Publication and delivery
This course is published for study. Publication does not confirm an available class, appointed instructor or completed practical validation. Before booking, obtain a session brief naming the organiser, instructor and assessor, equipment access and any independent review arrangements.
Before live assessment, the organiser must record the current LIVE build, validation date, ship and equipment used, tasks checked and any known limitations. If a required mechanic is unavailable, defer the affected assessment rather than certify an unobserved outcome. A material game update calls for a check of affected tasks, not cancellation of earlier academic achievements.
Your brief
For cradleFleet coordinators planning staged movement.
The case develops CS–3’s limited-berth problem with a supplied priority rule, so the learner must implement a fair plan rather than invent one mid-exercise.
Four seats, six people still on the list
Practice case · CS 220 · 2956 teaching edition
- P-01 through P-06 are waiting at the agreed point. The case priority is ascending identifier order; it is not a clinical triage rule.
- The initial transport plan has six berths. A withdrawal reduces confirmed capacity to four.
- A second flight is possible but neither a crew nor vessel has confirmed it.
Before you begin: entry and equipment
Complete these courses
Bring or arrange
The case priority list and volunteer transport or a tabletop board.
The organizer must confirm equipment access before booking. No ship purchase, pledge tier or donation is required.
Technical knowledge and game skills
Practical instruction revision 1 · 9 October 2026
Evacuation loading and casualty transport capacity
Count usable positions
Inspect seats, beds, access widths and the route from pickup to receiving facility. A nominal passenger capacity does not establish that an incapacitated character can be transferred into every position. Distinguish ambulatory passengers, people needing assistance and bed-dependent casualties using reported game state. Test the supported transfer method before promising a lift.
Sequence loading around access
Keep the ramp approach clear, designate one loading caller and load those needing the most controlled transfer without blocking later access. Account for escorts and medical crew in the same capacity calculation. Maintain a waiting group under an assigned coordinator; sending everyone towards the ship at once makes headcounts and emergency access worse.
Reassess care during a delay
If capacity falls, review current condition and destination needs rather than preserving yesterday’s queue mechanically. Have the medical operator recheck symptom duration and drug state where relevant. Do not substitute an unsuitable lower-tier bed merely because it is nearby. Give those waiting a confirmed next action and transport status, not an unsupported departure promise.
Practical drill
Allocate a mixed simulated group across a transport with fewer usable positions than requests. Walk the loading path, demonstrate one transfer and revise the order after losing a bed or seat.
Observed-skill checks
- Capacity reflects usable positions and transfer access.
- Loading maintains an open work path and an accurate aboard count.
- The reduced-capacity plan preserves the appropriate medical destination and a supported waiting arrangement.
Use these checks to document the technical evidence supporting the course outcomes in your agreed role. Record what you personally performed, what assistance you needed and what remains unobserved. A discussion or simulated action does not certify live equipment handling; Crew Support evidence does not confer Pilot qualification.
Game references and build-sensitive details
The linked pages were read for this revision. Community references mix release eras; each source note identifies what is used and what is excluded. Technical explanations below are an Academy synthesis, and drills and performance checks are Academy-designed. Before practice, compare the named actions with the installed LIVE build and actual equipment. Bind actions by name rather than copying old default keys. Research is not an in-game validation.
- Star Citizen Wiki — Medical
Body-part injuries, Hemozal, symptom medication, BDL, bed tiers and regeneration. Ship tables, resource costs and ranges change; inspect the actual bed and tool.
- Star Citizen Wiki — Controls
Control categories, movement axes and targeting concepts. The page contains legacy bindings and flight-system descriptions; use the installed game’s bindings, not its key table.
Check the official LIVE release notes and record the session build, equipment and observed limitations before practical sign-off.
Learn the method
1. Apply the published movement priority
Read the case priority before allocating seats. Explain how it applies and record any exception with the person authorized to decide it. Do not replace a stated rule with an improvised judgment about a passenger.
Define a defensible allocation rule before scarcity becomes personal. Use the case’s stated needs and movement constraints, then specify how equal-priority requests are ordered and who may approve exceptions. Explain the decision without publishing private information. A priority is a reason for sequencing, not a judgment of a passenger’s worth.
- Practise
- Allocate seats using the case priority.
- Ready when
- The list follows the published priority and explains any approved exception.
2. Track each stage of movement
Use waiting, assigned, boarded and received for different stages. Move a passenger to the next stage only on the appropriate report. This prevents a promised seat from becoming a false arrival when several crews update the same board.
The movement board is a state record: waiting, assigned, boarded and received. Each transition needs a report from the role able to observe it. Give changes a time and an author so two coordinators can reconcile conflicting updates without treating the most recent edit as automatically the most accurate observation.
- Practise
- Maintain the board through two movements.
- Ready when
- Every passenger has a supported state and a responsible receiving role.
3. Replan without deleting people
When capacity falls, count the remaining seats and apply the same priority to the revised load. Tell the waiting group and receiver who will move now. Keep the deferred passengers on the board with a follow-up decision.
When berths fall from six to four, first establish who has actually boarded. Revise unfulfilled assignments under the same rule and tell deferred passengers when they will receive another update. Check the next movement’s confirmed transport and reception before promising a departure time; reassurance must not become an unsupported commitment.
