a. Course Aim and Scope. The aim and scope describe the overall outcome of the course. Chapter 1 of the Syllabus articulates the CSC Aim and Scope;

b. Program Goals. Program Goals describe the study areas necessary to achieve the aim of the course. The CSC has five Program Goals: Command, Leadership and

1-B-2/3 Ethics; Communications Skills; Operational Art Theory; Joint and Combined Op- erations; and National Security and Defence Studies which are outlined in Annex E to Chapter 1 of the Syllabus; c. Learning Outcomes. Learning outcomes are a set of measurable samples of be- haviour necessary to achieve a Program Goal. Learning Outcomes for the CSC are identified by using a three-digit number and are listed in Annex E to Chapter 1 of the Syllabus; and d. Learning Objectives. Learning Objectives are sets of measurable samples of be- haviour necessary to achieve the Learning Outcomes. They should not be con- fused with the aim of a period of instruction; it may take a great length of time, occupying several learning activities, to achieve a Learning Objective. Learning objectives are identified by attaching an alphabetic suffix to the three-digit Learning Outcome and they are listed in Annex F to Chapter 1 of the Syllabus.

1-B-3/3 ANNEX C CHAPTER 1 CSC 29 SYLLABUS

“CFC INSTRUCTIONAL DESIGN PROCESS” ANNEX C CHAPTER 1 CSC 29 SYLLABUS

CFC INSTRUCTIONAL DESIGN PROCESS

INTRODUCTION

1. Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the required quality of instruction is achieved. It is the entire process of analyzing learner needs and goals and the development of a delivery system to meet those needs. Instructional design, therefore, provides a process and framework for system- atically planning, developing, and adapting instruction based on identifiable learner needs and content requirements.1

2. Determining learner needs and designing goals for instruction to meet these needs may seem to be a fairly straightforward process at CFC given the homogeneity of military students. But, as with civilian students, military learners come from varied backgrounds and with different experience — each student is a unique learner. By not considering the educational level and experience of the military student, CFC faculty run the risk of delivering education that is either redundant or worse, irrelevant to the needs of the military learner. For this reason, instructional design is not simply a matter of focusing on individual curriculum activities. It involves consideration of the entire program, courses and content alike to ensure that the value of the education provided meets the needs of those who will receive the education. Instructional designers consider all aspects of the learning experience from what is to be taught to how teaching will occur.

3. Careful, systematic planning is particularly important when the medium of instruction is something other than a teacher – for example, a guest lecturer or facilitator. Good teachers have the ability to adjust instruction on the spot according to the learner’s needs. When the instructional medium is not as adaptable, having a design that is based upon principles of instruction becomes even more important.2

4. CFC faculty should answer three major questions as they develop curriculum:

a. What are the objectives of the instruction?

b. What is the instructional strategy and instructional medium?

c. What method will be used to evaluate whether the instruction has been successful?3

5. Addressing these three questions will lead the instructional designer to undertake three major phases in the instructional design process:

1College of Engineering, University of Idaho, < http://www.uidaho.edu/evo/dist3.html >. 2Smith, Patricia L. and Ragan, Tillman J. Instructional Design, The University of Oklahoma, Prentice Hall, p 2. 3Ibid, p 5.

1-C-1/9 a. Perform an instructional analysis also referred to as a needs assessment to determine the objectives of the instruction;

b. Develop an instructional strategy to determine what method and medium will be used to deliver the instruction; and

c. Develop and conduct an evaluation to determine whether the instruction met its objectives.

6. Instructional design normally follows the following process:4

Process Overview

1. NEEDS 2. DESIGN ASSESSMENT -Establish goals -Analyze the audience -Define objectives -Define educational gap

5. REVISION 3. DEVELOP

-Develop and -Create content implement revision plan -Review existing materials -Organize and develop content - Select/develop materials and delivery methods

4. EVALUATION

- Review goals and objectives -Develop evaluation strategy -Collect and analyze data

The remainder of this annex will examine, in detail, phases one through four of the process shown above to assist CFC faculty in creating quality educational products through their instructional design efforts.

NEEDS ASSESSMENT

7. Before designing or developing any educational product, it is important that the instructional designer undertake a needs assessment to determine the gap between what the learner

4College of Engineering, University of Idaho.

1-C-2/9 currently knows and what educators want the learner to know on completion of the instruction. The fundamental question of needs assessment is, “What is the difference between the knowledge level that we have and the knowledge level that we want?”5 This undertaking can be ex- haustive and may often require certain assumptions to be made in order to quantify the educational gap.

8. Generally speaking, the military requirement for a course should be derived from the CF Officer General Specification (OGS) or other strategic level guidance for officer professional military education (PME). Before beginning design of a course, the instructional designer must determine what knowledge the typical student has on arrival at CFC, and what level of understanding the student must reach by the time they depart from CFC. This determination of the gap defines the level of learning required and the course content.

9. Undertaking a needs assessment is not necessarily an easy task. The instructional designer must first look to courses previously taken by students attending the CSC program. Ide- ally, all students would have attended similar courses, but this will rarely be the case. Officers in combatant classifications will generally have had a different educational experience from those engaged in operational support occupations. Determining the median level of student knowledge may prove difficult; leading the instructional designer to make certain assumptions based on information readily available about previous courses the student may have attended. The evaluation process that occurs after completion of the CSC instruction will determine the validity of these assumptions.

10. Once the instructional designer has determined the start point for instruction, he or she must next determine what knowledge the student needs on completion of the instruction. Deter- mining this outcome may be even more problematic than was determining the intake level of knowledge. The instructional designer may look, for example, to the OPDS documents, the OGS, recent inquiry or study reports and discussions with senior leaders in an attempt to ascertain this measure. Certainly, not having a sense of what knowledge the student needs on completion of the instruction will make designing curriculum to fill the gap difficult.

11. Undertaking a needs assessment may appear tedious to those involved with instructional design; however, it is the only means of justifying the need for instruction. Delivering education is an expensive undertaking that must be validated before it is designed. By not undertaking a needs assessment, the instructional designer has not established a requirement for the instruction, other than perhaps personal interest. Without an appreciation of the requirement or a sense of the gap in required knowledge, the instructional designer will also have little appreciation of the type of instruction or level of learning required to fulfill the educational objectives.

DESIGNING CURRICULUM

Analyze the Audience

12. The first aspect of design is to know the audience. For CFC faculty, this is relatively straightforward with the exception, as mentioned earlier, of knowing the relative backgrounds of

5Teaching Learning and Technology Centre, Senton Hall University, New York, < http://tltc.shu.edu/design/introtoid.htm >.

1-C-3/9 the learners. Another aspect of analyzing the audience, however, the understanding of how peo- ple learn and what techniques should best assist students to achieve the desired level of learning.

13. At CFC, faculty are principally concerned with learning in the Cognitive or Affective Domains, the Cognitive being the more predominant. The Cognitive and Affective Domains were identified by Dr Benjamin Bloom as a means of delineating various aspects of learning.6

14. The Cognitive Domain involves knowledge and the development of intellectual skills. Bloom detailed the Cognitive Domain in six major categories to illustrate the means of learning progression. The six categories are shown in Figure 1 and detailed in Appendix 1.7 It is important that CFC instructional designers become intimately familiar with these six categories since the Cognitive Domain is that used most often at CFC.

15. Figure1 — Levels of Objectives in the Cognitive Domain8

Highest Assessing the value of ideas, Level Evaluation things, and so on

Assembling parts into a Synthesis whole Disassembling a whole Analysis into parts

Application Application of previously learned knowledge

Comprehension Understanding what a mes- sage means

Knowledge Remembering/recalling basic terms and facts Lowest Level

6Learning domains or Bloom’s Taxonomy, < http://www.nwlink.com/~donclark/hrd/bloom.html >. 7Bloom’s Taxonomy, < http://web.odu.edu/webroot/instr/ED/llschult.nsf/pages/blooms >. 8Rothwell, William J., Kazanas, H.C. Mastering the Instructional Design: A Systematic Approach, Jossey- Bass, San Francisco, P 160.

1-C-4/9 15. The instructional designer must carefully consider what learning needs to take place to achieve the desired level of learning. Setting too high a learning level for a given course may give the learner the false expectation that their level of understanding is higher than what is actually being achieved. Selecting the correct verb from the list provided at Appendix 1 for use in stating the course objective will help establish the intended learning level.

16. The Affective Domain deals with the development of attitudes. At CFC, this process is achieved more indirectly than is learning in the Cognitive Domain. Exercises that stress leadership and working with others are examples of the Affective Domain at work in an indirect fashion. There are also direct applications of Affective learning through courses, such as ethics, which are designed to raise student awareness of improper behavior thereby instilling, or reinforcing, an attitude that fosters ethical conduct. Figure 2 illustrates the hierarchy of the Affective Domain and will be of interest to instructional designers who must include Affective learning in their programs.

Highest Adopting a new way Level Characterization of life or outlook

Organization Developing/acquiring a new value system

Valuing Accepting vales/beliefs

Responding Participating

Receiving Paying attention

Lowest Level

Figure 2 — Levels of Objectives in the Affective Domain9

Establish Goals and Objectives

17. Based on the instruction domain as well as student needs and characteristics, the next step is to establish learning goals and objectives. Goals are broad statements of instructional intent, while objectives are specific steps leading to goal attainment. CFC uses a system of Program Goals, Learning Outcomes, Learning Objectives and Teaching Points to describe the linkage between the various aspects of the CSC program structure.

18. Program Goals. Program goals describe the broad study areas necessary to achieve the aim of individual programs offered at CFC. They do not generally relate to a specific learning level established in the Cognitive Domain. At CFC, program goals are developed by Curriculum

9Ibid, p 161.

1-C-5/9 Board and approved by the Commandant. A clear statement of the goals to be achieved within each program offered at CFC is essential to developing accurate statements for the subordinate learning outcomes, learning objectives and teaching points.

19. Learning Outcomes. Once the program goals have been established, the instructional designer indicates the desired Cognitive or Affective domain learning levels through the articu- lation of learning outcomes. “Learning outcomes are statements of standards which describe the expected performance learners must demonstrate before graduating from the Program.”10 In other words, learning outcomes prescribe what the learner should be capable of demonstrating on of the completion program. They are not simply a listing of broad knowledge or comprehension statements; rather, they articulate what the learner should be capable of doing in order to satisfy the Goals of the program. For example, if a program goal was to develop the student’s understanding of how defence policy supports the application of national security policy, then a learning outcome would be, “On completion of the program the learner will be capable of analyzing the linkage between defence policy and national security policy”.

20. Learning Objectives. Learning outcomes are then translated into learning objectives. A learning objective is a statement that specifies in behavioral (measurable) terms what a learner will be able to do as a result of instruction. It describes the intended result of the instruction well as attitudes. As an instructional designer, ask the following question before writing your objective, “What do I want the student to do to demonstrate that he or she has learned?” Learn- ing objectives are focused at the course versus program level and rely on the verbs found in Ap- pendix 1 to describe the objective. For example, from the learning outcome articulated above we note that the desired learning level for this outcome is four, analysis. A learning objective for a course supporting this learning outcome might read as follows: “On completion of this course, students will be able to differentiate between the various sources of input to defence policy development.” A course may have numerous learning objectives depending on the learning outcomes it is intended to support.

21. Teaching Points. Teaching points apply to the desired content of an individual curriculum activity. Achieving a prescribed learning level for individual activities becomes somewhat problematic given that measuring learning levels by lecture, case study, or discussion is “micro learning”. It is the combination of all elements of a course that achieve the overall learning level established by the learning outcomes. What is really required at the individual activity level is a clear indication of teaching points that the activity is to achieve. Clarity is absolutely essential if the instructional designer is to have any hope of achieving the intended aim of the lesson. Teaching points are also useful when using guest lecturers. Teaching points provide a clear indication of what material the activity is intended to cover. Instructional designers should resist the urge to include numerous teaching points in any one lesson. Generally speaking, five to seven teaching points are the maximum that can reasonably be incorporated into a single activity. An example of teaching points in a lecture on the historical development of Canadian defence policy might include the following teaching points:

10Shipley, Dale. Learning Outcomes: Another Bandwagon or a Strategic Instrument of Reform? < http://www.senecac.on.ca/quarterly/CQ.html/HHH.018.CQ.Sum94.Shipley.html >.

1-C-6/9 a. Describe the impact of signature of the NORAD agreement in 1958 on Canadian defence policy development.

b. Evaluate the affects of the changing nature of Canada’s armed forces on Canadian defence policy development

c. Discuss the impact of the end of the Cold War on Canadian defence policy development.

Teaching Points should focus the activity on specific elements of knowledge that support the learning objectives for the course and learning outcomes for the program. In many respects, the teaching points contained within course activities collectively become the foundation elements for the entire program.

DEVELOPING CURRICULUM

22. The development stage focuses on the individual activities contained within a course and the means by which the individual activities collectively achieve the desired learning level for the course and, by extension, the program. It is during the development stage that the instructional designer exercises the expertise of his or her craft. Appreciating the desired learning level articulated through the learning outcomes established for the program, the instructional designer must use the various educational activities available for course development to build a course that achieves the desired learning level. Obviously, if the desired learning level is four — analysis, a course built exclusively on lectures and a seminar or two is going to fall short of the mark. The instructional designer must consider all potential activities that will build upon one another to achieve the analysis level articulated in the learning outcomes. To achieve this appreciation of a course as a comprehensive building block in achieving the program learning outcomes, it would be advantageous for department heads to assign an entire course to each individual faculty member in their department. Basing work distribution on a course structure achieves two things:

a. It helps achieve “buy-in” on the part of the individual faculty member who man- ages a complete segment of curriculum rather than individual parts; and

b. It allows the individual faculty member to logically flow the content of a course keeping in mind the learning outcomes, learning objectives and associated learning levels that the course supports.

23. The predominant decisions that must be made at the activity level are organizational strategy decisions: “What content should be presented? How should this content be presented? What sequence should the activities follow?”11 It is this coordination that makes assignment of an entire course content to one faculty member sensible. As has been indicated, faculty must decide not only on the content of each activity, but on the best vehicle by which to deliver that content — should it be lecture, case study, exercise, or written deliverable. Selecting methods, media, and materials that meet the needs of the learner and address the objectives of the course are easier if faculty can envisage course flow as a singular entity. Instructional media differ in

11Smith , p 139.

1-C-7/9 their characteristics and, hence, in their suitability for different learning styles. Varying the delivery strategy is important to maintaining learner interest. Faculty would be well advised to refer to Table 2 when considering various delivery strategies.

In general, learners retain:

• 10% of what they read • 20 % of what they hear • 30 % of what they see • 50 % of what they see and hear • 70% of what they talk over with others • 80% of what they use and do in real life • 95% of what they teach others

Table 2 — Learner Retention12

Table 2 readily illustrates that bringing in a guest lecturer who may or may not follow the lesson content, talk for 50 minutes without the benefit of visual aids, and respond to very few probing questions by the learners, will contribute little to the overall learning level of the course. The addition of readings, a seminar or discussion, and, perhaps, an exercise, can increase the level of learning dramatically.

EVALUATING CURRICULUM

24. The “purpose of evaluation is to determine if the instructional methods and materials are accomplishing the established goals, outcomes and objectives.”13 Instructional designers are also interested in determining learner satisfaction with the material provided for learning. There are a number of methods that instructional designers might use to evaluate their curriculum. Selecting the right method depends on the information required by the instructional designer to fine-tune the course or program to maximum efficiency.

25. Often at CFC, the focus is on the individual activity rather than on the course or program. While there is value in assessing learner satisfaction with individual curriculum activities, instructional designers must ensure the contextual relevance of comments received from learners. Evaluating individual activities without full consideration of their context within the whole course may mislead faculty and result in change when change is not required. On the other hand, if the learner is unable to place the activity into context within the entire course, there may be a problem with the activity’s objectives and content.

26. Evaluation is much more than determining student satisfaction with the content of the instruction. It also involves assessing learner understanding of the material taught in order to ascertain whether the assigned learning level has been reached. This assessment can only be accomplished by testing learner knowledge in some manner. Providing learners with multiple-

12 Facts about Learning, < http://www.arl.org/training/ilsco/learnfacts.html >. 13 College of Engineering, University of Idaho, < http://www.uidaho.edu/evo/dist3.html >.

1-C-8/9 choice quizzes at certain points in the program is one form of determining learner understanding of the material. These quizzes can be administered anonymously if learners feel threatened by the idea of testing. What the instructional planner is interested in determining is learner understanding of the material, whether the instructional media met the learners’ requirements, and whether the delivery sequence and content used for a course achieved the intended learning level.

