AMC2 FCL.930.FI FI - Training course

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ED Decision 2018/009/R

FI(S) AND FI(B) TRAINING COURSE

GENERAL

(a) The aim of the FI(S) and FI(B) training course at a DTO or an ATO is to train SPL and BPL holders to the level of competence defined in FCL.920 as instructor competencies.

(b) The training course should develop safety awareness throughout by teaching the knowledge, skills and attitudes relevant to the FI task including at least the following:

(1) refresh the technical knowledge of the student instructor;

(2) train the student instructor to teach the ground subjects and air exercises;

(3) ensure that the student instructor’s flying is of a sufficiently high standard; and

(4) teach the student instructor the principles of basic instruction and to apply them at all training levels.

(c) With the exception of the section on teaching and learning, all the subject detail contained in the ground and flight training syllabus is complementary to the SPL and BPL course syllabus.

(d) The FI training course should give particular stress to the role of the individual in relation to the importance of human factors in the man-machine and theoretical knowledge environment interaction. Special attention should be paid to the applicant’s maturity and judgement including an understanding of adults, their behavioural attitudes and variable levels of education.

(e) During the training course, the applicants should be made aware of their own attitudes to the importance of flight safety. Improving safety awareness should be a fundamental objective throughout the training course. It will be of major importance for the training course to aim at giving applicants the knowledge, skills and attitudes relevant to a flight instructor’s task.

(f) On successful completion of the training course and final test the applicant may be issued with an FI certificate.

CONTENT

(g) The training course consists of two parts:

(1) Part 1, theoretical knowledge including the teaching and learning instruction that should comply with AMC1 FCL.920;

(2) Part 2, flight instruction.

Part 1

The content of the teaching and learning part of the FI course, as established in AMC1 FCL.930.FI, should be used as guidance to develop the course syllabus.

The course should include at least 55 hours of theoretical knowledge including at least 25 hours teaching and learning instructions for the FI (S) and FI(B) certificate.

Part 2

FLIGHT INSTRUCTION SYLLABUS

An approved FI training course should comprise at least the minimum hours of flight instruction as defined in FCL.930.FI.

AIR EXERCISES

(a) The air exercises are similar to those used for the training of SPL or BPL but with additional items designed to cover the needs of a flight instructor.

(b) The numbering of exercises should be used primarily as an exercise reference list and as a broad instructional sequencing guide: therefore the demonstrations and practices need not necessarily be given in the order listed. The actual order and content will depend upon the following interrelated factors:

(1) the applicant’s progress and ability;

(2) the weather conditions affecting the flight;

(3) the flight time available;

(4) instructional technique considerations;

(5) the local operating environment;

(6) Applicability of the exercises to the aircraft type.

(c) At the discretion of the instructors some of the exercises may be combined whereas some other exercises may be done in several flights.

(d) It follows that student instructors will eventually be faced with similar inter-related factors. They should be shown and taught how to construct flight lesson plans, taking these factors into account, so as to make the best use of each flight lesson, combining parts of the set exercises as necessary.

GENERAL

(e) The briefing normally includes a statement of the aim and a brief allusion to principles of flight only if relevant. An explanation is to be given of exactly what air exercises are to be taught by the instructor and practised by the student during the flight. It should include how the flight will be conducted with regard to who is to fly the aircraft and what airmanship, weather and flight safety aspects currently apply. The nature of the lesson will govern the order in which the constituent parts are to be taught.

(f) The five basic components of the briefing will be:

(1) the aim;

(2) the air exercise(s) (what, and how and by whom);

(3) flight briefing;

(4) check of understanding;

(5) airmanship.

PLANNING OF FLIGHT LESSONS

(g) The preparation of lesson plans is an essential prerequisite of good instruction and the student instructor is to be given supervised practice in the planning and practical application of flight lesson plans.

GENERAL CONSIDERATIONS

(h) The student instructor should complete flight training in order to practise the principles of basic instruction at the SPL or BPL level. During this training the student instructor occupies the seat normally occupied by the FI.