- Practise
- Reallocate after a transport withdraws.
- Ready when
- The revised load fits and every passenger still waiting remains assigned for follow-up.
A worked decision
Six berths become four. The coordinator moves the first four under the case rule and leaves two on the waiting list for the next confirmed transport.
- Apply the supplied rule: assign P-01 through P-04 to the confirmed movement. Leave P-05 and P-06 waiting.
- Tell the waiting passengers and reception role that the second flight is unconfirmed. Name who will seek it and give the next update condition.
- Move each assigned passenger to boarded and then received only on the corresponding confirmation. Preserve the waiting pair through the final handover.
Try it yourself
Build the board, announce the changed load and hand over the two unmet movements. Do not promise an immediate second departure.
What changes during the exercise
One transport withdraws before boarding.
Keep this record
- Case priority / passenger identifier / current movement state
- Confirmed seats / assigned load / waiting passengers
- Next transport request / responsible contact / update condition
Plain-text worksheet with this case, your working fields and the assessment criteria. Fill it in privately; downloading does not submit work or record completion.
Check your reasoning
Two passengers have seat assignments when capacity is lost. Should their entries remain boarded?
Compare your reasoning
No. An assignment is not boarding. Correct the state, explain the change and give the affected passengers a next update rather than leaving a misleading progress label.
Answer first, then compare. In a later session, explain the decision using a changed case without referring to this answer.
How completion is judged
A movement board, allocation explanation and revised transport plan.
The assessor checks your own work against all three “Ready when” criteria above. Use the observed-skill checks in the technical chapter to establish the applicable game-handling evidence in your agreed role. A successful team result does not replace an action they did not observe.
Findings, another attempt and review
- Demonstrated
- Your observed work meets the criterion in the agreed role.
- Further practice required
- The assessor identifies the observed gap and the specific practice needed.
- Interrupted
- Equipment, staffing or personal circumstances prevented a valid assessment. This is not a failure.
- Not assessed
- There is not yet enough evidence for this outcome.
A fresh attempt
Supply a different published priority and one confirmed second-flight crew. Apply the same accounting rules to the changed facts.
Reassess the missing outcome, plus any linked skill that needs new evidence. For prior learning, compare existing work with the same criteria and observe any missing practical action.
Ask for the reasons behind a finding. Reviews must be handled by someone independent of the original decision; defer the review if that person is not available.
Read the Academy Ordinance and review rulesFor instructors
Session setup and coaching
Prepare the session
The case priority list and volunteer transport or a tabletop board.
Assign crew stations and tell each learner what they will practise. The instructor must be able to hear the calls and see the action being assessed. Brief the callsigns, channel, route and expected duration. Replace the example locations with the places you will actually use.
- Ask the learner to explain the relevant earlier procedure without notes; correct any gap before the practical.
- Teach and demonstrate the technical chapter using the actual game indications. Run its drill with feedback before connecting those skills to the three methods and worked decision. Use the observed-skill checks to identify missing handling evidence.
- Let the learner complete the normal procedure first, then introduce the change described in the exercise. Give them time to respond without coaching. Keep unrelated failures out of this attempt.
- Record the learner's action against each criterion. Give one specific next step for any gap and transfer unfinished operational work before closing.
What to watch for in CS 220
Look for an assignment automatically becoming arrival. Ask for the separate report needed to move each state.
If another attempt is needed
Supply a different published priority and one confirmed second-flight crew. Apply the same accounting rules to the changed facts.
Running the exercise
Before the crew assembles, try the exercise in the ship you intend to use. Check station access, equipment and the route. Brief the crew on any faults that affect the task. If a bug prevents someone completing it, repeat that part once it works; do not record a failure for a broken mechanic.
Brief the command “Stop exercise” before starting. On that call, cease the drill and tell the instructor what needs attention. For weapons practice, identify the participating ships and crew; anyone else entering the area is a reason to hold fire.
Session administration: use player handles in your notes. Ask before recording voice or video, and agree when the recording will be deleted. Academy rules and review procedure.
Sources and edition
Lex Astra · School of Civil Practice
Course CS 220 · edition 2956.3 · 2956 teaching edition · revised course text.
Case CS–3: one berth remaining
Civil Practice case issued by CDR Yuki Tanaka-Reis in 2956. These variants use present-day service responsibilities and new training lists; they are not transcripts of the Pyro Station Alpha response.
Professional references and instructional revision
Instruction revised 9 October 2026. Lex Astra cases supply the teaching situations. Professional references inform communication, decision-making and instructional design; they do not confer external qualifications. LIVE capabilities remain subject to the recorded session check.
Editorial context and teaching basis
The lessons are current Academy teaching, not newly discovered historical records. Lex Astra opened in 2891. Historical sources keep their original issuer and date; all case callsigns, quantities, times and conditions are supplied for practice.
Your session brief names the instructor, the crew assignments and the equipment provided. Contact the teaching office above to arrange a place.
Course-text revision: 8 October 2026. Educational references were reviewed for the framework on 8 October 2026; they inform the teaching approach, not external accreditation or current game-capability claims.
Teaching research and its limitsWhere this leads
Civil Services requirementsCourses that use this work
Course records retain the edition and role assessed. New teaching text does not erase earlier achievements.