27. By not incorporating some form of evaluation in the instructional design process, the faculty has few means available to determine the validity of assumptions made in the preceding phases of instructional design. Also, not evaluating learner knowledge means the instructional designer can never be certain that the learning level for the course or program was achieved.

CONCLUSION

28. Instructional design is the essence of creating a well-planned educational product. The process provides designers of educational products with a template against which to consider the learner during all aspects of instructional design, development, and delivery. It is the learner and the learner’s ability to absorb knowledge that is the key element of instructional design considerations.

29. Instructional design begins with a needs assessment to determine attributes of the learner and to measure the learning that must take place in order to satisfy a perceived deficiency in learner knowledge. Quantifying the gap is important to determining the amount and degree of learning that needs to take place. Next, the instructional designer looks at designing the content that will fill the gap. In this stage, goals, outcomes and objectives are developed that address what the learner will accomplish and the level to which learning will take place. At this point, a blue print for learning is drawn up complete with learning levels. Once a solid design has been created, faculty can move to developing lesson plans that articulate what will be taught and through which instructional medium/media. Teaching material becomes the vehicle that delivers the learning objectives stated in the design phase. Lastly, having delivered the education to the learner, the instructional designer closes the loop by assessing learner reaction to the experience and by determining the level of knowledge actually achieved by the learner. This final stage provides the necessary feedback needed to alter the instruction to fill any gap that still exists between what is known and what needs to be known by the learner.

30. As a final note, faculty should appreciate that this is but an introduction to instructional design. Those wishing to pursue the subject in more detail should consult any of several books in the IRC or the numerous web sites dedicated to the subject. It is an important aspect of educational delivery that should be understood and utilized by those who deliver education.

1-C-9/9 APPENDIX 1 ANNEX C CHAPTER 1 CSC 29 SYLLABUS

“BLOOM’S TAXONOMY” APPENDIX 1 ANNEX C CHAPTER 1 CSC 29 SYLLABUS

BLOOM’S TAXONOMY

DESIRED LEARNING LEVEL APPROPRIATE ACTION VERB

6. Evaluation: Judging the value of material based on personal values/opinions, appraise, argue, assess, attach, choose compare, de- resulting in an end product, with a given fend estimate, judge, predict, rate, core, select, sup- purpose, without real right or wrong an- port, value, evaluate. swers. 5. Synthesis: Creatively or divergently arrange, assemble, collect, compose, construct, cre- applying prior knowledge and skills to ate, design, develop, formulate, manage, organize, produce a new or original whole. plan, prepare, propose, set up, write.

4. Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand analyze, appraise, calculate, categorize, compare, the organizational structure of) such infor- contrast, criticize, differentiate, discriminate, distin- mation to develop divergent conclusions by guish, examine, experiment, question, test. identifying motives or causes, making in- ferences, and/or finding evidence to support generalizations. 3. Application: The use of previously apply, choose, demonstrate, dramatize, employ, il- learned information in new and concrete lustrate, interpret, operate, practice, schedule, sketch, situations to solve problems that have single solve, use, write. or best answers.

2. Comprehension: Grasping (under- classify, describe, discuss, explain, express, identify, standing) the meaning of informational indicate, locate, recognize, report, restate, review, materials. select, translate,

1. Knowledge: Knowledge is (here) defined as the remembering (recalling) of arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, repro- appropriate, previously learned informa- duce state. tion.

1-C1-1/1 ANNEX D CHAPTER 1 CSC 29 SYLLABUS

“PROGRAM STATISTICS CSC 29” PROGRAM STATICS CSC 29

Case Field Study Lecture Research Staff Course Audio-visual Discusions Exercises Lectures Seminars Symposiun Programme OTHER Course Code Studies Exercises Discussions Papers Exercises Tutorial (TU) Department Course Number (AV) (DI) (EX) (LE) (SM) (SY) Hours (Prep Time) (CS) (FS) (LD) (RP) (SE)

Command COM 301 1.5 4.5 7.5 1.5 15.0 19.5

Leadership LDR 302 1.5 3.0 4.5 4.5 13.5 62.0

Ethics and the Military Profession EMP 303 3.0 3.0 9.0 4.5 3.0 22.5 37.5 Officership Studies (OF) Communications and Media Relations CMR 304 6.0 16.5 9.0 31.5 31.5

Individual Research Project IRP 305 0.0 190.0

Keynote Speaker Series KEY 306 16.5 16.5 0.0

Canadian National Security CNS 301 1.5 4.5 12.5 45.0 63.5 48.5

Strategic Studies (SS) International Affairs IAF 302 4.5 6.5 9.0 18.0 38.0 27.0

Canadian Defence Management CDM 303 3.0 6.0 24.0 33.0 29.0

Maritime Component Doctrine MCD 301 6.0 6.0 15.0 25.5 27.0 1.5 81.0 84.0

Maritime Studies (MS) Maritime Component Operations MCO 302 3.0 3.0 13.5 19.0 28.5 1.5 68.5 57.0

Maritime Component Planning MCP 303 3.0 1.5 64.5 6.0 1.5 76.5 30.0

Land Component Doctrine LCD 301 12.0 46.5 24.0 3.0 85.5 42.0

Land Forces Studies (LS) Land Component Operations LCO 302 6.0 117.0 10.5 1.5 135.0 36.0

Land Component Planning LCP 303 3.0 3.0 45.0 3.0 3.0 57.0 37.5

Air Component Doctrine ACD 301 13.5 1.5 27.0 25.5 9.0 76.5 75.0

Aerospace Studies (AS) Air Component Operations ACO 302 12.5 15.0 10.5 38.0 57.0

Air Component Planning ACP 303 109.5 109.5 12.0

Joint and Combined Planning PLN 301 4.5 66.0 49.5 15.0 34.5 3.0 172.5 48.0

Joint and Combined Operatons OPS 302 1.5 15.0 16.5 18.0

Component Warfare in Joint Operations CPT 303 4.5 24.5 15.0 1.5 45.5 27.0 Joint and Combined Wafare Studies (JC) Warfare Theory and History WTH 304 13.5 6.0 6.0 6.0 31.5 49.5

Operations Other Than War OOW 305 1.5 30.0 13.5 4.5 49.5 40.5

Law of Armed Conflict LAC 306 25.5 25.5 27.0

Program 4.5 42.0 55.5 463.5 217.0 21.0 288.5 0.0 144.0 43.5 6.0 16.5 1302.0 1085.5 Totals

1-D-1/1 ANNEX E CHAPTER 1 CSC 29 SYLLABUS

COMMAND AND STAFF COURSE PROGRAM “PROGRAM GOALS AND LEARNING OUTCOMES”

ANNEX E CHAPTER 1 CSC 29 SYLLABUS

COMMAND AND STAFF COURSE PROGRAM

PROGRAM GOALS AND LEARNING OUTCOMES

The program goals and associated learning outcomes for the CSC are listed in this Annex. They are articulated in the fashion of Bloom’s Taxonomy, as indicated in Appendix 1 to Annex C. Learning objectives are listed, together with the learning outcomes that they support, in Annex E.

PROGRAM GOAL #1 — COMMAND, LEADERSHIP AND ETHICS

The aim of Program Goal #1 is to develop the students’ ability to exercise command and leadership at the tactical level of war, while understanding operational-level, and being familiar with strategic-level, demands of command and leadership.

Learning Learning Learning Outcome Outcome Level Serial 101 Analyze the art of leadership at the operational level. 4 102 Synthesize the concepts of command at the tactical level. 5 103 Comprehend the demands of command at the strategic level. 2 104 Analyze ethical principles and practices. 4 105 Analyze the principles and theories of the military ethos. 4

PROGRAM GOAL #2 — COMMUNICATIONS SKILLS

The aim of Program Goal #2 is to develop the individual student’s ability to apply problem- solving techniques and to communicate effectively with internal and external audiences.

Learning Learning Learning Outcome Outcome Level Serial 201 Synthesize effective communication skills. 5 202 Apply problem solving and decision making techniques. 3 203 Apply effective public affairs skills. 3

1-E-1/3 PROGRAM GOAL #3 — OPERATIONAL ART THEORY

The aim of Program Goal #3 is to develop the students’ understanding of operational art, including the impact of technology and national security issues.

Learning Learning Learning Outcome Outcome Level Serial 301 Comprehend the history of warfare theory. 2 302 Comprehend contemporary warfare theory. 2 303 Analyze the laws and principles governing the use of force. 4 304 Comprehend the impact of technology on modern warfare. 2

PROGRAM GOAL #4 — JOINT AND COMBINED OPERATIONS

The aim of Program Goal #4 is to develop the students’ ability to plan and conduct joint and combined operations.

Learning Learning Learning Outcome Outcome Level Serial 401 Apply the basic doctrine of joint and combined operations. 3 Analyze the concepts and procedures of operational level planning 402 4 and apply plans in the conduct of joint and combined operations. 403 Apply the concepts and principles of maritime power. 3 404 Apply the concepts and principles of land power. 3 405 Apply the concepts and principles of aerospace power. 3 Analyze and apply plans for the conduct of maritime component 406 operations within joint and combined operations (Naval students 4 only). Analyze and apply plans for the conduct of land component opera- 407 4 tions within joint and combined operations (Land students only). Analyze and apply plans for the conduct of air component opera- 408 4 tions within joint and combined operations (Air students only).

1-E-2/3 PROGRAM GOAL #5 — NATIONAL SECURITY AND DEFENCE STUDIES

The aims of Program Goal #5 are: to develop students’ comprehension of Canadian national security, foreign and defence policies and the factors, both internal and external, that influence them; and to develop their understanding of current principles and policies governing defence management.

Learning Learning Learning Outcome Outcome Level Serial 501 Comprehend the sources and instruments of national power. 2 Comprehend Canadian national security, foreign and defence poli- 502 cies and the factors, both internal and external, which influence 2 them. 503 Comprehend the strategic framework of the CF. 2 Comprehend the current principles and policies governing defence 504 2 management, force structure and force development.

1-E-3/3 ANNEX F CHAPTER 1 CSC 29 SYLLABUS

COMMAND AND STAFF COURSE PROGRAM

LEARNING OBJECTIVES

The Learning outcomes and associated learning objectives for the CSC are listed in this Annex. They are articulated in the fashion of Bloom’s Taxonomy as indicated in Appendix 1 to Annex C.

Outcome Objective Learning Learning Outcome Learning Objective Serial Serials Levels 101A Analyze leadership theories and models. 4 101B Analyze diverse leadership styles of previous operational commanders. 4 Analyze the art of lead- 101C Apply the concepts of command at the operational level. 3 101 ership at the operational Comprehend the nature of the human environment including behavioural char- 101D 2 level acteristics that need to be considered by leaders. Comprehend the nature of the human dimension in leadership (morale, unit 101E 2 cohesion, motivation mechanisms of voice). 102A Synthesize the concepts of command at the tactical level. 5 Synthesize the concepts 102B Analyze the nature of command. 4 102 of command at the Comprehend the relationship between commanders, superiors, subordinates and 102C 2 tactical level staff. 102D Comprehend the effects of C4I on the future of command. 2 103A Recognize the challenges of command at the strategic level. 1 Comprehend the de- Recognize the historical development of strategic level command structures 103 mands of command at 103B 1 within the CF. the strategic level. 103C Know the state and future vision of the CF from the CDS perspective. 1 Analyze the theories and models for ethical thinking, morality and ethical 104A 4 decision-making. Analyze ethical prin- 104B Assess ethical decision making in war. 3 104 ciples and practices. 104C Assess ethical decision making in operations other than war. 3 104D Assess ethical decision making in non-operational situations. 3 104E Comprehend the Defence Ethics Program. 2

1-F-1/6 Outcome Objective Learning Learning Outcome Learning Objective Serial Serials Levels Analyze the principles 105A Analyze the tenants of the profession of arms. 105 and theories of the military ethos 105B Analyze the CF military ethos. 201A Apply military writing skills. 3 201B Synthesize academic writing skills. 5 Synthesize effective 201 201C Apply effective reading skills. 3 communication skills 201D Apply effective listening skills. 3 201E Apply effective interpersonal skills. 3 202A Apply creative thinking and problem solving techniques. 3 Apply problem solv- 202B Apply techniques of logical reasoning, argument and analysis. 3 202 ing and decision 202C Apply decision-making techniques. 3 making techniques Comprehend the nature of the negotiating environment and negotiation tech- 202D 2 niques. 203A Know the strategy policies and procedures of public affairs in the CF/DND. 1 203B Apply effective media interview skills. 3 Apply effective pub- 203 203C Apply effective media/press conference skills. 3 lic affairs skills Comprehend the relationship between CF/DND and the media in a democ- 203D 2 ratic society. 203E Comprehend the nature of CF public affairs in an operational environment. 2 Know the concepts and theories of selected key military historians and theo- 301A 1 Comprehend the rists. 301 history of warfare 301B Comprehend the development of operational art. 2 theory Comprehend the strategies and the operational-level concepts employed 301C 2 during selected operations/campaigns of the 20th Century. Comprehend contem- 302A Comprehend the nature of war and armed conflict. 2 302 porary warfare the- 302B Analyze contemporary principles of war. 4 ory. Identify the laws and principles governing the use of force in operations other Analyze the laws and 303A than war. 303 principles governing Identify the international conventions, customs, principles, and national and the use of force. 303B international court decisions that form the body of the law of armed conflict.

1-F-2/6 Outcome Objective Learning Learning Outcome Learning Objective Serial Serials Levels Identify the implications for military forces of the laws and principles gov- 303C 1 erning the use of force. Comprehend the CF doctrine and staffing process regarding Rules of En- 303D 2 gagement. Describe the doctrine and staffing process regarding NATO and coalition 303E 2 Rules of Engagement. 303F Prepare operational level Rules of Engagement. 3 Recognize the historical impact of key technological developments on war- 304A 1 Comprehend the fare. 304 impact of technology 304B Comprehend the impact of the information age on modern warfare. 2 on modern warfare. Comprehend the impact of current and future trends in technological devel- 304C 2 opment on maritime, land, and air warfare. 401A Comprehend the links between CF Joint policy and doctrine. 2 401B Comprehend CF Joint doctrine. 2 401C Comprehend the challenges of coalition operations. 2 Comprehend the concepts and structures of joint force operational level 401D 2 command and control. Demonstrate current concepts and doctrine governing Command, Control, 401E Communications, Computers, Intelligence, Surveillance and Reconnaissance 2 (C4ISR). 401F Summarize the CF Command and Control Vision. 2 Apply the basic doc- 401 trine of joint and 401G Comprehend the strategy and doctrine of Information Operations. 2 combined operations. 401H Apply the strategy and doctrine of Peace Support Operations. 3 401I Summarize the strategy and doctrine of Domestic Operations. 2 Comprehend the strategy and doctrine of Counter-Terrorist and Counter- 401J 2 Insurgency Operations. Comprehend the applications of space to theatre operations and to the de- 401K 2 fence of North America. Comprehend the elements of logistics support including strategic lift and 401L 2 theatre sustainment. Apply the strategy and doctrine of amphibious operations, special operations, 401M 3 fire support and targeting.

1-F-3/6 Outcome Objective Learning Outcome Learning Objective Serial Serials Analyze the concepts of operational art and campaign planning including 402A 4 conflict termination. Analyze the concepts 402B Analyze the components of the CF Operations Planning Process (CFOPP). 4 and procedures of 402C Comprehend war gaming procedures for course of action analysis. 2 operational level Prepare joint force campaign plans and/or operations orders with appropriate 402 planning and apply 402D 3 annexes. plans in the conduct of joint and combined 402E Develop joint force operational logistic support concepts and prepare plans. 5 Exercise limited control of joint and combined operations through simula- operations. 402F 3 tion. 402G Develop branches and sequels to a campaign. 5 403A Relate maritime strategic warfare theory. 2 Apply the concepts 403B Appraise the components of a Canadian national maritime capability plan. 4 403 and principles of 403C Analyze Canadian maritime defence policy. 4 maritime power. 403D Comprehend naval command and leadership issues. 2 404A Comprehend tactical employment of a Corps. 2 404B Comprehend manoeuvre warfare doctrine. 2 404C Comprehend land component command and control concepts. 2 Apply the concepts 404D Comprehend doctrine for operations other than war (OOTW). 2 404 and principles of land 404E Comprehend the impact of technology on land warfare. 2 power. Comprehend the planning considerations for land component information 404F 2 operations. 404G Comprehend the planning considerations for land component administration. 2 404H Comprehend the planning considerations for land component fire support. 2 405A Comprehend the nature and development of alliance and CF air doctrine. 2 Analyze the concept of air power and its application across the spectrum of 405B 4 conflict. Apply the concepts 405C Comprehend the use of air power in counter-air operations. 2 405 and principles of 405D Comprehend the use of air power in counter-surface operations. 2 aerospace power. 405E Comprehend the use of air power in strategic offensive operations. 2 405F Comprehend the use of air power in supporting air operations. 2 Comprehend the ground support operations necessary to support air opera- 405G 2 tions.