(i) The instructor providing this instructor training is normally taking over the role of the student pilot. In the case of the course for the FI(B) an additional person holding a BPL or LAPL(B) licence or a student pilot for these licences may be on board in order to function as a student pilot under the supervision of the instructor.

(j) It is to be noted that airmanship is a vital ingredient of all flight operations. Therefore, in the following air exercises the relevant aspects of airmanship are to be stressed at the appropriate times during each flight.

(k) The student instructor should learn how to identify common errors and how to correct them properly, which should be emphasised at all times.

SYLLABUS OF FLIGHT INSTRUCTION CONTENTS

A. SAILPLANES

LONG BRIEFINGS AND AIR EXERCISES

Note: although the fully developed spin in exercise 10 is not required for the LAPL course, it is a requirement for the FI course.

EXERCISE 1: FAMILIARISATION WITH THE SAILPLANE

(a) Objective:

To advise the student instructor on how to familiarise the student with the sailplane which will be used for the training and to test his/her position in the sailplane for comfort, visibility, and ability to use all controls and equipment.

(b) Briefing and exercise:

The student Instructor has to:

(1) present the type of sailplane which will be used;

(2) explain the cockpit layout: instruments and equipment;

(3) explain the flight controls: stick, pedals, airbrakes, flaps, cable release, undercarriage;

(4) check the position of the student on the seat for comfort, visibility, ability to use all controls;

(5) explain the use of the harness;

(6) demonstrate how to adjust the rudder pedal;

(7) explain the differences when occupying the instructor’s position;

(8) explain all checklists, drills, controls.

EXERCISE 2: PROCEDURE IN THE EVENT OF EMERGENCIES

(a) Objective:

To advise the student instructor on how to familiarise the student with the use of the parachute and how to explain the bail out procedure in case of emergency.

(b) Briefing and exercise:

The student instructor has to:

(1) explain how to handle the parachute with care (transport, storage and drying after use);

(2) demonstrate the adjustment of the parachute harness;

(3) explain the bail out procedure (especially from a sailplane in unusual attitude);

(4) explain the procedure for landing with a parachute in normal conditions and with a strong wind.

EXERCISE 3: PREPARATION FOR FLIGHT

(a) Objective:

To advise the student instructor on how to explain all the operations to be completed prior to flight. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the need for a pre-flight briefing;

(2) the structure and the content of this briefing;

(3) which documents are required on board;

(4) which equipment are required for a flight;

(5) how to handle the sailplane on the ground, how to move it, how to tow it out and how to park it;

(6) how to do the pre-flight external and internal checks;

(7) the procedure for verifying in-limits mass and balance;

(8) the pre-launch checks (checklist).

The student instructor has to demonstrate:

(1) the need for a pre-flight briefing;

(2) that the required documents are on board;

(3) that the equipment required for the intended flight is on board;

(4) how to handle the sailplane on the ground, move it to the start position, tow it out and park it;

(5) how to perform a pre-flight external and internal check;

(6) how to verify in-limits mass and balance;

(7) how to adjust harness as well as seat or rudder pedals;

(8) the pre-launch checks;

(9) how to advise the student pilot in performing the pre-flight preparation;

(10) how to analyse and correct pre-flight preparation errors as necessary.

EXERCISE 4: INITIAL AIR EXPERIENCE

(a) Objective:

To advise the student instructor on how to familiarise the student with being in the air, with the area around the airfield, to note his/her reactions in this situation, and to draw his/her attention to safety and look-out procedures.

(b) Briefing:

The student instructor has to explain:

(1) the area around the airfield;

(2) the need for looking out;

(3) the change of aircraft control.

The student instructor has to:

(1) show the noteworthy references on the ground;

(2) analyse the reactions of the student;

(3) check that the student looks out (safety).

EXERCISE 5: PRIMARY EFECTS OF CONTROLS

(a) Objective:

To advise the student instructor on how to:

(1) demonstrate the primary effects of each control with the help of visual references;

(2) train the student pilot to recognise when the sailplane is no longer in a normal attitude along one of the axes and to return to the normal attitude;

(3) train continuous and efficient look-out during these exercises;

(4) analyse and correct errors and student pilot mistakes as necessary.

