Intermediate Curriculums

The Intermediate Curriculum is a comprehensive and structured approach to conversational head copy proficiency.

Head copy is the skill of mentally understanding and interpreting Morse code messages as they are received without the need to write down each character. The term is widely used and conveys different meanings. For example, we conduct basic head copy exercises in the Beginners Carousel to introduce the concept. But becoming conversational is the level of proficiency or fluency that enables an operator to engage in conversations with others. It goes beyond basic CW skills and involves the ability to understand and respond effectively without reference to a script or any written material. Conversational head copy is transformative. It fundamentally and positively alters the way CW is experienced.

The LICW Method is a structured and incremental approach to achieving conversational head copy proficiency. The early stages focus exclusively on achieving effective and effortless communication skills we term fluency and fluidity. Particular emphasis is placed on quality sending with proper element formation, spacing, and rhythm.

Increasing effective speed is critical to achieving proficiency in conversational head copy. Speed is time. Slow speed means more time is needed to hold characters during word building, which can overtask mental capacity.

Once sufficient effective speed is achieved, the slow and methodical ramp-up to head copy is begun. The enabling skills of word building and retention with proper focus are presented with unique demonstrations and reinforced with highly effective exercises designed to stimulate fluid receiving of code and the mental processes of conversational head copy.

The Intermediate curriculum is comprised of three levels of classes with an ever-increasing set of knowledge, skills, attitudes, and behaviors. The Intermediate classes sit squarely between operators who have just learned their basic code, and those who are competent rag chewers and contesters at the Advanced level. It seeks to teach a critical set of skills that are rather unique to this transition and tackles the difficult task of bringing conversational skills to those who have previously only participated in scripted exchanges. This is the ideal time to begin learning about advanced CW activities and support resources in Essential Operating Subjects classes.

Typically, students entering Intermediate 1 know their characters at about 12 WPM from BC1 and BC2, know some abbreviations and general QSO protocol, and have made basic exchanges on the air via BC3. The curriculum is also well suited for students that learned the code years ago and wish to relearn it, or students that tried learning the code elsewhere and were not able to progress to their desired level of proficiency.

In the early part of the Intermediate Curriculum the primary objectives are to develop fluency and fluidity in students, and thereby push from formulaic, templated QSOs to freeform, conversational communication in CW without reference to a script. We focus strongly on these goals at the entry speed of around 12/12 WPM.

Throughout the Intermediate Curriculum we focus on high-quality sending. Part of this is encouraging students to both provide and accept constructive feedback from the instructor and, importantly, from their peers, in any difficulties in copying their fist. Part of this is a critical analysis of incoming code, identifying the intricacies (or “accent”) of the fist in a way that sets us up to better sync up with the sender.

Once fluency and fluidity are achieved, we begin increasing effective speed in increments toward our goal of 20/20 WPM. We begin by increasing awareness of our mental state and assuming a more relaxed posture, which enhances the learning process. We then turn our attention to the foundational skills of Character Familiarization, Instant Character Recognition (ICR) and Instant Error Recovery (IER). The objectives are to quickly, accurately, and effortlessly recognize characters, and to miss a character and move on without negatively affecting the recognition of subsequent characters.

Once effective speed has been increased sufficiently, we focus on word building in the Retention Buffer, which is the process of assembling characters into words without writing or typing what was sent.

We continue to increase effective speed and begin to focus on the parallel mental process of retaining and subsequently recalling the meaning (gist) of what was copied in the Retention Buffer.

Intermediate 1 proficiency objectives are CW Fluency and Fluidity. Fluency is the ability to express oneself easily and articulately without reference to a script such as the QSO Protocol or a canned exchange. Fluidity is the smooth and effective exchange of information. Communication is considered fluid when ideas and thoughts are expressed in a clear and concise manner, and the information flows seamlessly.

The focus of Intermediate 1 is receiving conversational code in context, well-paced head sending, and relaxed copy to the point things just flow.

Character sound familiarity, character recognition, and sending skills learned in the Beginners Carousel are carried forward to support the new learning objectives.

Intermediate 2 proficiency objectives are increasing effective speed from 12 to 16 WPM and building the foundational head copy skill of assembling characters into words in the recognition buffer.

The underlying skillsets of Fluency and Fluidity (the ability to express ideas and thoughts in a clear and concise manner without reference to a script) are carried forward to support the new learning objectives, and the following new skills are introduced:

• Increasing Effective Speed

• Adopting a Loose Focus

• Character Familiarization

• Instant Character Recognition (ICR)

• Instant Error Recovery (IER)

• Word Building in the Recognition Buffer

Increasing effective speed requires building intimate familiarity with the sounds that make up CW characters. Character sound familiarity is the foundation of accuracy in character recognition. When a sound instantly conjures up a meaning, that is Instant Character Recognition. Our approach to achieving ICR is to assume a more relaxed posture and focus on familiarity first, then accuracy and speed naturally follow. This is a gradual and relaxed process of exposure, practice, and reinforcement. Once strong character sound familiarity has been achieved, the focus shifts to accuracy and speed, which requires pushing practice into uncomfortable levels where missed characters are common and desired. Missed characters are not mistakes, they are practice.

Becoming accustomed to character sounds equal to the next copy speed goal helps shorten the time required to reach that goal. Intermediate 2 students are encouraged to adopt a practice character speed of 16 WPM, and a portion of each class will be conducted at an effective speed of 20 WPM in order to achieve learning objectives.

Intermediate 3 is the culminating portion of the intermediate curriculum. It serves as a gateway to the Advanced track. Intermediate 3 proficiency objectives are: (1) Increasing effective speed from 16 to 20 WPM, and (2) Building the foundational conversational head copy skill of retaining and subsequently recalling the meaning of what was copied in the retention buffer.

The underlying skillsets of increasing effective speed (loose focus, character familiarity, ICR, and IER) and basic proficiency in assembling characters into words in the recognition buffer are carried forward and remain a focus to support the new learning objectives, and the following new skills are introduced:

• Retaining and Recalling the meaning (gist) of what was copied in the Retention Buffer