1-F-4/6 Outcome Objective Learning Learning Outcome Learning Objective Serial Serials Levels 405H Analyze air component command and control. 405I Comprehend the impact of technology on aerospace power. 2 406A Relate maritime capabilities and doctrines of medium power countries. 2 Design a naval operational logistics plan for use in the execution and sus- 406B 5 Analyze and apply tainment of maritime operations in support of a joint campaign plan. plans for the conduct 406C Comprehend the concepts of maritime power in operational-level warfare. 2 of maritime compo- 406D Comprehend naval management issues 2 nent operations 406E Relate maritime operational warfare theory. 2 406 within joint and Design a maritime operations plan, plus branches and sequels, for a naval 406F 5 combined operations campaign in a joint theatre of operations. (Naval students Exercise limited control of Naval Operations, in a joint and combined con- 406G 3 only). text, through exercise simulation Comprehend the command and control principles associated with com- 406H 2 manding maritime forces at the operational level of war. Analyze the land components of the CF Operations Planning Process 407A 4 Analyze and apply (CFOPP). plans for the conduct Produce the necessary intelligence support to land planning with focus on 407B 3 of land component the use of Intelligence Preparation of the Battlefield (IPB). 407 operations within 407C Prepare land component operations plans. 3 joint and combined 407D Develop deep operations plans. 5 operations (Land 407E Develop land component logistic support concepts and prepare plans. 5 students only). 407F Develop land component deception concepts and prepare plans. 5 407G Develop branches and sequels to a Land Component Operations Plan. 5 Analyze and apply Analyze the air components of the CF Operational Planning Process 408A 4 plans for the conduct (CFOPP). of air component 408B Prepare air sub-campaign plans. 3 408 operations within 408C Develop master attack plans. 5 joint and combined Exercise limited control of Air Operations, in a joint and combined context, 408D 3 operations (Air stu- through simulation. dents only). 408E Develop branches or sequels to an Air Campaign. 5

1-F-5/6 Outcome Objective Learning Learning Outcome Learning Objective Serial Serials Levels Comprehend the 501A Comprehend the elements of governance. 2 501 sources and instruments of national 501B Comprehend the elements of national power. 2 power. Comprehend the domestic factors that influence Canadian national security, 502A 2 foreign and defence policies. Comprehend the impact of the various regions/countries of the world and 502B 2 Comprehend the their effects on Canadian national security, foreign and defence policies. current principles and Comprehend the role of alliances and international organizations on Cana- 502C 2 502 policies governing dian national security, foreign and defence policies. defence management, Comprehend current Canadian national security, foreign and defence poli- 502D 2 force structure and cies. force development. Comprehend the effect of Weapons of Mass Destruction on foreign and 502E 2 defence policies. Comprehend the historical aspects of, and the determining factors influenc- 502F 2 ing, military mobilization in Canada. Comprehend the key documents that provide the strategic direction for the Comprehend the 503A 2 CF. 503 Strategic Framework Comprehend the current state and future vision of the DND from the Minis- of the CF. 503B 2 ter’s perspective. 504A Comprehend the NDHQ organization and mission. 2 504B Comprehend the function of the Defence Services Program (DSP). 2 504C Comprehend current CF management principles, philosophies and policies. 2 Comprehend the Comprehend the current state of the DND and the future vision of the Dep- 504D 2 current principles and uty Minister. policies governing Comprehend the current state of the CF and the future vision of the Vice- 504 504E 2 defence management, Chief of the Defence Staff. force structure and Comprehend the current state of NDHQ and the future vision of holders of 504F 2 force development. key senior appointments within NDHQ. Comprehend the responsibilities of various headquarters for Force Genera- 504G 2 tion in the CF. 504H Comprehend the influence of government policies on force development. 2

1-F-6/6 CHAPTER 2

CURRICULUM DEVELOPMENT

GENERAL

1. The existing CSC program curriculum is the product of many years of development. It reflects the attitudes and the beliefs of a large number of dedicated professional Canadian and international officers who have attended or have served on the staff of the College. Many have also attended or served on the staff of other command and staff colleges. As a result, our Cur- riculum reflects important recent developments in the profession of arms. Curriculum development is a continuing process involving the review of our current programs of studies, planning and authorship of new or revised material, approval of changes, and production and distribution of the program material to the faculty and students.

NDHQ INSTRUCTION ADM (PER) 7/89

2. As noted in Chapter 1, the College receives its strategic direction for the Command and Staff Course program from the NDHQ Instruction ADM (Per) 7/89. This document provides the aim, scope, and overall objectives of the CSC program, and authorizes the Commandant of the College to develop the detailed syllabus. Proposed changes originating within the College would be directed to the Commander Canadian Defence Academy (CDA). The change in aim and scope of the Command and Staff Course program is an example of a change requiring CDA- level approval.

COMMANDANT’S GUIDANCE

3. The Commandant, who at least once annually issues orders that include his periodic guidance on curriculum and on what is to be developed for the CSC program Syllabus, controls curriculum development. The guidance is drafted by the COS and results from higher direction from Commander CDA and the OPD Council, from the audits of course results and post-course surveys as scheduled in College business planning, and from College initiatives in tracking the development efforts in similar and allied institutions around the world. The Curriculum Board (CB), to ensure compliance over time, tracks the execution of this guidance internally.

VALIDATION AND EVALUATION

4. The College has established a quality assurance framework to ensure that the course curriculums for all courses and seminars achieve the learning objectives and learning outcomes that have been set for them. This is achieved by the evaluation process. From the ABCs of Evaluation by Boulmetis and Dutwin, evaluation can be defined as “the systematic process of collecting and analyzing data in order to determine whether and to what degree objectives have been or are being achieved.” Evaluation is a process with an internal focus to the College that ensures the effectiveness and efficiency in the conduct of an educational programme. A programme is effective to the extent that the learner has achieved the stated learning objectives. A programme is efficient to the extent that methods, material and resource expenditure are opti- mized. Evaluation data or feedback can be achieved a number of different ways. It can be obtained through written critiques that assess content and delivery of a course or some sub-

2-1/3 component of the course through obtaining feedback from students and staff at the College. It can be gained from student performance records that include course reports, term reports, student mark sheets, assessment and feedback forms. It can also be derived from an assessment of resource costs (personnel & fiscal) as reported in accordance with internal or external criteria to the College including a comparison of actual versus planned costs.

5. The quality assurance framework also ensures that the courses and seminars meet the operational and professional development requirements as promulgated by the Department of National Defence. This is achieved by the validation process. Validation is essentially the process of accumulating evidence that a program accomplishes what it says it accomplishes measured against set criteria. Validation is a process with an external focus from the College that verifies that the educational system within the College has adequately prepared and continues to prepare graduates to perform the operational task and to meet specified performance requirements. Validation data or feedback can be obtained through validation questionnaires which would be directed at course and seminar graduates and their respective superiors at periodic intervals following graduation from the College.

6. The Director, Curriculum Support (DCS), is responsible to the Commandant for the application and standardization of the evaluation process within the College. DCS is also responsible for implementation and periodic application of the validation process to College courses and seminars.

RECORDEX

7. The primary evaluation tool for the Command and Staff Course is the RECORDEX. The RECORDEX is a spreadsheet that links the curriculum activities to their respective learning objectives and solicits student input on whether or not the objectives have been achieved. It also asks for input on related reading material and requires observations and recommendations where there indications that improvement is required. The RECORDEX is generated by the students and passed to the Directing Staff for further comment. Subsequently the RECORDEX is passed to the staff member responsible for planning the curriculum activity who in turn analyzes the collected data before making recommendations to the Director, Development Period 3 (DDP3). If DDP3 supports the recommendations they are either implemented immediately, or, depending upon the level of change being proposed; are taken to Curriculum Board (CB) and ultimately the Commandant for approval. Usually the students and Directing Staff complete the RECORDEX on a weekly basis with some exceptions where EXERCISES of a duration longer than a week are involved. RECORDEX data is compiled and analyzed by College staff members on a term basis whereupon the recommendations will be acted upon as described above. Feedback provided by the students and resulting recommendations and/or subsequent actions taken will be discussed with course members at periodic intervals, usually following the completion of each term.

CURRICULUM BOARD

8. CB is comprised of the COS and the Directors of the College; with other staff attending in ex-officio or observer status. The CB meets throughout the year to discuss and recommend changes to the curriculum content or delivery of all CFC programs. In particular, to facilitate development of the syllabi for the programs, the CB meets after the Commandant’s Guidance

2-2/3 has been issued and staff planning has occurred, to review the proposed changes to the subsequent year’s course objectives. CB minutes, whether they deal with iterative course amendments throughout the year or major syllabus changes for a subsequent course, are reviewed and approved by the Commandant. The CB also makes recommendations to the Commandant on items that require approval from higher authority, such as changes to the aim or scope of a CFC program.

CURRICULUM CHANGE — APPROVAL AUTHORITIES

9. There are three levels of approval for changes to the CSC:

a. CDA level. Any changes in the aim or scope of the CSC program will require the approval of CDA.

b. Commandant/CB. Curriculum changes that meet the stated CSC program objectives but alter the aim, direction, emphasis, or importance of a portion of the program (e.g. Program Goals, Learning Outcomes, and their levels of learning), or which require a waiver of approved College policy for implementation, must be approved by the CB and the Commandant.

c. Director Development Period Three. The DDP3 may authorize changes in Learning Objectives or in details of the execution of the approved curriculum as well as the method of achieving the approved aim of the various elements of the course. This includes authority to change timings and locations of events and academic packages, as long as the approved aim and emphasis are retained.

2-3/3 CHAPTER 3

OFFICERSHIP STUDIES DEPARTMENT

DEPARTMENT: OFFICERSHIP STUDIES

Program Hours: 99.0

Program Percentage: 8.3% 1

Preparation Time: 340.5

AIM

1. The department of Officership Studies (OF) provides participants with opportunities to acquire the knowledge and skills necessary to be effective leaders, commanders, and staff officers by broadening their awareness and understanding of command and leadership theory, communications skills, professional ethics, and human behavior.

SCOPE

2. Officership Studies in the CSC program have been grouped into six courses as follows:

a. COM 301: Command;

b. LDR 302: Leadership;

c. EMP 303: Ethics and the Military Profession;

d. CMR 304: Communications and Media Relations;

e. IRP 305: Individual Research Projects; and

f. KEY 306: Keynote Speaker Series.

RELATED PROGRAM GOALS

Goal #1 — Command, Leadership, and Ethics Goal #2 — Communications Skills

1Program percentage for all departments is calculated as program hours/total program time (1194 hours for CSC 29).

3-1/3 LEARNING OUTCOMES

3. On completion of the Officership Studies Courses participants will be able to use the knowledge and skills learned to:

Learning Out- Learning Outcome come Serial 101 Analyze the art of leadership at the operational level. 102 Synthesize the concepts of command at the tactical level. 103 Comprehend the demands of command at the strategic level. 104 Analyse ethical principles and practices. 105 Analyze the principles and theories of the military ethos. 201 Synthesize effective communication skills. 202 Apply problem solving and decision making techniques. 203 Apply effective public affairs skills.

LEARNING OBJECTIVES

4. Specific learning objectives for each intended learning outcome are as follows:

Objective Serial Learning Objective 101A Analyze leadership theories and models. 101B Analyze diverse leadership styles of previous operational commanders. 101C Apply the concepts of command at the operational level. Comprehend the nature of the human environment including behavioural characteris- 101D tics that need to be considered by leaders. Comprehend the nature of the human dimension in leadership (morale, unit cohesion, 101E motivation mechanisms of voice). 102A Synthesize the concepts of command at the tactical level. 102B Analyze the nature of command. 102C Comprehend the relationship between commanders, superiors, subordinates and staff. 102D Comprehend the effects of C4I on the future of command. 103A Recognize the challenges of command at the strategic level. Recognize the historical development of strategic level command structures within the 103B CF. 103C Know the state and future vision of the CF from the CDS perspective. 104A Analyze the theories and models for ethical thinking, morality and ethical decision- making. 104B Assess ethical decision making in war. 104C Assess ethical decision making in operations other than war. 104D Assess ethical decision making in non-operational situations. 104E Comprehend the Defence Ethics Program. 105A Analyze the tenants of the profession of arms.

3-2/3 Objective Learning Objective Serial 105B Analyze the CF military ethos. 201A Apply military writing skills. 201B Synthesize academic writing skills. 201C Apply effective reading skills. 201D Apply effective listening skills. 201E Apply effective interpersonal skills. 202A Apply creative thinking and problem solving techniques. 202B Apply techniques of logical reasoning, argument and analysis. 202C Apply decision-making techniques. 202D Comprehend the nature of the negotiating environment and negotiation techniques. 203A Know the strategy policies and procedures of public affairs in the CF/DND. 203B Apply effective media interview skills. 203C Apply effective media/press conference skills. Comprehend the relationship between CF/DND and the media in a democratic 203D society. 203E Comprehend the nature of CF public affairs in an operational environment.

3-3/3 ANNEX A CHAPTER 3 CSC 29 SYLLABUS

DETAILED SYLLABUS

DEPARTMENT OF OFFICERSHIP STUDIES

3-A-1/10 COMMAND — OF/COM 301

Course Hours – 15.0

AIM: The aim of Command 301 is to develop the ability to exercise command at the tactical level, while providing an understanding of command at the operational level and a familiarity with the demands of command at the strategic level. Examining theories of command, command and staff systems and historic and present day aspects of command at the tactical, operational, and strategic levels in peace and war accomplish this aim. Curriculum activities associated with this course are distributed throughout Terms One, Two, and Four and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PREP LEARNING LEARNING TIME OBJECTIVES OUTCOMES 101A To stimulate the students’ thinking on issues of 101B C/OF/COM 301/AV-1 Higher Command in War 1.5 1.5 101C 302 leadership at the operational level of command. 101D 101E 101C To familiarize students with contemporary 101D thoughts on military leadership and emerging 101E concepts of command and control and to develop 102A 401 C/OF/COM 301/LD-1 The Human Dimension in Command 4.5 4.5 an understanding of the “human factors” that 102B 402 shape individual leadership styles and influence 102C the exercise of command. 102D 104A 101D To familiarize students with the relationship 102B C/OF/COM 301/LE-1 Commander and Staff Relationships between commander, staff, and leadership respon- 1.5 1.5 102C sibilities and challenges at a senior staff level. 103A To familiarize students with the history and Canadian Command Structure - Historical 102C 301 C/OF/COM 301/LE-2 development of command structures within the 1.5 1.5 Review 103B 504 Canadian Forces. To examine various aspects of group dynamics in 101D a military context, their potential impact on a 101E 403 C/OF/COM 301/LE-3 Group Dynamics in Command commander’s approach to command and ways in 1.5 1.5 102B 404 which a commander can integrate these to achieve 102C 405 the mission. 103A 103A To examine the interaction/relationship between 203C 301 C/OF/COM 301/LE-4 The Commander and the Media the media and the commander from a com- 1.5 1.5 203D 402 mander’s perspective. 203E To provide students with a contemporary view of Strategic Vision - CDS Vision for the the strategic level of the Canadian Forces from the 103A C/OF/COM 301/LE-5 1.5 1.5 504 Canadian Forces perspective of Canada’s Chief of the Defence 103C Staff.