(b) Briefing:

The student instructor has to explain:

(1) define the axes of a sailplane;

(2) the look-out procedures;

(3) the visual references along each axis;

(4) the primary effects of controls when laterally level;

(5) the relationship between attitude and speed;

(6) the use of flaps;

(7) the use of airbrakes.

The student instructor has to demonstrate:

(1) the visual references in flight;

(2) the primary effect of the elevator;

(3) the relationship between attitude and speed (inertia);

(4) the primary effect of rudder on the rotation of the sailplane around the vertical axis;

(5) the primary effect of ailerons on banking;

(6) the effect of airbrakes (including changes in pitch when airbrakes are extended or retracted);

(7) the effects of flaps (provided the sailplane has flaps);

(8) the look-out procedures during all the exercises;

(9) how to advise the student pilot to recognise the primary effects of each control;

(10) how to analyse and correct errors as necessary.

EXERCISE 6: CO-ORDINATED ROLLING TO AND FROM MODERATE ANGLES OF BANK

(a) Objective:

To advise the student instructor on secondary effects of controls and on how to teach the student to coordinate ailerons and rudder in order to compensate for the adverse yaw effect. Furthermore the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the secondary effects of controls;

(2) the adverse yaw effect;

(3) how to compensate for the adverse yaw;

(4) the further effect of the rudder (roll).

The student instructor has to demonstrate:

(1) the adverse yaw effect with a reference on ground;

(2) the further effect of the rudder (roll);

(3) the coordination of ruder and aileron controls to compensate for the adverse yaw effects;

(4) rolling to and from moderate angles of bank (20 to 30 °) and returning to the straight flight;

(5) how to advise the student pilot to coordinate ailerons and rudder;

(6) how to analyse and correct errors as necessary.

EXERCISE 7: STRAIGHT FLYING

(a) Objective:

To advise the student instructor on how to train the student to maintain straight flight with a constant heading without slipping and skidding. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to:

(1) explain how to maintain straight flight;

(2) explain different air speed limitations;

(3) explain the pitch stability of the sailplane;

(4) explain the effect of trimming.

The instructor student has to demonstrate:

(1) maintaining straight flight;

(2) inherent pitch stability;

(3) the control of the sailplane in pitch, including use of trim with visual references and speed;

(4) how to perform the instrument monitoring;

(5) the control of level attitude with visual references;

(6) the control of the heading with a visual reference on the ground;

(7) the look-out procedures during all the exercises;

(8) how to advise the student pilot to maintain straight flight;

(9) how to analyse and correct errors as necessary.

EXERCISE 8: TURNING

(a) Objective:

To advise the student instructor on how to teach students to fly turns and circles with a moderate constant bank of about 30 ° with constant attitude (speed) and coordinated flight. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the forces on the sailplane during a turn;

(2) the need to look out before turning;

(3) the sequences of a turn (entry, stabilizing and exiting);

(4) the common faults during a turn;

(5) how to turn on to selected headings, use of compass;

(6) the use of instruments (ball indicator or slip string) for precision.

The student instructor has to demonstrate:

(1) the look-out procedure before turning;

(2) entering a turn (correction of adverse yaw);

(3) the stabilisation of a turn (keeping the attitude and compensating the induced roll);

(4) the exit from a turn;

(5) the most common faults in a turn;

(6) turns on to selected headings (use landmarks as reference);

(7) use of instruments (ball indicator or slip string) for precision:

(8) how to advise the student pilot to fly a turn or circle with a moderate bank;

(9) how to analyse and correct errors as necessary.

EXERCISE 9a: SLOW FLIGHT

(a) Objective:

To advise the student instructor on how to improve the student’s ability to recognise inadvertent flight at critically low speeds (high angle of attack) and to provide practice in maintaining the sailplane in balance while returning to normal attitude (speed). Furthermore the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the characteristics of slow flight;

(2) the risks of stalling.

The student instructor has to check that the airspace below the sailplane is free of other aircraft before starting the exercise.

