AMC2 FCL.915(e) General prerequisites and requirements for
instructors
ED Decision 2019/005/R
ADDITIONAL REQUIREMENTS FOR INSTRUCTING IN A
TRAINING COURSE IN ACCORDANCE WITH FCL.745.A – SYLLABUS
The following tables contain theoretical knowledge (Table 1) and practical training exercises (Table 2) that should be taught in the context of the advanced UPRT course as per point FCL.745.A.
|
TABLE 1: THEORETICAL
KNOWLEDGE |
|
|
1. |
Completion of a flight
risk assessment |
|
2. |
Resilience-building
strategies, managing startle and surprise |
|
3 |
The limitations and
type-specific characteristics of the aeroplane used for training |
|
4 |
The importance of
adhering to the scenarios that have been validated by the training programme
developer |
|
5. |
Instructor techniques to
induce and manage startle and surprise |
|
6. |
Upset recognition and
recovery strategies |
|
7. |
Disorientation |
|
8. |
Distraction |
|
9. |
Immediate recognition of
student pilot errors |
|
10. |
Intervention strategies |
|
11. |
Delivery of the
theoretical knowledge instruction of the advanced UPRT course |
|
TABLE 2: PRACTICAL
TRAINING EXERCISES |
|
|
SECTION 1 — PRE-FLIGHT
PREPARATION |
|
|
1.1 |
Correct completion of a
flight risk assessment (such as weather, terrain, traffic density, student’s
experience level and capabilities) |
|
1.2 |
Safety briefing |
|
SECTION 2 — FLIGHT |
|
|
2.1 |
Selection of suitable
airspace for the conduct of recovery exercises |
|
2.2 |
Accurate execution of
all of the manoeuvres required for the advanced UPRT course |
|
2.3. |
Recovery from upsets
that could result from the student or instructor mishandling the aeroplane
including: – timely and
appropriate intervention; – accelerated
stall; – secondary
stall; – incipient
spin; – fully
developed spin; and – Spiral dive. |
|
2.4 |
Delivery of all of the
training exercises in the advanced UPRT course |
|
2.5 |
Anticipating and
immediately recognising incorrect student inputs which might exceed
aeroplane limitations and acting swiftly and appropriately to maintain the
necessary margins of safety |
|
2.6 |
Exercises to surprise
the student |
|
2.7 |
Adapt the training
programme to take account of the physiological and psychological state of
the student |
|
2.8 |
Ensure the safety of the
operation during training by maintaining awareness of the operating
environment |
|
2.9 |
Assess the competence of
the student |
|
SECTION 3 — POST-FLIGHT |
|
|
3.1 |
Provide effective
instructor feedback to the student and plan subsequent training details |
|
3.2 |
Avoid negative transfer
of training |
EASA aviation regulations require advanced UPRT instructor training covering flight risk assessment, resilience, aircraft limitations, and validated scenarios. Practical exercises include upset recovery, stall management, spin recovery, and surprise drills. Instructors must recognize errors, adapt to student state, ensure safety, assess competence, and provide effective feedback, avoiding negative training transfer.
* Summary by Aviation.Bot - Always consult the original document for the most accurate information.
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