3-A-2/10 SUPPORTED ANCILLARY TITLE PROG LEARNING LEARNING CODE AIM TIME PREP OBJECTIVES OUTCOMES

302 304 401 To have students write a command vision 101C 403 statement by synthesizing and formalizing 102A C/OF/COM 301/SE-1 Exercise Command Vision 1.5 6.0 404 102B their respective thoughts on command and 405 201A leadership. 406 407 408 C/OF/CMD 301 15.0 19.5 SUBTOTAL

3-A-3/10 LEADERSHIP — OF/LDR 302

Course Hours –13.5

AIM: The aim of Leadership 302 is to develop the ability to exercise leadership at the tactical level, while providing an understanding of leadership at the operational level and a familiarity with the demands of leadership at the strategic level. Examining various theories and models of leadership, the role of leadership in reducing operational/combat stress casualties and contemporary thoughts on military leadership at the operational level accomplish this aim. Curriculum activities associated with this course are distributed throughout Terms One, Two, and Three and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 101A 102A 102C 103A To develop the students’ understanding of author- Authority, Responsibility and Accountabil- 104A C/OF/LDR 302/DI-1 ity, responsibility and accountability in the Cana- 1.5 3.0 504 ity 104B dian Forces. 104C 104D 105A 105B To develop an understanding of contemporary 401 C/OF/LDR 302/LD-1 Leadership Theories and Models theories and models of leadership and their practi- 3 4.5 101A 402 cal application To develop an understanding of the relationships between leadership and social/cultural settings and 101D 302 C/OF/LDR 302/LE-1 Leadership and the Human Environment 1.5 1.5 the multiplicity of leadership roles and styles in 101E 401 complex organizations To develop an understanding of com- 101D 301 bat/operational stress from a medical and psychi- 101E C/OF/LDR 302/LE-2 Leadership and Combat Stress 1.5 1.5 303 atric perspective and the role of leadership in 102A 304 reducing combat/operational stress casualties. 102C 302 303 To familiarize students with contemporary 304 401 C/OF/LDR 302/LE-3 Leadership at the Operational Level thoughts on military leadership at the operational 1.5 1.5 101C 402 level of command. 403 404 405

3-A-4/10 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 301 302 303 To develop students’ ability to analyze the char- 101A 304 Leadership at the Operational Level - C/OF/LDR 302/SM-1 acteristics and requirements of leadership and 4.5 50.0 101B 401 Exercise Napoleon Wellesley Review command at the operational level of war. 101C 402 403 404 405 C/OF/LDR 302 13.5 62.0 SUB-TOTAL

3-A-5/10 ETHICS AND THE MILITARY PROFESSION — OF/EMP 303

Course Hours – 22.5

AIM: The aim of Ethics and the Military Profession 303 is to increase the participants’ appreciation of the military profession and to develop an understanding of ethical models and theories that are applicable and practical for use by Canadian Forces officers. Curriculum activities associated with this course are delivered in Term One and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 102C Ethics in America - Under Orders, Under To stimulate the students’ thinking on ethical C/OF/EMP 303/AV-1 3.0 1.5 104B 303 Fire issues in combat situations. 105A 104A To examine the challenges and complexities of 104B C/OF/EMP 303/EX-1 Ethical Decision Making ethical decision making in the everyday work 3.0 6.0 104C environment. 104D 105A To familiarize students with some of the fundamental theories of ethical thinking and to develop 104A C/OF/EMP 303/LD-1 A Framework for Ethical Thinking 3.0 4.5 students’ understanding of ethical models that are 104D applicable to Canadian officers at a practical level. 104A 104B To familiarize students with contemporary C/OF/EMP 303/LD-2 Ethics and the Military Profession thoughts on ethics and the military profession. 3.0 4.5 104C 104D 105A To familiarize students with the profession of arms as it applies to the CF, particularly the 104B officer corps and develop their understanding of 104C C/OF/EMP 303/LD-3 The Profession of Arms 3.0 4.5 the profession with a view to maintaining values 104D that are relevant to themselves and their future 105A subordinates. 104A To develop and understanding of contemporary 104B C/OF/EMP 303/LE-1 The Nature of Morality theories concerning the nature of morality and 1.5 1.5 104C their applicability to the military profession. 104D 105A To familiarize students with some of the funda- 104A C/OF/EMP 303/LE-2 Management Ethics and Governance mental theories of business and management 1.5 1.5 501 104D ethics in the workplace.

3-A-6/10 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 104D To reinforce the students’ familiarity with ethical 104E C/OF/EMP 303/LE-3 Defence Ethics Programme issues in management within the Department of 1.5 1.5 105A National Defence. 105B To consolidate the students’ understanding of the 104D new Military Ethos through discussions of past 104E C/OF/EMP 303/SE-1 Canadian Forces Military Ethos 1.5 6.0 attempts to articulate our ethos and an analysis of 105A our current statement of ethos. 105B To develop the students’ understanding of ethical 101D C/OF/EMP 303/SE-2 Ethical Considerations in Combat 1.5 6.0 303 issues in combat. 104B C/OF/EMP 303 22.5 37.5 SUB-TOTAL

3-A-7/10 COMMUNICATIONS AND MEDIA RELATIONS — OF/CMR 304

Course Hours – 31.5

AIM: The aim of Communications and Media Relations 304 to develop the participants’ ability to communicate effectively. Developing the ability to prepare and deliver verbal presentations, and familiarizing the participants with public affairs policies and the challenges of the media in a democratic society accomplish this aim. Curriculum activities associated with this course are delivered in Term One and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To familiarize students with DND public affairs 103A C/OF/CMR 304/LE-1 Canadian Forces Public Affairs Strategy 1.5 1.5 policies and activities at the strategic level. 203A To familiarize students with Public Affairs staff Public Affairs in Canadian Forces Opera- 103A C/OF/CMR 304/LE-2 responsibilities and planning considerations 1.5 1.5 tions 203E during the execution of an operation To familiarize students with the roles and chal- 103A C/OF/CMR 304/LE-3 Media and the Military - Media Perspective lenges of the media in a democratic society and 3.0 1.5 203D the media perception of the CF. To provide Directing Staff (DS) with information C/OF/CMR 304/SE-1 Exercise Veritas Sui on students’ backgrounds, general interests, 0.0 0.0 201A professional goals and writing skills. To evaluate students’ grammatical and writing C/OF/CMR 304/SE-2 Exercise Language Check 0.0 0.0 201B skills. To develop the ability to participate effectively in 203B C/OF/CMR 304/SE-3 Exercise Spot Light 4.5 6.0 a media interview. 203C To develop the students’ ability to prepare and C/OF/CMR 304/SE-4 Public Speaking One - Impromptu Address 1.5 0.0 201E deliver an impromptu talk. To develop the students’ ability to prepare and 201E C/OF/CMR 304/SE-5 Public Speaking Two - Formal Address 6.0 6.0 deliver a short persuasive talk. 202D To develop the students’ understanding of the use C/OF/CMR 304/SE-6 Approaches to Decision Making Two 4.5 6.0 202C of the Estimate as a problem solving tool To develop the students’ understanding of the use C/OF/CMR 304/TU-1 Approaches to Decision Making One 1.5 3.0 202C of the Decision Matrix as a problem solving tool. 201A To review the fundamentals of critical thinking C/OF/CMR 304/TU-2 Critical Thinking and Effective Writing 4.5 3.0 201B and effective written analysis. 202B To develop the students’ understanding of creative thinking and problem solving and to provide them C/OF/CMR 304/TU-3 Lateral Thinking Techniques 3.0 3.0 202A with useable tools and techniques to generate better ideas. C/OF/CMR 304 31.5 31.5 SUB-TOTAL

3-A-8/10 INDIVIDUAL RESEARCH PROJECT — OF/IRP 305

Course Hours – 0.0

AIM: The aim of Individual Research Project 305 is to develop the participants’ ability to think critically and communicate effectively in writing. This aim is accomplished by requiring the students to prepare several properly documented, persuasive essays on various topics of military significance over the course of their year at the College. Curriculum activities associated with this course are distributed in Terms One, Two, Three and Four and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To develop students’ analytical abilities and 201B writing skills while expanding their knowledge of C/OF/IRP 305/RP-1 Exercise Global Vortex 0.0 40.0 201C some emerging concepts on the future of armed 202B conflict. 104A 104B 104C To reinforce the students' understanding of ethics, 201B ethical thinking and the Law of Armed Conflict 201C C/OF/IRP 305/RP-2 Exercise Final Arbiter (LOAC) through the writing of a persuasive essay 0.0 50.0 202A examining a contentious military operation. 202B 202C 303A 303B 303C Exercise New Horizons To develop the students’ ability to write a persua- 201B C/OF/IRP 305/RP-3 (Non MDS participants) sive essay on a subject of military significance. 0.0 100.0 201C Master of Defence Studies (MDS) To prepare a properly defended thesis on a de- 202B C/OF/IRP 305/RP-4 Research Project (MDS participants) fence-related topic. C/OF/IRP 305 0.0 190.0 SUB-TOTAL

3-A-9/10 KEYNOTE SPEAKER SERIES — OF/KEY 306

Course Hours – 16.5

AIM: The aim of Keynote Speaker Series 306 to enhance the Command and Staff Course with a series of presentations that may not necessarily be directly related to the CSC curriculum. This aim is accomplished by exposing the students to the ideas and opinions of a number of high profile speakers who will be invited to the College to speak on relevant and topical issues that are of interest to military professionals. Curriculum activities associated with this course are distributed in Terms One, Two, Three and Four and consist of the following:

PRIMARY ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES C/OF/KEY 306/LE-1 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-2 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-3 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-4 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-5 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-6 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-7 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-8 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-9 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-10 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306/LE-11 As Required As Required 1.5 0.0 As Required As Required C/OF/KEY 306 16.5 0.0 SUB-TOTAL OF GRAND TOTAL 99.0 340.5

3-A-10/10 CHAPTER 4

MARITIME STUDIES DEPARTMENT

DEPARTMENT: MARITIME STUDIES

Program Hours: 226.0

Program Percentage: 18.9%

Preparation Time: 171.0

AIM

1. The department of Maritime Studies (MS) provides participants opportunities to analyze the concepts and principles of maritime power and operational level planning. Participants will apply these concepts in the planning of maritime component operations.

SCOPE

2. Maritime Studies in the CSC program have been grouped into three courses as follows:

a. MCD 301: Maritime Component Doctrine;

b. MCO 302: Maritime Component Operations; and

c. MCP 303: Maritime Component Planning.

RELATED PROGRAM GOAL

Goal #4 — Joint and Combined Operations

LEARNING OUTCOMES

3. On completion of the Maritime Studies Courses participants will be able to use the knowledge and skills learned to:

Learning Out- Learning Outcome come Serial 403 Apply the concepts and principles of maritime power. Analyze and apply plans for the conduct of maritime component operations 406 within joint and combined operations (Naval students only).

4-1/2 LEARNING OBJECTIVES

4. Specific learning objectives for each intended learning outcome are as follows:

Objective Serial Learning Objective 403A Relate maritime strategic warfare theory. 403B Appraise the components of a Canadian national maritime capability plan. 403C Relate Canadian maritime defence policy. 403D Comprehend naval command and leadership issues. 406A Relate maritime capabilities and doctrines of medium power countries. 406B Design a naval operational logistics plan for use in the execution and sustainment of maritime operations in support of a joint campaign plan. 406C Comprehend the concepts of maritime power in operational-level warfare. 406D Comprehend naval management issues 406E Relate maritime operational warfare theory. 406F Design a maritime operations plan, plus branches and sequels, for a naval campaign in a joint theatre of operations. 406G Exercise limited control of Naval Operations, in a joint and combined context, through exercise simulation 406H Comprehend the command and control principles associated with commanding maritime forces at the operational level of war.

4-2/2 ANNEX A CHAPTER 4 CSC 29 SYLLABUS

DETAILED SYLLABUS

DEPARTMENT OF MARITIME STUDIES

4-A-1/10 MARITIME COMPONENT DOCTRINE — MS/MCD 301

Course Hours – 81.0

AIM: The aim of Maritime Component Doctrine 301 is to develop the ability to analyse the concepts and principles of maritime power. This aim is accomplished by examining historical and present-day aspects of maritime leadership, management and command, warfare theory, strategy, and policy and doctrine formulation at the tactical, operational and strategic levels in peace and war. Curriculum activities associated with this course are delivered in Term Three and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 103 To produce an assessment of the influence of 201 maritime strategy on history through an examina- Maritime Strategic Historical Case 301 C/MS/MCD 301/CS-1 tion of historical periods and the presentation of 3.0 15.0 403A Studies 406 an oral brief. 502 103 To analyze the historical determinants and organi- 201 zational principles behind Canadian naval policy Canadian Naval Policy Case Studies 3.0 15.0 301 C/MS/MCD 301/CS-2 decisions through the study of specific examples 403C 406 and the presentation of an oral brief. 504 To interpret the influence history and naval 103 The Influence of Naval Philosophers philosophers have had on maritime strategy, with 301 C/MS/MCD 301/DI-1 1.5 3.0 and History on Maritime Strategy emphasis on the concepts of sea denial, sea 403A 406 control, and power projection. 501 103 To interpret Canada's historical and contemporary 403B 302 C/MS/MCD 301/DI-2 Canadian Maritime Strategy views on the role of maritime strategy in national 1.5 3.0 406 security. 502 103 To interpret the major theories of maritime strat- C/MS/MCD 301/DI-3 Maritime Strategy 1.5 3.0 301 egy. 403A 406 502 103 302 Canadian Naval Strategy: The Way 403C 406 To outline current concepts and plans for the 1.5 3.0 C/MS/MCD 301/DI-4 Ahead future of Maritime Command. 501 502 503 504

4-A-2/10 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OUTCOMES OUTCOMES 103 201 202 302 304 C/MS/MCD 301/EX-1 EX DYNAMIC BALANCE To develop a maritime strategy for Canada. 15.0 12.0 403B 406 501 502 503 504 103 To identify the specific areas of Canada’s national 304 403B C/MS/MCD 301/FS-1 Maritime Industrial Resources maritime industry and resources which impact on 15.5 0.0 406 national maritime strategy. 501 502 103 To identify the impact of technology on maritime 304 C/MS/MCD 301/FS-2 Maritime Research and Development 3.5 0.0 403C 406 warfare. 501 502 103 304 To identify the capabilities of the Canadian 403B C/MS/MCD 301/FS-3 Shipbuilding and Ship Repair shipbuilding and ship repair industry. 6.5 0.0 406 501 502 103 301 Maritime Strategy I: The Great Mari- To outline the maritime strategy and naval doc- 302 1.5 1.5 403A C/MS/MCD 301/LE-1 time Powers trine of maritime powers. 304 406 501 103 301 Maritime Strategy II: The Great Conti- To outline the maritime strategy and naval doc- 302 1.5 1.5 403A C/MS/MCD 301/LE-2 nental Powers trine of continental powers. 304 406 501

4-A-3/10 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 103 301 Historical Development of Canadian To outline the historical development of Canada's 403 A 304 C/MS/MCD 301/LE-3 1.5 1.5 Maritime Defence Strategy maritime defence strategy. 406 502 504 103 302 To outline the formulation of current Canadian 403C 304 C/MS/MCD 301/LE-4 Canadian Maritime Defence Strategy 1.5 1.5 maritime strategy. 406 502 504 103 302 To outline the factors involved in long-term 403C 304 C/MS/MCD 301/LE-5 Canadian Maritime Force Development development of maritime warfare systems and 1.5 1.5 force structures. 406 502 504 103 302 To outline the factors involved in the development Canadian Maritime Capital Acquisition 403C 304 C/MS/MCD 301/LE-6 of Canada's Maritime Capital Acquisition Pro- 1.5 1.5 Programme 406 gram. 502 504 103 301 To outline the impact that weapons of mass Maritime Strategy and Weapons of 403A 304 C/MS/MCD 301/LE-7 destruction have had on maritime strategy and 1.5 1.5 Mass Destruction 406 naval operations. 502 504 To outline current conditions in the maritime The Global Maritime Shipping Envi- commercial shipping industry and to identify 406 C/MS/MCD 301/LE-8 1.5 1.5 403B ronment some of the strategic and operational considera- 501 tions during periods of tension and war 301 To outline the origins and development of inter- C/MS/MCD 301/LE-9 The Law and Custom of the Sea 1.5 1.5 403A 302 national maritime law. 406 502