The student instructor has to demonstrate:

(1) a controlled flight down to critically high angle of attack (slow air speed), and draw the attention of the student to the nose up attitude, reduction of noise, reduction of speed;

(2) a return to the normal attitude (speed);

(3) how to advise the student pilot to recognise inadvertent flight at critically low speeds;

(4) how to provide practice in maintaining the sailplane in balance while returning to normal attitude;

(5) how to analyse and correct errors as necessary.

EXERCISE 9b: STALLING

(a) Objective:

To advise the student Instructor on how to improve the student’s ability to recognize a stall and to recover from it. This includes stall from a level flight and stalls when a wing drops. Furthermore the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the mechanism of a stall;

(2) the effectiveness of the controls at the stall;

(3) pre-stall symptoms, recognition and recovery;

(4) factors affecting the stall (importance of the angle of attack and high speed stall);

(5) effect of flaps if any on the sailplane;

(6) the effects of unbalance at the stall safety checks;

(7) stall symptoms, recognition and recovery;

(8) recovery when a wing drops; approach to stall in the approach and in the landing configurations: recognition and recovery from accelerated stalls.

The student instructor has to check that the airspace below the sailplane is free of other aircraft or traffic before starting the exercise.

The student instructor has to demonstrate:

(1) stall from a level flight;

(2) pre-stall symptoms, recognition and recovery;

(3) stall symptoms, recognition and recovery;

(4) recovery when a wing drops;

(5) approach to stall in the approach and in the landing configurations;

(6) recognition and recovery from accelerated stalls;

(7) stalling and recovery at the incipient stage with ‘instructor induced’ distractions;

(8) how to improve the student pilot’s ability to recognise a stall and to recover from it;

(9) how to analyse and correct errors as necessary.

Note: consideration is to be given to manoeuvre limitations and references to the flight manual or equivalent document (for example owner’s manual or pilot’s operating handbook) in relation to mass and balance limitations. The safety checks should take into account the minimum safe altitude for initiating such exercises in order to ensure an adequate margin of safety for the recovery. If specific procedures for stalling or spinning exercises and for the recovery techniques are provided by the flight manual or equivalent document (for example owner’s manual or pilot’s operating handbook), they have to be taken into consideration. These factors are also covered in the next exercise.

EXERCISE 10a: SPIN RECOGNITION AND AVOIDANCE

(a) Objective:

To advise the student Instructor on how to improve the student’s ability to recognize a spin at the incipient stage and to recover from it. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) why a sailplane spins;

(2) how to recognise the symptoms of a spin (not to be confused with spiral dive);

(3) what are the parameters influencing the spin;

(4) how to recover from a spin.

The student instructor has to check that the airspace below the sailplane is free of other aircraft or traffic before starting the exercise.

The student instructor has to:

(1) demonstrate stalling and recovery at the incipient spin stage (stall with excessive wing drop, about 45 °);

(2) make sure that the student recognises the spin entry;

(3) make sure that the student pilot is able to recover from the spin;

(4) check if the student still reacts properly if the instructor induces distractions during the spin entry;

(5) demonstrate how to analyse and correct errors as necessary.

Note: consideration of manoeuvre limitations and the need to refer to the sailplane manual and mass and balance calculations.

EXERCISE 10b: DEVELOPED SPINS: ENTRY AND RECOVERY

(a) Objective:

To advise the student instructor on how to recognize a developed spin and to recover from it. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the spin entry;

(2) the symptoms of a real spin and the recognition and identification of spin direction;

(3) the spin recovery;

(4) use of controls;

(5) effects of flaps (flap restriction applicable to type);

(6) the effect of the CG upon spinning characteristics;

(7) the spinning from various flight attitudes;

(8) the sailplane limitations;

(9) safety checks;

(10) common errors during recovery.

The student instructor has to check that the airspace below the sailplane is free of other aircraft or traffic before starting the exercise.

The student instructor has to demonstrate:

(1) safety checks;

(2) the spin entry;

(3) the recognition and identification of the spin direction;

(4) the spin recovery (reference to flight manual);

(5) the use of controls;

(6) the effects of flaps (restrictions applicable to sailplane type);

(7) spinning and recovery from various flight attitudes;

(8) how to improve the student pilot’s ability to recognise a spin and how to recover from it;

(9) how to analyse and correct errors as necessary.