4-A-4/10 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 101 To outline the principles and theories of naval C/MS/MCD 301/LE-10 Canadian Naval Operational Command 1.5 1.5 403D 301 operational command using an historical example. 406 406 Transport Canada — Canadian Marine 403B C/MS/MCD 301/LE-11 To outline Canadian Maritime Policy 1.5 1.5 501 Policy 502 406 The Canadian Shipbuilding and Ship To outline the current state of the Canadian ship- 403B C/MS/MCD 301/LE-12 0.0 0.0 501 Repair Industry building and ship repair industry. 502 406 The Department of Fisheries and To outline the structure organization and opera- 403B C/MS/MCD 301/LE-13 1.5 1.5 501 Oceans tions of the Department of Fisheries and Oceans. 502 406 403B C/MS/MCD 301/LE-14 The Canadian Fishing Industry To outline the Canadian Fishing industry. 1.5 1.5 501 502 To outline the management policies and develop- 406 403B C/MS/MCD 301/LE-15 Non-Renewable Ocean Resources ment issues of Canadian non-renewable ocean 1.5 1.5 501 resources. 502 406 To outline the current state of the Canadian 403B C/MS/MCD 301/LE-16 Canadian Shipping Industry 0.0 0.0 501 shipping industry. 502 304 To outline new development in naval technology 403C C/MS/MCD 301/LE-17 Naval Research and Development 1.5 1.5 406 emphasizing the impact on naval operations. 502 To outline Department of National Defence C/MS/MCD 301/LE-18 Canadian Maritime Law Enforcement support to Other Government Departments in 1.5 1.5 403B maritime law enforcement. Contemporary Maritime Warfare To outline new developments in maritime warfare C/MS/MCD 301/LE-19 1.5 1.5 403A Theory theory. To analyze the organizational principles of naval 101 C/MS/MCD 301/TU-1 Naval Command 1.5 3.0 403D command and of command relationships. 406 To familiarize the student with the perspective of C/LS/LCD/LE-1 Command at the Operational Level command at the operational level from senior 1.5 1.5 404C NATO, American and European commanders. C/MS/MCD 301 81.0 84.0 SUB-TOTAL

4-A-5/10 MARITIME COMPONENT OPERATIONS — MS/MCO 302

Course Hours – 68.5

AIM: The aim of Maritime Component Operations 302 is to develop the ability to analyse the diverse elements of maritime warfare and relate the concepts and principles of operational-level planning. This aim is accomplished by examining historical and present-day aspects of operational warfare theory. Curriculum activities associated with this course are delivered in Term Three and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 103 To analyse to maritime capabilities and doctrines 406A 304 C/MS/MCO 302/CS-1 World Maritime Area Case Studies 3.0 15.0 of other medium-power countries 406E 401 504 To interpret the impact of technology on maritime 302 C/MS/MCO 302/DI-1 Trends in Maritime Technology 1.5 3.0 406D operations and planning. 304 302 To interpret the impact of logistics considerations C/MS/MCO 302/DI-2 Maritime Logistics 1.5 3.0 406C 304 on maritime operations and planning. 504 201 202 To develop an appreciation of the importance of 302 C/MS/MCO 302/EX-1 EX LOGISTICS TRAIN naval operational logistics support in the planning, 13.5 6.0 304 406B execution, and sustainment of Joint Operations. 401 402 504 To identify the operational-level organization 302 C/MS/MCO 302/FS-1 Maritime Component Level HQs principles and force structure of a NATO mari- 12.5 0.0 406A 402 time component-level headquarters. 502C 302 To identify the operational-level force structure of C/MS/MCO 302/FS-2 European Medium Power Navy Visit 6.5 0.0 406A 304 a European navy. 502C 401 To outline the capabilities, employment princi- 302 C/MS/MCO 302/LE-1 Canadian Submarine Operations ples, and planning factors for Canadian submarine 1.5 1.5 406C 304 operations. 504 To outline the capabilities, employment princi- 302 C/MS/MCO 302/LE-2 Nuclear Submarine Operations ples, and planning factors for nuclear submarine 1.5 1.5 406C 304 operations. 504

4-A-6/10 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To outline the mine warfare threat posed to 302 C/MS/MCO 302/LE-3 Mine Warfare maritime forces and the structure, operations, and 1.5 1.5 406C 304 capabilities of mine counter-measures assets. 504 To outline the capabilities, employment princi- 302 C/MS/MCO 302/LE-4 MCM Air Operations ples, and planning factors for air MCM opera- 1.5 1.5 304 406C tions. 504 To outline the doctrine, roles, readiness organiza- 302 C/MS/MCO 302/LE-5 Canadian Task Group Operations tion, and force generation plans of the Canadian 1.5 1.5 304 406C Task Group. 504 302 To outline the technical features of modern C/MS/MCO 302/LE-6 Warship Design and Survivability 3.0 1.5 406D 405 warship design. 504 To outline the current and future state of maritime 302 C/MS/MCO 302/LE-7 Maritime Engineering engineering management and support in the 3.0 1.5 406D 405 Canadian Navy. 504 302 To outline maritime logistics planning and its C/MS/MCO 302/LE-8 Maritime Operational Logistics 1.5 1.5 406B 405 integration into fleet operations. 504 302 To outline the roles of Canada’s Naval Reserves. C/MS/MCO 302/LE-9 Canada's Naval Reserves 1.5 1.5 405 406C 504 302 To outline the conduct of Maritime Interdiction C/MS/MCO 302/LE-10 Maritime Interdiction Operations 1.5 1.5 406C 405 Operations by Canadian Maritime Forces 504 Rules of Engagement in Maritime To outline the use of Rules of Engagement in C/MS/MCO 302/LE-11 1.5 1.5 406C 303 Operations Maritime Operations To outline the maritime capabilities and doctrine 201 C/MS/MCO 302/LE-12 Allied Naval Student Presentations of the navies of the allied naval students attending 1.5 0.0 406A 401 the CSC. 103 European Navies: Defence Policy and To outline the maritime capabilities and doctrine 304 C/MS/MCO 302/LE-13 1.5 1.5 406A Strategy of a European medium power navy. 401 504 103 Pacific Rim Navies: Defence Policy To outline the maritime capabilities and doctrine 304 C/MS/MCO 302/LE-14 1.5 1.5 406A and Strategy of an Asian medium power navy. 401 504

4-A-7/10 PRIMARY ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 103 Latin American Navies: Defence To outline the maritime capabilities and doctrine 304 C/MS/MCO 302/LE-15 1.5 1.5 406A Policy and Strategy of a Latin American medium power navy. 401 504 403A C/AS/ACO 302/LE-4 Maritime Air Operations To comprehend Maritime air operations. 1.5 1.5 405B To develop the students’ understanding of deep 404A C/LS/LCO 302/LE-2 Deep Operations 1.5 1.5 operations at the corps level. 405B To confirm student comprehension of the opera- C/AS/ACO 302/SM-4 Maritime Air Operations Seminar 1.5 6.0 405B tional employment of Maritime Air resources. C/MS/MCO 302 68.5 57.0 SUB-TOTAL

4-A-8/10 MARITIME COMPONENT PLANNING — MS/MCP 303

Course Hours –76.5

AIM: The aim of Maritime Component Planning 303 is to develop and apply plans for the conduct of maritime component operations. This aim is accomplished by examining historical and present-day examples of maritime component plans from selected campaigns and by developing plans using a hypothetical joint scenario. Curriculum activities associated with this course are delivered in Term Three and consist of the following:

PRIMARY ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 101 102 103 To analyze the maritime capabilities and doctrines 201 C/MS/MCP 303/CS-1 Naval Campaign Case Studies 3.0 15.0 406C of other medium power countries. 202 301 401 402 To discuss current issues facing the Canadian C/MS/MCP 303/DI-1 CMS Issues and Challenges 1.5 0.0 403D Navy. 101 102 103 201 To analyze a joint warfare scenario and use the 406F 202 Force Employment Process in the planning and 406G 302 C/MS/MCP 303/EX-1 EX STEEL BAND execution of a maritime component operation 64.5 6.0 401 using a hypothetical naval scenario. 402 501 503 504 301 302 To outline the terminology associated with com- 303 C/MS/MCP 303/LE-1 Command and Control Terminology mand and control of maritime forces. 1.5 1.5 406H 401 502 To receive the latest appreciation of the future of 1.5 1.5 C/MS/MCP 303/LE-2 Chief of the Maritime Staff 403D Canada’s Navy. To explain the organizational principles of the 1.5 3.0 302 C/MS/MCP 303/TU-1 Maritime Planning 406F naval planning process. 402

4-A-9/10 PRIMARY ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To receive the latest appreciation of the future of C/AS/ACD 301/LE-9 Chief of the Air Staff 1.5 1.5. 405H Canada’s Air Force. To receive the latest appreciation of the future of 404C C/LS/LCD 301/LE-2 Chief of the Land Staff 1.5 1.5- Canada’s Army. 404E C/MS/MCP 303 SUB-TOTAL 76.5 30.0 MS GRAND TOTAL 226.0 171.0

4-A-10/10 CHAPTER 5

AEROSPACE STUDIES DEPARTMENT

DEPARTMENT: AEROSPACE STUDIES

Program Hours: 224.0

Program Percentage: 18.8%

Preparation Time: 144.0

AIM

1. The department of Aerospace Studies (AS) provides participants with opportunities to analyze the concepts and principles of aerospace power and operational level planning in the conduct of air component operations. Participants will apply these concepts in the planning of air component operations.

SCOPE

2. Aerospace Studies in the CSC program have been grouped into three courses as follows:

a. ACD 301: Air Component Doctrine;

b. ACO 302: Air Component Operations; and

c. ACP 303: Air Component Planning.

RELATED PROGRAM GOAL

Goal #4 — Joint and Combined Operations

LEARNING OUTCOMES

3. On completion of the Aerospace Studies Courses participants will be able to use the knowledge and skills learned to:

Learning Out- Learning Outcome come Serial 405 Apply the concepts and principles of aerospace power. Analyze and apply plans for the conduct of air component operations within 408 joint and combined operations (Air students only).

5-1/2 LEARNING OBJECTIVES

4. Specific learning objectives for each intended learning outcome are as follows:

Objective Serial Learning Objective 405A Comprehend the nature and development of alliance and CF air doctrine. 405B Analyze the concept of air power and its application across the spectrum of conflict. 405C Comprehend the use of air power in counter-air operations. 405D Comprehend the use of air power in counter-surface operations. 405E Comprehend the use of air power in strategic offensive operations. 405F Comprehend the use of air power in supporting air operations. 405G Comprehend the ground support operations necessary to support air operations. 405H Analyze air component command and control. 405I Comprehend the impact of technology on aerospace power. 408A Analyze the air components of the CF Operational Planning Process (CFOPP). 408B Prepare air sub-campaign plans. 408C Develop master attack plans. 408D Exercise limited control of Air Operations, in a joint and combined context, through simulation. 408E Develop branches or sequels to an Air Campaign.

5-2/2 ANNEX A CHAPTER 5 CSC 29 SYLLABUS

DETAILED SYLLABUS

DEPARTMENT OF AEROSPACE STUDIES

5-A-1/7 AEROSPACE COMPONENT DOCTRINE — AS/ACD 301

Course Hours – 76.5

AIM: The aim of Aerospace Component Doctrine 301 is to provide an understanding of doctrinal developments and their linkage to the application of air power. Examining the doctrinal basis for each of the air warfare disciplines and then linking these to actual air operations through visits to NATO operational headquarters accomplish this aim. Curriculum activities associated with this course are delivered in Term Three and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To reinforce students’ analysis of those lessons 201 C/AS/ACD 301/CS-1 Air Warfare Case Studies demonstrated in selected conflicts which have a 13.5 15.0 405B bearing on the application of aerospace power 202 today. This will be achieved using a historical To discuss current issues facing the Canadian Air C/AS/ACD 301/DI-1 CAS Issues and Challenges 1.5 0.0 405H Force. To develop students’ understanding of the opera- Component Level Headquarters Field C/AS/ACD 301/FS-1 tional level of war through visits to component 6.0 0.0 405H Study Exercises level NATO HQs. Defence Research and Development To comprehend DND’s aerospace related research C/AS/ACD 301/FS-2 6.0 0.0 405I 304 Field Study Exercise and development capabilities. Canadian Aerospace Industry Field To comprehend the scope and influence of the C/AS/ACD 301/FS-3 15.0 0.0 304 Study Exercise Canadian aerospace industry on air power. 405I To provide knowledge of Canadian Aerospace Evolution of Canadian Aerospace C/AS/ACD 301/LE-1 doctrine and its development in the Post -WWII 1.5 1.5 405A 301 Doctrine Post — WWII period. To comprehend aerospace doctrine, doctrinal C/AS/ACD 301/LE-2 Canadian Aerospace Doctrine development, and the relationships between 1.5 1.5 405A national policy objectives and general aerospace doctrine. To comprehend Canadian Forces Tactical Avia- C/AS/ACD 301/LE-3 Tactical Aviation Doctrine 1.5 1.5 405A tion Doctrine.

To improve student’s ability to analyze leadership 101 405H C/AS/ACD 301/LE-4 Command in Operations perspectives of an air commander experienced in 1.5 1.5 102 combat or peace support operations. The Royal Canadian Air Force 1924 to To provide knowledge of the RCAF from its C/AS/ACD 301/LE-5 1.5 1.5 405A 301 1945 inception through WWII.

5-A-2/7 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES The History of the United States Air To provide knowledge of how the USAF has C/AS/ACD 301/LE-6 1.5 1.5 405A 301 Force evolved since its inception.

To provide knowledge of the command and 101 405H C/AS/ACD 301/LE-7 Command and Control of Air Forces control concepts required for the effective em- 1.5 1.5 102 ployment of air forces. The use of Air Power in the Peace To provide students an operational perspective on C/AS/ACD 301/LE-8 Enforcement/Peace Keeping opera- 1.5 1.5 405B the use of air power in peace support operations. tions. To receive the latest appreciation of the future of C/AS/ACD 301/LE-9 Chief of the Air Staff 1.5 1.5 405H Canada’s Air Force To develop the student’s ability to use concepts C/AS/ACD 301/LE-10 Air Campaign Planning 1.5 1.5 408E 402 and principles of air campaign planning. Air Component Headquarters Organi- To provide knowledge of the organization and C/AS/ACD 301/LE-11 1.5 1.5 405H zation function of the Air Component Headquarters. Development of the Canadian Aero- To improve students’ comprehension of the C/AS/ACD 301/LE-12 1.5 1.5 405I 304 space Industrial Base Canadian aerospace industrial base. To comprehend the capabilities of selected allied C/AS/ACD 301/LE-13 Allied Air Forces 3.0 1.5 405A air forces. To confirm students’ comprehension of aerospace C/AS/ACD 301/SM-1 Principles of Aerospace Doctrine 1.5 6.0 405A doctrine. To permit a forum in which students, through C/AS/ACD 301/SM-2 Air Force History discussion, can enhance their knowledge of Air 1.5 6.0 405A 301 Force History. To prepare students to analyze the command and C/AS/ACD 301/SM-3 Command and Control of Air Forces control concepts required for effective employ- 1.5 6.0 405H 302 ment of air forces. To develop students’ understanding of the organi- C/AS/ACD 301/SM-4 Air Component HQ Organization 1.5 6.0 405C zation and function of the Air Component HQ.

5-A-3/7 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES

To develop the students’ understanding of air C/AS/ACD 301/SM-5 Air Campaign Planning Seminar 1.5 6.0 408E campaign planning To confirm student understanding of CF tactical C/AS/ACD 301/SM-6 Tactical Aviation Doctrine Seminar aviation doctrine and employment of tactical 1.5 6.0 405A aviation resources. To familiarize the student with the perspective of 102 C/LS/LCD 301/LE-1 Command at the Operational Level command at the operational level from senior 1.5 1.5 404C 402 NATO, American and European commanders. To receive the latest appreciation of the future of 1.5 1.5 C/MS/MCP 303/LE-2 Chief of the Maritime Staff 403D Canada’s Navy. To receive the latest appreciation of the future of 404C C/LS/LCD 301/LE-2 Chief of the Land Staff 1.5 1.5- Canada’s Army. 404E C/AS/ACD 301 SUB- 76.5 75.0 TOTAL

5-A-4/7 AEROSPACE COMPONENT OPERATIONS — AS/ACO 302

Course Hours – 38.0

AIM: The aim of Aerospace Component Operations 302 is to provide a foundation in air power theory by studying the history of air warfare and the command of aerospace resources. Examining historical and present day aspects of air force operations at the tactical, operational, and strategic levels in peace and war accomplish this aim. Cur- riculum activities associated with this course are delivered in Term Three and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To familiarize air students with allied joint and NATO Air Operations Field Study C/AS/ACO 302/FS-1 combined planning processes and with the com- 12.5 0.0 405A 401 Exercise mand and staff functions at the operational level. To comprehend strategic offensive aerospace C/AS/ACO 302/LE-1 Strategic Offensive Operations 1.5 1.5 405E operations. C/AS/ACO 302/LE-2 Counter-Air Operations To comprehend counter-air operations. 1.5 1.5 405C C/AS/ACO 302/LE-3 Counter Surface Operations To comprehend counter surface operations. 1.5 1.5 405D 403A C/AS/ACO 302/LE-4 Maritime Air Operations To comprehend Maritime air operations. 1.5 1.5 405B To comprehend aspects of Canadian Forces C/AS/ACO 302/LE-5 Sustainment Operations Aerospace Engineering and Logistic services in 1.5 1.5 405G 302 support of air operations. C/AS/ACO 302/LE-6 Supporting Air Operations To comprehend supporting air operations 1.5 1.5 405F To comprehend the history and development of C/AS/ACO 302/LE-7 NORAD History and Operations 1.5 1.5 405A strategic air defence in North America. To comprehend Canada’s role in NORAD today C/AS/ACO 302/LE-8 1 Canadian Air Division 1.5 1.5 405A and in the future. To comprehend basic orbital theory and the C/AS/ACO 302/LE-9 Space Theory and Applications application of space-based systems in support of 1.5 1.5 405G 302 air operations. To confirm student comprehension of strategic air C/AS/ACO 302/SM-1 Strategic Air Operations 1.5 6.0 405E operations.