EXERCISE 11: TAKE OFF OR LAUNCH METHODS

Note: the student instructor has to teach at least one of the following launch methods: winch launch, aero tow, self-launch. At least three launch failure exercises should be completed. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

EXERCISE 11a: WINCH LAUNCH

(a) Objective:

To advise the student instructor on how to teach winch launches and on how to make sure that their student will manage an aborted launch. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the signals or communication before and during launch;

(2) the use of the launching equipment;

(3) the pre-take-off checks;

(4) the procedure for into wind take-off;

(5) the procedure for crosswind take-off;

(6) the optimum profile of winch launch and limitations;

(7) the launch failure procedures.

The student instructor has to demonstrate:

(1) the use of the launching equipment;

(2) the pre-take-off checks;

(3) the into wind take-off;

(4) the crosswind take-off;

(5) the optimum profile of winch launch and limitations;

(6) the procedure in case of cable break or aborted launch, launch failure procedures;

(7) how to teach the student pilot to perform safe winch launches;

(8) how to teach the student pilot to manage an aborted launch (different altitudes);

(9) how to analyse and correct errors as necessary.

EXERCISE 11b: AERO TOW

(a) Objective:

To advise the student instructor on how to teach aero towing and on how to make sure that their student will manage an aborted launch. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the signals or communication before and during launch;

(2) the use of the launch equipment;

(3) the pre-take-off checks;

(4) the procedure for into wind take-off;

(5) the procedure for crosswind take-off;

(6) the procedure on tow: straight flight, turning and slip stream;

(7) the recovery from out-of-position on tow;

(8) the procedures in case of launch failure and abandonment;

(9) the descending procedure on tow (towing aircraft and sailplane);

(10) the reasons for launch failures and abandonment or procedures.

The student instructor has to demonstrate:

(1) the signals before and during launch;

(2) the use of the launch equipment;

(3) the pre-take-off checks;

(4) the procedure for into wind take-off;

(5) the procedure for a crosswind take-off;

(6) the procedures on tow: straight flight, turning and slip stream;

(7) the recovery from out-of-position on tow;

(8) the procedure in case of launch failure and abandonment;

(9) the descending procedure on tow;

(10) how to teach the student pilot to perform safe aero tow launches;

(11) how to teach the student pilot to manage an aborted launch;

(12) how to analyse and correct errors as necessary.

EXERCISE 11c: SELF LAUNCH

(a) Objective:

To advise the student instructor on how to teach launching with a self launching sailplane and on how to make sure that his/her student will manage an aborted launch. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the engine extending and retraction procedures;

(2) the engine starting and safety precautions;

(3) the pre-take-off checks;

(4) the noise abatement procedures;

(5) the checks during and after take-off;

(6) the into wind take-off;

(7) the crosswind take-off;

(8) the procedure in case of power failure;

(9) the procedure in case of abandoned take-off;

(10) the maximum performance (short field and obstacle clearance) take-off;

(11) the short take-off and soft field procedure or techniques and performance calculations.

The student instructor has to demonstrate:

(1) the engine extending and retraction procedures;

(2) the engine starting and safety precautions;

(3) the pre-take-off checks;

(4) the noise abatement procedures;

(5) the checks during and after take off;

(6) the into wind take-off;

(7) the crosswind take-off;

(8) the power failures and procedures;

(9) the procedure in case of abandoned take-off;

(10) the maximum performance (short field and obstacle clearance) take-off;

(11) the short take-off and soft field procedure or techniques and performance calculations;

(12) how to teach the student pilot to perform safe self launches;

(13) how to teach the student pilot to manage an aborted launch (different altitudes);

(14) how to analyse and correct errors as necessary.

EXERCISE 12: CIRCUIT APPROACH AND LANDING

(a) Objective:

To advise the student instructor on how to teach their students to fly a safe circuit approach and to land the sailplane. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the procedures for rejoining the circuit;

(2) the procedures for collision avoidance and the lookout techniques;

(3) the pre-landing check;

(4) the normal circuit procedures, downwind, base leg;

(5) the effect of wind on approach and touchdown speeds ;

(6) the visualisation of a reference point;

(7) the approach control and use of airbrakes;

(8) the use of flaps (if applicable);

(9) the procedures for normal and crosswind approach and landing.

The student instructor has to demonstrate:

(1) the procedures for rejoining the circuit;

(2) the procedures for collision avoidance and the look-out techniques;

(3) the pre-landing check;

(4) the standard circuit and contingency planning (for example running out of height);

(5) the effect of wind on approach and touchdown speeds;

(6) the visualisation of an aiming point;

(7) the approach control and use of airbrakes;

(8) the use of flaps (if applicable);

(9) the procedures for normal and crosswind approaches and landings;

(10) how to teach the student pilot to fly a safe circuit approach;

(11) how to improve the student pilot’s ability to perform a safe landing;

(12) how to analyse and correct errors as necessary.

EXERCISE 13: FIRST SOLO

(a) Objective:

To advise the student instructor on how to prepare their students for the first solo flight.

(b) Briefing:

The student instructor has to explain:

(1) the limitations of the flight (awareness of local area and restrictions);

(2) the use of required equipment.

The student instructor has to;

(1) check with another or more senior instructor if the student can fly solo;

(2) monitor the flight;

(3) debrief the flight with the student.

EXERCISE 14 : ADVANCED TURNING

(a) Objective:

To advise the student instructor on how to fly steep turns or circles (45 ° banking) at constant attitude (speed) and with the yaw string centred. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain;

(1) the relationship between banking and speed;

(2) how to master steep turns or circles;

(3) the unusual attitudes which can occur (stalling or spinning and spiral dive);

(4) how to recover from these unusual attitudes.

The student has to demonstrate:

(1) steep turns (45 °) at constant speed and with the yaw string centred;

(2) common errors (slipping and skidding);

(3) unusual attitudes and how to recover from them;

(4) how to teach the student pilot to fly steep turns or circles;

(5) how to analyse and correct errors as necessary.

EXERCISE 15: SOARING TECHNIQUES

Note: if the weather conditions during the instructor training do not allow the practical training of soaring techniques, all items of the air exercises have to be discussed and explained during a long briefing exercise only.

EXERCISE 15a: THERMALLING

(a) Objective:

To advise the student instructor on how to teach their students to recognise and detect thermals, on how to join a thermal and on how to look out, in order to avoid mid-air collisions. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain;

(1) the look-out procedures;

(2) the detection and recognition of thermals;

(3) the use of audio soaring instruments;

(4) the procedure for joining a thermal and giving way;

(5) how to fly in close proximity to other sailplanes;

(6) how to centre in thermals;

(7) how to leave thermals.

The student instructor has to demonstrate;

(1) the look-out procedures;

(2) the detection and recognition of thermals;

(3) the use of audio soaring instruments;

(4) the procedure for joining a thermal and giving way;

(5) the procedure for flying in close proximity to other sailplanes;

(6) the centering in thermals;

(7) the procedure for leaving thermals;

(8) how to improve the student pilot’s ability to recognise and detect thermals;

(9) how to improve the student pilot’s ability to join a thermal and how to look out;

(10) how to analyse and correct errors as necessary.

EXERCISE 15b: RIDGE FLYING

(a) Objective:

To advise the student instructor on how to teach his/her students to fly safely on ridges, to control their speed, and to apply the rules in order to avoid midair collisions. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the look-out procedures;

(2) the ridge flying rules;

(3) the recognition of optimum flight path;

(4) speed control.

The student instructor has to demonstrate:

(1) the look-out procedures;

(2) the practical application of ridge flying rules;

(3) the recognition of optimum flight path;

(4) speed control;

(5) how to teach the student pilot to fly safely on ridges;

(6) how to analyse and correct errors as necessary.

EXERCISE 15c: WAVE FLYING

(a) Objective:

To advise the student instructor on how to introduce students to wave flying and to teach them to fly safely at high altitude. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the look-out procedures;

(2) the techniques to be used to accede to a wave;

(3) the speed limitations with increasing height;

(4) the risks of hypoxia and the use of oxygen.