5-A-5/7 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To confirm student comprehension of counter-air C/AS/ACO 302/SM-2 Counter-Air Operations 1.5 6.0 405C operations. To confirm student comprehension of counter- C/AS/ACO 302/SM-3 Counter Surface Operations 1.5 6.0 405D surface operations. To confirm student comprehension of the opera- C/AS/ACO 302/SM-4 Maritime Air Operations Seminar 1.5 6.0 405B tional employment of Maritime Air resources. To confirm student comprehension of current C/AS/ACO 302/SM-5 Sustainment Operations Seminar 1.5 1.5 405G 302 Canadian Forces sustainment operations. To confirm student comprehension of supporting C/AS/ACO 302/SM-6 Supporting Air Operations Seminar 1.5 6.0 405F Air Operations. To confirm student comprehension of space-based C/AS/ACD 301/SM-7 Space Theory and Applications Seminar 1.5 6.0 405I systems in support of air operations. To develop the students’ understanding of deep 404A C/LS/LCO 302/LE-2 Deep Operations 1.5 1.5 operations at the corps level. 405B C/AS/ACO 302 SUB-TOTAL 38.0 57.0

5-A-6/7 AEROSPACE COMPONENT PLANNING — AS/ACP 303

Course Hours – 109.5

AIM: The aim of Aerospace Component Planning 303 is to provide an opportunity to utilize and develop the skills learned in previous Aerospace Studies courses through the use of an air operations war-gaming exercise. This aim is accomplished through the use of a single exercise that occurs in Term Three. The single curriculum activity associated with this course is delivered in Term Three and consists of the following:

PRIMARY ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To analyze the planning and execution of opera- 408A 408B 201 tions from an Air Component Commander’s 202 C/AS/ACP 303/EX-1 CJTF ACES PEGASUS perspective. These operations range from deter- 28.5 6.0 408C 408D 203 rent deployments to a complete air campaign with 402 WMD considerations. 408E To analyze the planning and execution of opera- 408A 408B 201 tions from an Air Component Commander’s 202 C/AS/ACP 303/EX-2 EX ACES PEGASUS perspective. These operations range from deter- 81.0 6.0 408C 408D 203 rent deployments to a complete air campaign with 402 WMD considerations. 408E C/AS/ACP 303 SUB-TOTAL 109.5 12.0 AS GRAND TOTALS 224.0 144.0

5-A-7/7 CHAPTER 6

LAND FORCE STUDIES DEPARTMENT

DEPARTMENT: LAND FORCE STUDIES

Program Hours: 277.5

Program Percentage: 23.2%

Preparation Time: 115.5

AIM

1. The department of Land Force Studies (LS) provides participants with opportunities to analyze the concepts and principles of land power and operational level planning in the conduct of land component operations. Participants will apply these concepts in the planning of land component operations

SCOPE

2. Land Force Studies in the CSC program have been grouped into three courses as follows:

a. LCD 301: Land Component Doctrine;

b. LCO 302: Land Component Operations; and

c. LCP 303: Land Component Planning.

RELATED PROGRAM GOAL

Goal #4 — Joint and Combined Operations

LEARNING OUTCOMES

3. On completion of the Land Force Studies Courses participants will be able to use the knowledge and skills learned to:

Learning Out- Learning Outcome come Serial 404 Apply the concepts and principles of land power. Analyze and apply plans for the conduct of land component operations within 407 joint and combined operations (Land students only).

6-1/2 LEARNING OBJECTIVES

4. Specific learning objectives for each intended learning outcome are as follows:

Objective Serial Learning Objective 404A Comprehend tactical employment of a Corps. 404B Comprehend manoeuvre warfare doctrine. 404C Comprehend land component command and control concepts. 404D Comprehend doctrine for operations other than war (OOTW). 404E Comprehend the impact of technology on land warfare. 404F Comprehend the planning considerations for land component information operations. 404G Comprehend the planning considerations for land component administration. 404H Comprehend the planning considerations for land component fire support. 407A Analyze the land components of the CF Operations Planning Process (CFOPP). 407B Produce the necessary intelligence support to land planning with focus on the use of Intelligence Preparation of the Battlefield (IPB). 407C Prepare land component operations plans. 407D Develop deep operations plans. 407E Develop land component logistic support concepts and prepare plans. 407F Develop land component deception concepts and prepare plans. 407G Develop branches and sequels to a Land Component Operations Plan.

6-2/2 ANNEX A CHAPTER 6 CSC 29 SYLLABUS

DETAILED SYLLABUS

DEPARTMENT OF LAND FORCE STUDIES

6-A-1/7 LAND COMPONENT DOCTRINE — LS/LCD 301

Course Hours – 85.5

AIM: The aim of Land Component Doctrine 301 is to introduce contemporary theories and practice of land component command, doctrine and organization in both a Cana- dian Forces and international context. This aim is accomplished by examining contemporary aspects of various land component topics in the context of operational-level doctrine including training, intelligence, administration, technology, and manoeuvre warfare concepts. Curriculum activities associated with this course are delivered in Term Three and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To develop the students’ understanding of trends C/LS/LCD 301/DI-1 Army of the Future Discussion contributing to the development of future land 1.5 3.0 404C forces.

To develop the students’ understanding of the Operational Level Doctrinal Concepts 404A C/LS/LCD 301/DI-2 land force operational level concepts and ma- 3.0 3.0 and Manoeuvre Components 404 B noeuvre components in modern warfare.

To develop the students’ understanding of the 404B C/LS/LCD 301/DI-3 Manoeuvre Warfare 1.5 3.0 theory of manoeuvre warfare.

To develop the students’ understanding of the The Supporting Arms Components at C/LS/LCD 301/DI-4 organization, capabilities of corps-level support- 1.5 3.0 404A Corps level ing arms components. To develop the students’ understanding of the organization, capabilities and concepts for em- C/LS/LCD 301/DI-5 Combat Service Support at Corps Level 3.0 3.0 404G 401 ploying corps-level combat service support elements. To discuss current issues facing the Canadian 404C C/LS/LCD 301/DI-6 CLS Issues and Challenges 1.5 0.0 Army. 404E To familiarize the student with research and Defence Research Establishment 404A C/LS/LCD 301/FS-1 development issues which affect the current and 10.5 0.0 304 Valcartier Field Study Exercise 404E future army. To develop the students’ understanding of the III (US) Corps, Fort Hood Field Study 404A C/LS/LCD 301/FS-2 resources, tactics and staff procedures of an 18.0 0.0 Exercise 404C existing “heavy” corps. To develop the students’ understanding of the EU Operational Level/Corps Head- 404A C/LS/LCD 301/FS-3 operational level of war through visits to higher 18.0 0.0 quarters Field Study Exercise 404C level European HQs.

6-A-2/7 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES

To familiarize the student with the perspective of 102 404C C/LS/LCD 301/LE-1 Command at the Operational Level command at the operational level from senior 1.5 1.5 402 NATO, American and European commanders.

To receive the latest appreciation of the future of 404C C/LS/LCD/301/LE-2 Chief of the Land Staff 404E Canada’s Army. 1.5 1.5 Historical Perspectives on the Army of To familiarize the student with the trends contrib- C/LS/LCD 301/LE-3 1.5 1.5 404C the Future uting to the development of future land forces. To familiarize the student with major current Land Force Organization and Equip- C/LS/LCD 301/LE-4 organization and equipment issues facing the 3.0 1.5 404E ment Canadian Army. To familiarize the student with major current C/LS/LCD 301/LE-5 Land Force Doctrine 1.5 1.5 404B doctrine issues facing the Canadian Army. To familiarize the student with the capabilities and C/LS/LCD 301/LE-6 Allied Armies Perspectives doctrine of those armies represented by the allied 4.5 1.5 404C 401 army officers. To familiarize the student with the land compo- C/LS/LCD 301/LE-7 Theatre-level Administration nent administration system within a theatre of 3.0 1.5 404G 401 operations. This lecture emphasizes interface with the joint theatre support system. To familiarize the student with the doctrine and C/LS/LCD 301/LE-8 Operations Other Than War planning considerations for operations other than 1.5 1.5 404D war. To familiarize students with the “Army of Tomor- C/LS/LCD 301/LE-9 Land Strategic Concepts 404E row” and the “Army of the Future”. 1.5 1.5 To familiarize the student with technological C/LS/LCD 301/SM-1 Technology and Warfighting Seminar change and its potential impact on operational and 1.5 3.0 404E 304 tactical warfighting.

6-A-3/7 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To comprehend Canadian Forces Tactical Avia- C/AS/ACD 301/LE-3 Tactical Aviation Doctrine 1.5 1.5 405A tion Doctrine. To confirm student understanding of CF tactical C/AS/ACD 301/SM-6 Tactical Aviation Doctrine Seminar aviation doctrine and employment of tactical 1.5 6.0 405A aviation resources. To receive the latest appreciation of the future of 1.5 1.5 C/MS/MCP 303/LE-2 Chief of the Maritime Staff 403D Canada’s Navy. To receive the latest appreciation of the future of 404C C/LS/LCD 301/LE-9 Chief of the Air Staff 1.5 1.5 Canada’s Air Force. 404E C/LS/LCD 301 SUB-TOTAL 85.5 42.0

6-A-4/7 LAND COMPONENT OPERATION — LS/LCO 302

Course Hours – 135.0

AIM: The aim of Land Component Operations 302 is to develop the ability to apply the Operational Planning Process (OPP) at the operational level and to provide familiarity with a variety of operational issues. This aim is accomplished by introducing a range of operations topics including operations in a nuclear, biological, and/or chemical threat environment, information operations, deep operations, and operations at the corps level in all phases of war. Curriculum activities associated with this course are delivered in Term Three and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To develop the students’ understanding of offen- C/LS/LCO 302/DI-1 Offensive Operations Discussion 1.5 3.0 404A sive operations at the corps level. Corps Operations — General Discus- This discussion enhances understanding of corps C/LS/LCO 302/DI-2 1.5 3.0 404A sion operations. To develop the students’ understanding of defen- C/LS/LCO 302/DI-3 Defensive Operations Discussion 1.5 3.0 404A sive operations at the corps level. To develop the students’ understanding of plan- C/LS/LCO 302/DI-4 Operations Other Than War 1.5 3.0 404D ning and conducting operations other than war. 407A To develop the students’ abilities to function as 407B 101 members of a Land Component and Corps Head- 407C 201 C/LS/LCO 302/EX-1 EX STALWART WARRIOR quarters and employ the operations planning 117.0 6.0 407D 202 process in the design of land component and corps 407E 203 operations plans within a joint context. 407F 402 407G To familiarize the student with information C/LS/LCO 302/LE-1 Information Operations 1.5 1.5 404F 401 operations in the land battle. To develop the students’ understanding of deep C/LS/LCO 302/LE-2 Deep Operations 1.5 1.5 404H operations at the corps level. C/LS/LCO 302/LE-3 Corps Operations - General To familiarize the student with corps operations. 3.0 1.5 404A 404A To familiarize the student with offensive opera- 404B C/LS/LCO 302/LE-4 Offensive Operations 1.5 3.0 tions at corps level. 404C 404E

6-A-5/7 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 404A To familiarize the student with defensive opera- 404B C/LS/LCO 302/LE-5 Defensive Operations 1.5 3.0 tions at corps level. 404C 404E C/AS/ACO 302/LE-3 Counter Surface Operations To comprehend counter surface operations. 1.5 1.5 405D To confirm student comprehension of counter- C/AS/ACO 302/SM-3 Counter Surface Operations 1.5 6.0 405D surface operations.

C/LS/LCO 302 135.0 36.0 SUB-TOTAL

6-A-6/7 LAND COMPONENT PLANNING — LS/LCP 303

Course Hours – 57.0

AIM: The aim of Land Component Planning 303 is to develop an ability to utilize the Operations Planning Process (OPP) at a higher formation (headquarters) level. This aim is accomplished by introducing all aspects of the Operations Planning Process including higher formation staff relationships; command and control issues; plan and order formats; development of administrative estimates, and the employment of various aids to decision-making. Curriculum activities associated with this course are delivered in Term Three and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To develop the student’s understanding of combat 404G C/LS/LCP 303/CS-1 Combat Service Support Case Studies 3.0 15.0 401 service support at levels corps and above. Command and Control and Staff Func- To develop the student’s understanding of the 404C C/LS/LCP 303/DI-1 tions: Land Component Commander and nuances surrounding command and control at the 3.0 3.0 the Headquarters discussion land component headquarters. 407A To develop the student’s understanding of the 407B 201 C/LS/LCP 303/EX-1 EX VIMY RIDGE — The Offence employment of the OPP at the corps level for 45.0 12.0 407D 402 offensive operations. 407E The Canadian Forces Operations Plan- To familiarize the student with the employment of 402A C/LS/LCP 303/LE-1 ning Process (CFOPP) at Higher Forma- 1.5 3.0 the OPP at a higher formation HQ. 402B tion Level The Decision Making Process in XVIII To familiarize the student with the military deci- C/LS/LCP 303/LE-2 1.5 1.5 404C Airborne Corps sion making process in XVIII Airborne Corps. To familiarize the student with a variety of current Land Force Command and Control and emerging technologies and systems designed C/LS/LCP 303/TU-1 Information System (LFC2IS), Elec- 3.0 3.0 404C to facilitate staff planning and command and tronic Battle Box and Staff Planning control. C/LS/LCP 303 SUB-TOTAL 57.0 37.5 LS GRAND TOTAL 277.5 115.5

6-A-7/7 CHAPTER 7

STRATEGIC STUDIES DEPARTMENT

DEPARTMENT: STRATEGIC STUDIES

Program Hours: 134.5

Program Percentage: 11.3%

Preparation Time: 104.5

AIM

1. The department of Strategic Studies (SS) provides participants with opportunities to analyze domestic and international factors that influence strategic level decisions. Participants will examine the interests, values, policies, issues, and processes that affect Canadian strategic decision makers.

SCOPE

2. Strategic Studies in the CSC program have been grouped into three courses as follows:

a. CNS 301: Canadian National Security;

b. IAF 302: International Affairs; and

c. CDM 303: Canadian Defence Management.

RELATED PROGRAM GOAL

Goal #5 — National Security and Defence Studies.

LEARNING OUTCOMES

3. On completion of the Strategic Studies Courses participants will be able to use the knowledge and skills learned to:

Learning Out- Learning Outcome come Serial 501 Comprehend the sources and instruments of national power. Comprehend Canadian national security, foreign and defence policies and the 502 factors, both internal and external, which influence them. 503 Comprehend the strategic framework of the CF. Comprehend the current principles and policies governing defence manage- 504 ment, force structure and force development.