(c) Air exercise: (if applicable during training and if possible at training site) The student instructor has to demonstrate:

(1) the look-out procedures;

(2) the wave access techniques;

(3) the speed limitations with increasing height;

(4) the use of oxygen (if available);

(5) how to improve the student pilot’s ability to recognise and detect waves;

(6) how to teach the student pilot to fly safely in a wave;

(7) how to analyse and correct errors as necessary.

EXERCISE 16: OUT-LANDINGS

Note: if the weather conditions during the instructor training do not allow the practical training of out-landing procedures (a touring motor glider may be used) all items of the air exercise have to be discussed and explained during a long briefing exercise only. Instructors may only teach the safe out-landing exercise after they have demonstrated the practical ability to do so.

(a) Objective:

To advise the student instructor on how to teach students to select an outlanding field, to fly the circuit and how to master the unusual landing situation. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the gliding range at max L/D;

(2) the engine re-start procedures (only for self-launching and selfsustaining sailplanes);

(3) the selection of a landing area;

(4) the circuit judgement and key positions;

(5) the circuit and approach procedures;

(6) the actions to be done after landing.

The student instructor has to demonstrate:

(1) precision landings on the airfield;

(2) the gliding range;

(3) the procedures for joining, arrival and circuit at a remote aerodrome;

(4) the selection of an out-landing area;

(5) the procedures for circuit and approach on an out-landing field;

(6) the actions to be done after landing;

The student instructor also has to be trained:

(7) how to advise the student pilot to do perform a safe out-landing;

(8) how to master an unusual landing situation;

(9) how to analyse and correct errors as necessary.

EXERCISE 17: CROSS COUNTRY FLYING

Note: if the weather conditions during the instructor training do not allow a cross country training flight the items of the air exercise have to be discussed and explained during a long briefing exercise only.

EXERCISE 17a: FLIGHT PLANNING

(a) Objective:

To advise the student instructor on how plan and prepare a cross-country flight.

(b) Briefing:

The student instructor has to explain:

(1) the weather forecast and current situation;

(2) the selection of the amount of water to be carried as a function of the weather forecast;

(3) the method for selecting a task, taking into account the average speed to be expected;

(4) the map selection and preparation;

(5) the NOTAMs and airspace considerations;

(6) the radio frequencies (if applicable);

(7) the pre-flight administrative procedures;

(8) the procedure for filing a flight plan where required;

(9) alternate aerodromes and landing areas.

EXERCISE 17b: IN-FLIGHT NAVIGATION

(a) Objective:

To advise the student instructor on how to teach performing a cross-country flight.

(b) Briefing:

The student instructor has to explain:

(1) how to maintain track and re-route if necessary;

(2) the altimeter settings;

(3) the use of radio and phraseology;

(4) the in-flight planning;

(5) the procedures for transiting regulated airspace or ATC liaison where required;

(6) the procedure in case of uncertainty of position;

(7) the procedure in case of becoming lost;

The student instructor has to demonstrate:

(1) maintaining track and re-routing if necessary;

(2) altimeter settings;

(3) the use of radio and phraseology;

(4) in-flight planning;

(5) procedures for transiting regulated airspace or ATC liaison where required;

(6) uncertainty of position procedure;

(7) lost procedure;

(8) use of additional equipment where required;

(9) joining, arrival and circuit procedures at remote aerodrome;

(10) how to teach the student pilot to perform a cross-country flight;

(11) how to analyse and correct errors as necessary.

EXERCISE 17c: CROSS-COUNTRY SOARING TECHNIQUES

(a) Objective:

To advise the student instructor on the techniques for an efficient cross country flight.

(b) Briefing:

The student instructor has to explain:

(1) the speed to fly at maximal L/D ratio;

(2) the speed to fly to maximise the cruise speed (Mc Cready theory);

(3) how to select the optimal track (efficient use of cloud streets etc.);

(4) how to calculate the final glide;

(5) how to perform a safe out-landing.