7-1/2 LEARNING OBJECTIVES

4. Specific learning objectives for each intended learning outcome are as follows:

Objective Serial Learning Objective 501A Comprehend the elements of governance. 501B Comprehend the elements of national power. 502A Comprehend the domestic factors that influence Canadian national security, foreign and defence policies. 502B Comprehend the impact of the various regions/countries of the world and their effects on Canadian national security, foreign and defence policies. Comprehend the role of alliances and international organizations on Canadian 502C national security, foreign and defence policies. 502D Comprehend current Canadian national security, foreign and defence policies. 502E Comprehend the effect of Weapons of Mass Destruction on foreign and defence policies. 502F Comprehend the historical aspects of, and the determining factors influencing, military mobilization in Canada. 503A Comprehend the key documents that provide the strategic direction for the CF. 503B Comprehend the current state and future vision of the DND from the Minis- ter’s perspective. 504A Comprehend the NDHQ organization and mission. 504B Comprehend the function of the Defence Services Program (DSP). 504C Comprehend current CF management principles, philosophies and policies. 504D Comprehend the current state of the DND and the future vision of the Deputy Minister. 504E Comprehend the current state of the CF and the future vision of the Vice-Chief of the Defence Staff. 504F Comprehend the current state of NDHQ and the future vision of holders of key senior appointments within NDHQ. 504G Comprehend the responsibilities of various headquarters for Force Generation in the CF. 504H Comprehend the influence of government policies on force development.

7-2/2 ANNEX A CHAPTER 7 CSC 29 SYLLABUS

DETAILED SYLLABUS

DEPARTMENT OF STRATEGIC STUDIES

7-A-1/9 CANADIAN NATIONAL SECURITY — SS/CNS 301

Course Hours – 63.5

AIM: The aim of Canadian National Security 301 is to develop familiarity with the concept of national security and its national components, Canadian foreign and defence policies, the dimensions of the problems posed by weapons of mass destruction, selected aspects of the problems which would arise during a period of national mobilization for war, and national security as seen from the perspective of the Minister of National Defence. Curriculum activities associated with this course are distributed in Terms One and Four and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 502A To understand the factors affecting Canada’s 502B 201 foreign relations, an integral component of 502C C/SS/CNS 301/DI-1 Canadian Foreign and Defence Policies 1.5 3.0 202 national security, and their impact on defence 502D policy. 502E 503A To understand Canada’s national will, the state of 501A C/SS/CNS 301/LD-1 National Will and National Unity national unity and the effect of regional disparities 4.5 3.0 501B 103 on governance in Canada. 502A To understand the general field of National 501A Introduction to National Security Security Studies, including review of the 103 C/SS/CNS 301/LE-1 2.0 2.0 501B Studies. interconnections of national power, national 502A strategy and national policy. To understand the role, elements and assessment 501A 103 C/SS/CNS 301/LE-2 The Elements of National Power of national power, and the meaning of national 1.5 1.5 501B interests. 501A 501B To understand the fundamental relationships 502A among power, politics, strategy and warfare; and 502B 103 C/SS/CNS 301/LE-3 National Politics & Strategy 1.5 1.5 with the basic terms and concepts related to the 502C 504 study of security. 502D 502E 503A 501A 501B To understand the current Canadian foreign 502A C/SS/CNS 301/LE-4 Canadian Foreign Policy policy, including international obligations and 1.5 1.5 502B 103 potential future developments. 502C 502D 502E

7-A-2/9 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 501A 501B 502A To understand the process by which defence 502B C/SS/CNS 301/LE-5 Canadian Defence Policy policy is developed in Canada and the current 1.5 1.5 502C 103 policy. 502D 502E 502F 503A 501A 501B 101 502A Canada’s Security Needs — an To understand Canada’s security needs from the 103 C/SS/CNS 301/LE-6 Independent Perspective perspective of an independent analyst. 1.5 1.5 502B 104 502C 502D 502E 501A 502A To understand the roles of the Privy Council 502B The Coordination of Defence Policy Office in the coordination of government policy C/SS/CNS 301/LE-7 1.5 1.5 502C 103 Within Government with reference to national security policy and its 502D major components, foreign and defence policy. 502E 502F 503A 501A Canadian Defence Policy — The To understand Canadian defence policy from the 103 C/SS/CNS 301/LE-8 1.5 1.5 501B Minister’s Perspective perspective of the Minister of National Defence. 503B 201E To understand selected topics of strategic 202B significance to Canada’s security and to develop 501B C/SS/CNS 301/SE-1 EX STRATEGIC WORLD 6.0 12.0 103 students’ ability to deliver an oral presentation of 502B 15 minutes duration. 502E 503A 201A 202B To understand selected alternate strategies for 502A 502B C/SS/CNS 301/SE-2 EX STRATEGIC OPTIONS Canada’s security and to confirm students’ ability 6.0 12.0 103 to deliver a persuasive presentation. 502C 502D 502E 503A

7-A-3/9 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 201E 202B To understand selected aspects of Canadian national mobilization for war, including 501A 501B demographic, cultural diversity, labor, legal, 502A 103 C/SS/CNS 301/SE-3 EX DEFENCE PLANNER national and international economic factors, as 33.0 6.0 well as natural resources, financial, industrial, 502D 502F geographic, environmental, governance, and 503A political aspects. 504G 504H C/SS/CNS 301 SUB-TOTAL 63.5 48.5

7-A-4/9 INTERNATIONAL AFFAIRS — SS/IAF 302

Course Hours –38.0

AIM: The aim of International Affairs 302 is to develop familiarity with: the United Nations (UN), those international alliances of which Canada is a member and which include potential military commitments — the North Atlantic Alliance (NATO), the Organisation of American States (OAS), and the North American Aerospace Defence Command (NORAD); and Canada’s relations with several regions of the world. Curriculum activities associated with this course are distributed in Terms One, Two and Three and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 102 To understand NATO structure, strategy and 502B 103 C/SS/IAF 302/DI-1 Canada and NATO roles, as well as other influences affecting NATO 1.5 3.0 502C 201 planning. 202 201C 201D To understand the political, economic and military 201E elements of national power; Canada’s 202B relationships with the regional powers and 502A 102 C/SS/IAF 302/DI-2 Canada in the World 3.0 3.0 international organizations; and Canada’s 502B 103 relationships with major world regions and 502C components. 502D 502E 502F To understand current political and military issues 502B confronting the NATO Alliance; and to 102 NATO HQ and NATO/ACE — Roles 502C C/SS/IAF 302/FS-1 familiarize students with the roles and current 6.5 0.0 103 and Current Issues 502D challenges of NATO Allied Command Europe 502E (ACE). 502B To understand Canada’s role in the UN from the The United Nations — The 502C C/SS/IAF 302/LE-1 perspective of our senior representative in New 1.5 1.5 Ambassador’s Perspective 502D York. 502E 502A To understand the history, roles and challenges of OAS — The Organization of 502B 102 C/SS/IAF 302/LE-2 the OAS and current Canadian activities in the 1.5 1.5 American States 502C 103 organization. 502D 502B To understand the current state of the several C/SS/IAF 302/LE-3 European Security Architecture 1.5 1.5 502C international security structures in Europe. 502D

7-A-5/9 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 502C To understand the political functioning of the C/SS/IAF 302/LE-4 The Political Dimension of NATO 1.5 1.5 502D 103 Alliance. 503A 502B NATO/ACLANT — Roles and To understand the roles and current challenges of 502C 102 C/SS/IAF 302/LE-5 1.5 1.5 502D Challenges NATO Allied Command Atlantic (ACLANT). 103 503A 504G 502B To understand the NORAD alliance as a major 502C 102 C/SS/IAF 302/LE-6 NORAD component of Canadian national security 1.5 1.5 502D 103 arrangements. 503A 504G 201C 201D 201E 202B 501A To understand the socio-political, economic, 501B 102 C/SS/IAF 302/SE-1 EX GLOBAL EXPRESS demographic and military factors applicable to 18.0 12.0 502A 103 selected regions of the world. 502B 502C 502D 502E 502F 503A C/SS/IAF 302 SUB-TOTAL 38.0 27.0

7-A-6/9 CANADIAN DEFENCE MANAGEMENT — SS/CDM 303

Course Hours – 33.0

AIM: The aim of Canadian Defence Management 303 is to develop familiarity with the Canadian Arctic, with major elements of Canadian national capabilities -the economy, the labour force, our strategic natural resources and industrial capacity which could support military objectives; and with the principal officers and functions involved with the management of Canadian defence. Curriculum activities associated with this course are distributed in Terms One and Four and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 501A To understand Canadian diversity in economic 501B Canada — Domestic Factors in the strengths and weaknesses, and our geography, and 502A 201 C/SS/CDM 303/DI-1 Development of Canadian Security and how these factors impact on development and 3.0 3.0 502B 202 Defence Policies implementation of national security and defence 502C policies. 502D To understand the unique aspects of the peoples, 501A C/SS/CDM 303/FS-1 Arctic Field Study Exercise governance, national resources and strategic 6.0 2.0 501B significane of the Canadian Arctic. 501A To understand the Canadian Arctic and the 501B C/SS/CDM 303/LE-1 Canadian Forces Northern Area 1.5 1.5 502A military significance of the region. 502B 502D 501B To understand the environmental state of the 502A C/SS/CDM 303/LE-2 Special Aspects of the Arctic Arctic and the important environmental issues of 1.5 1.5 502B the region. 502D 501B Canada — The Economy — To understand the characteristics, structure and 502A C/SS/CDM 303/LE-3 International, Domestic and Defence operation of the Canadian economy from a 3.0 3.0 502B Perspectives domestic, international and defence point of view. 502D 502F 501B To understand the energy and strategic mineral 502A Canada — Strategic Natural Resources sectors of Western economies and the importance C/SS/CDM 303/LE-4 — Energy and Minerals 3.0 3.0 502B of these sectors to Canada. 502D 502F 501B To understand the dimensions and demographics 502A of Canadian human resources with emphasis on C/SS/CDM 303/LE-5 Canada — The Labour Force 1.5 1.5 502B the importance of how and why these are 502D changing. 502F 7-A-7/9 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 501B 502A To understand Canada's industrial capacity and Defence Industrial Preparedness in 502B C/SS/CDM 303/LE-6 industry's preparedness to respond to national 1.5 1.5 Canada 502C security needs. 502D 502F 501B 502A 502B 502C To understand the Defence Services Program Canadian Forces Resource 502D C/SS/CDM 303/LE-7 (DSP) and the associated Defence Management 1.5 1.5 Management 504A System, (DMS). 504B 504C 504D 504E 501B 502A 502B DND Budgeting and Financial To understand current budgeting and financial 502C C/SS/CDM 303/LE-8 1.5 1.5 Management management policies in the CF and DND. 502D 504A 504C 504F 501A 501B To understand the philosophy, principles and CF and DND Information 502A policies for information management in the CF C/SS/CDM 303/LE-9 Management 1.5 1.5 502D and DND. 504A 504C 504F 501A 501B To understand personnel support and management 502A C/SS/CDM 303/LE-10 CF Personnel Policies 1.5 1.5 502D policies in the CF and DND. 504A 504C 504F

7-A-8/9 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 501A 501B To understand the policies, responsiblities, current 502A 502D C/SS/CDM 303/LE-11 CF and DND Materiel Management issues and future trends in materiel management 1.5 1.5 502F in the CF and DND. 504A 504C 504F 501B To understand the Canadian Reserves’ dimension 502A C/SS/CDM 303/LE-12 Canada’s Reserve Forces 1.5 1.5 503A of the CF Total Force. 504G 504H 501B 502A To understand the roles, current problems and Vice Chief of the Defence Staff — activities within the mandate of the Vice-Chief of 503A C/SS/CDM 303/LE-13 1.5 1.5 504A Perspective and Vision the Defence Staff in the management and 504B leadership of the CF and DND. 504C 504E 501A To understand the roles of the Deputy Minister in 501B 502A Deputy Minister of National Defence the management of DND and in co-ordinating C/SS/CDM 303/LE-14 1.5 1.5 502C — Perspective and Vision national security policy issues with other government departments. 502D 504A 504D C/SS/CDM 303 SUB-TOTAL 33.0 29.0 SS GRAND TOTAL 134.5 104.5

7-A-9/9 CHAPTER 8

JOINT AND COMBINED WARFARE STUDIES DEPARTMENT

DEPARTMENT: JOINT AND COMBINED WARFARE STUDIES

Program Hours: 341.0

Program Percentage: 28.6%

Preparation Time: 210.0

AIM

1. The department of Joint and Combined Warfare Studies (JC) provides participants with opportunities to acquire the knowledge and skills essential to the planning and conduct of joint and combined operations across the spectrum of conflict. In particular students are placed in simulated situations in which they must identify and define complex problems, offer innovative and insightful solutions, and exercise sound professional judgement.

SCOPE

2. Joint and Combined Warfare Studies in the CSC program have been grouped into six courses as follows:

a. PLN 301: Joint and Combined Planning;

b. OPS 302: Joint and Combined Operations;

c. CPT 303: Component Warfare in Joint Operations;

d. WTH 304: Warfare Theory and History;

e. OOW 305: Operations Other Than War; and

f. LAC 306: Law of Armed Conflict.

RELATED PROGRAM GOALS

Goal #3 — Operational Art Theory Goal #4 — Joint and Combined Operations

LEARNING OUTCOMES

3. On completion of the Joint and Combined Warfare Studies Courses participants will be able to use the knowledge and skills learned to:

8-1/3 Learning Out- Learning Outcome come Serial 301 Comprehend the history of warfare theory. 302 Comprehend contemporary warfare theory. 303 Analyze the laws and principles governing the use of force. 304 Comprehend the impact of technology on modern warfare. 401 Apply the basic doctrine of joint and combined operations. Analyze the concepts and procedures of operational level planning and apply 402 plans in the conduct of joint and combined operations.

LEARNING OBJECTIVES

4. Specific learning objectives for each intended learning outcome are as follows:

Objective Serial Learning Objective 301A Know the concepts and theories of selected key military historians and theorists. 301B Comprehend the development of operational art. 301C Comprehend the strategies and the operational-level concepts employed during selected operations/campaigns of the 20th Century. 302A Comprehend the nature of war and armed conflict. 302B Analyze contemporary principles of war. 303A Identify the laws and principles governing the use of force in operations other than war. 303B Identify the international conventions, customs, principles, and national and international court decisions that form the body of the law of armed conflict. 303C Identify the implications for military forces of the laws and principles governing the use of force. 303D Comprehend the CF doctrine and staffing process regarding Rules of Engagement. 303E Describe the doctrine and staffing process regarding NATO and coalition Rules of Engagement. 303F Prepare operational level Rules of Engagement. 304A Recognize the historical impact of key technological developments on warfare. 304B Comprehend the impact of the information age on modern warfare. 304C Comprehend the impact of current and future trends in technological development on maritime, land, and air warfare. 401A Comprehend the links between CF Joint policy and doctrine. 401B Comprehend CF Joint doctrine.

8-2/3 Objective Serial Learning Objective 401C Comprehend the challenges of coalition operations. 401D Comprehend the concepts and structures of joint force operational level command and control. 401E Demonstrate current concepts and doctrine governing Command, Control, Communi- cations, Computers, Intelligence, Surveillance and Reconnaissance (C4ISR). 401F Summarize the CF Command and Control Vision. 401G Comprehend the strategy and doctrine of Information Operations. 401H Apply the strategy and doctrine of Peace Support Operations. 401I Summarize the strategy and doctrine of Domestic Operations. 401J Comprehend the strategy and doctrine of Counter-Terrorist and Counter-Insurgency Operations. 401K Comprehend the applications of space to theatre operations and to the defence of North America. 401L Comprehend the elements of logistics support including strategic lift and theatre sustainment. 401M Apply the strategy and doctrine of amphibious operations, special operations, fire support and targeting. 402A Analyze the concepts of operational art and campaign planning including conflict termination. 402B Analyze the components of the CF Operations Planning Process (CFOPP). 402C Comprehend war-gaming procedures for course of action analysis. 402D Prepare joint force campaign plans and/or operations orders with appropriate annexes. 402E Develop joint force operational logistic support concepts and prepare plans. 402F Exercise limited control of joint and combined operations through simulation. 402G Develop branches and sequels to a campaign.

8-3/3 ANNEX A CHAPTER 8 CSC 29 SYLLABUS

DETAILED SYLLABUS

DEPARTMENT OF JOINT AND COMBINED WARFARE STUDIES

8-A-1/12 JOINT AND COMBINED PLANNING — JC/PLN 301

Course Hours – 172.5

AIM: The aim of Joint and Combined Planning 301 is to develop the ability to apply the basic doctrine of joint and combined operations in planning at operational headquarters. This aim is accomplished by confirming an understanding of Canadian Forces and Allied joint doctrine, the concepts and structures of joint force operations, and the processes and procedures of planning in national, coalition and alliance operations. Curriculum activities associated with this course are distributed in Terms Two, Three and Four and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To demonstrate an understanding of the applica- 201 ROE Application in Operations 303D C/JC/PLN 301/DI-1 tion of ROE across the spectrum of conflict. 1.5 3.0 202 To outline the operational level of war and the Theatre-Level Warfare and Campaign operational concepts used in theatre-level cam- 201 402A C/JC/PLN 301/DI-2 Planning paign planning 3.0 3.0 202

303F 401D 401L 201 To use the CFOPP to prepare a campaign plan, 401M 202 selected supporting plans and operational-level 402A 203 EX FINAL LANCE ROE, and apply effective media interview and 402B 403 C/JC/PLN 301/EX-1 66.0 6.0 press conference skills. 402C 404 402D 405 402E 402F 402G 103A To outline the staffing and planning procedures 401A National Defence Headquarters FSE employed within NDHQ. 401B C/JC/PLN 301/FS-1 12.5 0.0 504A 504F

8-A-2/12 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 401C 401D 402A To demonstrate NATO joint and combined opera- 404A NATO/European FSE tional-level planning processes. 404C C/JC/PLN 301/FS-2 12.5 0.0 502 405G 405H 406A

401C 401D 401E To demonstrate concepts and procedures for joint planning and the employment of US Naval, Land, 401K Defence of North America FSE 404C 502 C/JC/PLN 301/FS-3 Air and Space Forces. 24.5 0.0 405A 405H 405I 406H To identify the concepts of operational art and Theatre Level Warfare and Campaign campaign planning. 402A C/JC/PLN 301/LE-1 Planning 3.0 1.5 To summarize the DND/CF space policy, projects Joint Space Support Team 304C C/JC/PLN 301/LE-2 and relationship with the Canadian Space Agency. 1.5 1.5 To demonstrate the CF Operations Planning 402B The CF Operations Planning Process Process (CFOPP). C/JC/PLN 301/LE-3 3.0 1.5 402C Targeting Theory and the Role of the To summarize targeting theory and explain the 401M C/JC/PLN 301/LE-4 Joint Targeting Board Role of the Joint Targeting Board. 1.5 1.5 To explain the CF ROE for operations across the CF Rules of Engagement 303D C/JC/PLN 301/LE-5 spectrum of conflict. 1.5 1.5 To comprehend the ROE for combined and Multinational ROE and Staffing Process 303E 402 C/JC/PLN 301/LE-6 coalition operations. 1.5 1.5 To analyze operational level conflict termination Conflict Termination procedures used during campaigns in a war- 402A C/JC/PLN 301/LE-7 1.5 1.5 fighting scenario. To explain key staff functions during current 401C Operational Level Headquarters – A operations and illustrate the challenges of opera- 401D 102 C/JC/PLN 301/LE-8 Staff Officer’s Perspective tional-level staff work. 1.5 1.5 402F 401D To use the CFOPP to prepare a concept of opera- 401L 402 401M 403 EX TYRO PLANNER tions. C/JC/PLN 301/SE-1 28.5 12.0 402A 404 402B 405 402C 8-A-3/12 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES 401 ROE Planning for Operations To prepare operational-level ROE. 303F C/JC/PLN 301/SE-2 6.0 6.0 402 To confirm understanding of the joint targeting 201 Joint Targeting Process Seminar 401M C/JC/PLN 301/SM-1 process and the Role of the Joint Targeting Board 3.0 6.0 202 C/JC/PLN 301 172.5 48.0 SUB-TOTAL

8-A-4/12 JOINT AND COMBINED OPERATIONS — JC/OPS 302 Course Hours – 16.5

AIM: The aim of Joint and Combined Operations 302 is to develop the ability to apply the basic doctrine of joint and combined operations at the operational level of war, while understanding the capabilities of enabling operations. This aim is accomplished by examining Canadian Forces and Allied joint doctrine, the organization and function of headquarters at the operational level, and the function of the intelligence, information operations and sustainment processes in support of operations. Curriculum activities associated with this course are delivered in Term Two and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES Information Operations To summarize CF Information Operations. 401G C/JC/OPS 302/DI-1 1.5 3.0 To summarize intelligence sources and collection Intelligence Sources and Methods 401E C/JC/OPS 302/LE-1 methods at the strategic-level. 0.0 0.0 Intelligence Procedures at the Opera- To summarize the doctrine and procedures of 401E C/JC/OPS 302/LE-2 tional-Level intelligence support at the operational level. 1.5 1.5 401G 302B CF Information Operations: Planning To summarize the planning considerations for CF 401G C/JC/OPS 302/LE-3 and Coordination Information Operations. 1.5 1.5 402D CF Joint Theatre Level Logistics Sup- To identify the CF elements of joint theatre level 401L C/JC/OPS 302/LE-4 port logistics support. 1.5 1.5 To summarize deception operations at the opera- Deception Operations 401M 402 C/JC/OPS 302/LE-5 tional-level. 1.5 1.5 To identify CF strategic lift requirements and CF Strategic Lift 401L C/JC/OPS 302/LE-6 plans for strategic movement. 1.5 1.5 To identify US strategic lift requirements and US Strategic Lift 401L C/JC/OPS 302/LE-7 plans for strategic movement. 1.5 1.5 To introduce the current concepts of generating Force Generation and Sustainment 401L C/JC/OPS 302/LE-8 and maintaining joint and combined forces for 1.5 1.5 operations. 401B To summarize the concepts and structures of joint Joint Force Command and Control 401D 402 C/JC/OPS 302/LE-9 force operational command and control. 1.5 1.5 401F To summarize the roles, missions and activities of CF Joint Operations Group 401D C/JC/OPS 302/LE-10 the CF Joint Operations Group. 1.5 1.5 To explain the challenges of command at the National Command Element 401D 504 C/JC/OPS 302/LE-11 National Command Element level. 1.5 1.5 C/JC/OPS 302 SUB-TOTAL 16.5 18.0

8-A-5/12 COMPONENT WARFARE IN JOINT OPERATIONS — JC/CPT 303

Course Hours – 45.5

AIM: The aim of Component Warfare in Joint Operations 303 is to develop the ability to apply the basic doctrine of joint and combined operations at the operational level of war, while understanding the capabilities of service components. This aim is accomplished by examining Canadian Forces and Allied joint doctrine, the concepts and the roles, capabilities and employment of component forces. Curriculum activities associated with this course are distributed in Terms One and Two and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To consolidate the students' understanding of the roles, characteristics and capabilities of the mari- The Maritime Component in Joint and time component and compare those to Canadian 403 C/JC/CPT 303/DI-1 1.5 3.0 Combined Warfare naval forces. 401E

To consolidate the students’ understanding of the 404A The Land Component in Joint and roles, characteristics and capabilities of the land 404C 401 C/JC/CPT 303/DI-2 Combined Warfare component and compare those to Canadian land 1.5 3.0 404E forces. To consolidate the students’ understanding of the The Air Component in Joint and Com- roles, characteristics and capabilities of the air 401E 405 C/JC/CPT 303/DI-3 bined Warfare component and compare those to Canadian air 1.5 3.0 forces. 403D 404C 102 Cross Environmental FSE To demonstrate CF naval, land and air forces. C/JC/CPT 303/FS-1 24.5 0.0 405H 304 504G 401B To outline the organization and C2 concepts Introduction to Joint Operations 401D 402 C/JC/CPT 303/LE-1 underlying joint and combined operations. 1.5 1.5 401E To outline the roles, characteristics, and capabili- 403A Role, Characteristics and Capabilities of ties of the maritime component in joint and C/JC/CPT 303/LE-2 the Maritime Component combined warfare. 1.5 1.5

To outline the roles, characteristics, and capabili- Role, Characteristics and Capabilities of ties of the land component in joint and combined 404A C/JC/CPT 303/LE-3 the Land Component warfare. 1.5 1.5

8-A-6/12 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To outline the roles, characteristics, and capabili- Role, Characteristics and Capabilities of ties of the air component in joint and combined 405A C/JC/CPT 303/LE-4 the Air Component. warfare. 1.5 1.5

To outline the roles, characteristics, and capabili- Amphibious Task Force ties of the Amphibious Task Force in joint and 401M C/JC/CPT 303/LE-5 1.5 1.5 combined warfare. To describe the capabilities, employment princi- Combined / Joint Special Operations ples, and planning factors for special operations at 401M C/JC/CPT 303/LE-6 Task Force 1.5 1.5 the operational-level. To describe the capabilities, employment princi- Combined / Joint Psychological Opera- ples, and planning factors for psychological 401M 402 C/JC/CPT 303/LE-7 tions Task Force operations at the operational-level. 1.5 1.5

To explain the challenges associated with the 401E Maritime Component Operations conduct of maritime component operations. 101 C/JC/CPT 303/LE-8 1.5 1.5 406A To explain the challenges associated with the Land Component Operations conduct of land component operations. 404A 101 C/JC/CPT 303/LE-9 1.5 1.5 To explain the challenges associated with the Air Component Operations conduct of air component operations. 405A 101 C/JC/CPT 303/LE-10 1.5 1.5 To consolidate the students understanding of the 401B Introduction to Joint Operations C/JC/CPT 303/TU-1 organizational and C2 concepts for joint and 1.5 1.5 401D combined operations. 401E C/JC/CPT 303 45.5 27.0 SUB-TOTAL

8-A-7/12 WARFARE THEORY AND HISTORY — JC/WTH 304

Course Hours – 31.5

AIM: The aim of Warfare Theory and History 304 is to develop an understanding of the history of warfare theory and an ability to analyse contemporary warfare theory and concepts. This aim is accomplished by introducing the classic military theorists and the development of the operational art. It also provides participants with the opportunity to assess the impact of developing concepts in theory and technology on modern warfare. Curriculum activities associated with this course are distributed in Terms Two and Three and consist of the following:

TITLE PRO SUPPORTED ANCILLARY CODE AIM G PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To illustrate the concepts of operational art and campaign planning through a case study of the Campaign Planning: Korea 1950 301C C/JC/WTH 304/CS-1 Korean War. 1.5 1.5

To explain the planning and conduct of the battle Vimy Ridge 301C C/JC/WTH 304/CS-2 for Vimy Ridge. 1.5 1.5 To explain the planning and conduct of the failed Dieppe 301C C/JC/WTH 304/CS-3 joint operation at Dieppe. 1.5 1.5 To illustrate the use of operational art, campaign planning concepts and specific strategies during Joint and Combined Operations since selected 20th century operations and campaigns 301C C/JC/WTH 304/CS-4 1942 — Case Studies 9.0 15.0 and to highlight some challenges of coalition warfare. To illustrate the historical background behind Historical Development of Operational current concepts of operational art. 301B C/JC/WTH 304/LE-1 Art 1.5 1.5 To define the core concepts of key naval histori- Maritime Strategy: Intellectuals of Sea ans and theorists, including Mahan, Corbett, and 301A C/JC/WTH 304/LE-2 Power Richmond. 1.5 1.5

To outline the concepts and theories of selected Land Strategy: Advocates of Indirect military historians and theorists, including Fuller, 301A C/JC/WTH 304/LE-3 Approach Guderian, Liddell Hart, and Mao Tse-tung. 1.5 1.5

To describe the influence of early air power Aerospace Strategy: Proponents of Air enthusiasts, including Douhet, Mitchell, and 301A C/JC/WTH 304/LE-4 Power Trenchard. 1.5 1.5

To deduce contemporary principles of war in the Contemporary Principles of War 302B C/JC/WTH 304/SM-1 Canadian context. 1.5 6.0 TITLE PRO SUPPORTED ANCILLARY CODE AIM G PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES Philosophers of Warfare: Ancient and To compare the ideas and writings of classical 301A C/JC/WTH 304/SM-2 Modern military theorists, principally Sun Tzu, Jomini, 3.0 6.0 8-A-8/12 and Clausewitz. To distinguish trends in the historical develop- Historical Development of Operational ment of western operational art. 301B C/JC/WTH 304/SM-3 Art 1.5 6.0 To summarize the scope of 21st century warfare, 304A 21st Century Warfare it’s underlying concepts and principles and its 304B C/JC/WTH 304/SY-1 6.0 6.0 implications for military forces. 304C C/JC/WTH 304 SUB-TOTAL 31.5 49.5

8-A-9/12 OPERATIONS OTHER THAN WAR — JC/OOW 305

Course Hours – 49.5

AIM: The aim of the Operations Other Than War Course is to develop an understanding of contemporary strategy, doctrine, and concepts of conflicts other than conven- tional war-fighting and to develop the ability to apply the operational planning process in such operations. This aim is accomplished by confirming an understanding of the strategic and operational concepts and doctrine for Peace Support Operations, Domestic Operations, and Terrorism. It also provides participants with an opportunity to apply the operational planning process to such operations. Curriculum activities associated with this course are distributed in Terms Two and Four and consist of the following:

SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To develop an understanding of the roles and Peace Support Operations responsibilities of the UN, the Canadian Govern- 401H C/JC/OOW 305/DI-1 ment, and the Canadian Forces in peace support 1.5 3.0 operations. 402A To demonstrate the political, military, and opera- 402B tional considerations involved in peace support 402C EX FRIENDLY LANCE 402D 202 C/JC/OOW 305/EX-1 operations. 30.0 6.0 402E 402F 402G Insurgency and Counterinsurgency To introduce insurgency and counterinsurgency 401J C/JC/OOW 305/LE-1 Operations operations. 1.5 1.5 To introduce terrorism and counter-terrorism Terrorism and Counter Terrorism 401J C/JC/OOW 305/LE-2 operations. 1.5 1.5 To identify the mission, roles and tasks of the CFs Canada’s Counter Terrorism Program 401J C/JC/OOW 305/LE-3 counter terrorism agencies. 0.0 0.0 Legal Implications of Domestic Opera- To outline the laws that apply to the CF during 401I C/JC/OOW 305/LE-4 tions domestic operations. 1.5 1.5 To summarize the policy and doctrine governing CF Domestic Operations 401I C/JC/OOW 305/LE-5 the CF in domestic operations. 1.5 1.5 To provide a conceptual framework for modern Modern Peacekeeping 401H C/JC/OOW 305/LE-6 peacekeeping. 1.5 1.5 The United Nations and Peace Support To summarize UN programmes, structures and 401H C/JC/OOW 305/LE-7 Operations activities for peace support operations. 1.5 1.5 To explain the roles and responsibilities of the CF, The Canadian Forces and Peace Support and to develop an understanding of the key factors 401H C/JC/OOW 305/LE-8 Operations that influence CF participation in international 1.5 1.5 peace support operations.

8-A-10/12 SUPPORTED ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES To summarize humanitarian, human rights, Humanitarian Response to PSOs democratization, development and policing 401H C/JC/OOW 305/LE-9 1.5 1.5 dimensions of peace support operations. Military Dimension of Peace Support To provide a conceptual framework for military 401H C/JC/OOW 305/LE-10 Operations support to peace support operations. 1.5 1.5 To demonstrate an understanding of the concepts Insurgency and Counterinsurgency and techniques in conducting insurgency and 401J C/JC/OOW 305/SM-1 Operations 1.5 6.0 counterinsurgency operations. To demonstrate an understanding of the law, CF Domestic Operations 401I C/JC/OOW 305/SM-2 policy and doctrine that governs the CF in domes- 1.5 6.0 tic operations. To demonstrate an understanding of the concepts Terrorism and Counter Terrorism 401J C/JC/OOW 305/SM-3 and theories terrorism with emphasis on the 1.5 6.0 military response to counter these threats. C/JC/OOW 305 SUB-TOTAL 49.5 40.5

8-A-11/12 LAW OF ARMED CONFLICT — JC/LAC 306

Course Hours –25.5

AIM: The aim of the Laws of Armed Conflict and Rules of Engagement Course is to develop the ability to apply the laws and principles governing the use of force in operations. This aim is accomplished by confirming an understanding of the Laws of Armed Conflict in accordance with the Canadian Forces Laws of Armed Conflict Course, as well as ensuring an understanding of Canadian Forces, NATO and coalition doctrines and staffing processes for Rules of Engagement and the contemporary theories and doctrines for conflict termination. Curriculum activities associated with this course are delivered in Term Two and consists of the following:

PRIMARY ANCILLARY TITLE PROG CODE AIM PT LEARNING LEARNING TIME OBJECTIVES OUTCOMES Apply the laws and principles governing the use 303A C/JC/LAC 306/SE-1 As required of force 303B 25.5 27.0 303C

C/JC/LAC 306 25.5 27.0 SUB-TOTAL JC GRAND TOTAL 341.0 210.0

8-A-12/12