The student instructor has to demonstrate:

(1) a cross-country flight;

(2) the selection of the optimal track (efficient use of cloud streets, etc) ;

(3) the use of the Mc Cready ring;

(4) use of final glide computers;

(5) how to reduce risk and to react to potential dangers;

(6) how to plan and perform an out-landing;

(7) how to teach the student pilot techniques for an efficient crosscountry flight;

(8) how to analyse and correct errors as necessary.

B. BALLOONS

LONG BRIEFINGS AND AIR EXERCISES

EXERCISE 1: FAMILIARISATION WITH THE BALLOON

(a) Objective:

To advise the student Instructor on how to familiarise the student with the balloon which will be used for the training and to test his position in the basket for comfort, visibility, and ability to use all controls and equipment. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing and exercise:

The student instructor has to:

(1) present the type of balloon which will be used;

(2) explain the characteristics of the balloon;

(3) explain the components, instruments and equipment;

(4) explain the re-fuelling procedures (in the case of hot air balloons);

(5) to familiarise the student with the balloon controls;

(6) explain the differences when occupying the instructor’s position;

(7) explain all checklists, drills and controls.

EXERCISE 2: PREPARATION FOR FLIGHT

(a) Objective:

To advise the student instructor on how to explain all the operations and necessary preparation to be completed before the flight. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the need for a pre-flight briefing;

(2) the structure and the content of this briefing;

(3) which documents are required on board;

(4) which equipment are required for a flight;

(5) the use of weather forecasts or actuals;

(6) the flight planning with particular regard to NOTAMs, airspace structure, sensitive areas, expected track and distance, pre-flight picture and possible landing fields;

(7) the use of load calculation chart;

(8) the selection of launch field with particular regard to permission, behaviour and adjacent fields.

The student instructor has to prepare and give a pre-flight briefing.

The student instructor has to demonstrate:

(1) that the required documents are on board;

(2) that the equipment required for the intended flight is on board;

(3) how to advice the student to do the pre-planning procedures for each flight;

(4) how to perform a pre-launch check;

(5) how to select a launch field with particular regard to permission, behaviour and adjacent fields;

(6) how to teach the student pilot to perform the preparation to be completed prior to flight;

(7) how to analyse and correct errors of the student pilot as necessary.

EXERCISE 3: CREW AND PASSENGER BRIEFING

(a) Objective:

To advise the student instructor on how to explain all the importance of correct clothing for pilot, passengers and crew and how to perform the briefing of ground- and retrieve crew and the briefing of passengers. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the correct clothing for passengers and crew;

(2) the briefings for ground- and retrieve crew and passengers.

The student instructor has to demonstrate:

(1) how to advise the passengers and crew about the correct clothing;

(2) the briefing of ground- and retrieve crew;

(3) the briefing of passengers;

(4) how to familiarise the student pilot with the different type of briefings;

(5) how to analyse and correct errors of the student pilot.

EXERCISE 4: ASSEMBLY AND LAYOUT

(a) Objective:

To advise the student instructor on how to familiarise the student pilot with the control of the crowd and how to perform the securing of launch site. Furthermore the student instructor has to demonstrate how to familiarise the student pilot with the correct rigging of envelope and basket, the burner test procedure (hot air balloons) and the pre-inflation checks. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the control of the crowd;

(2) the securing of the launch site;

(3) the correct rigging procedure;

(4) the use of the restraint line;

(5) the pre-inflation checks.

The student instructor has to demonstrate:

(1) how to control the crowd and securing of launch site;

(2) the correct rigging of envelope and basket;

(3) the correct use of the restraint line;

(4) the burner test procedure (hot air balloons);

(5) the pre-inflation checks;

(6) how to teach the student pilot to perform the correct rigging;

(7) how to analyse and correct assembly errors of the student pilot as necessary.

EXERCISE 5: INFLATION

(a) Objective:

To advise the student instructor on how to familiarise the student pilot with the different phases of the inflation procedure, the use of restraint line and inflation fan (hot air balloons) and the avoidance of electrostatic discharge (gas balloons). Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the different phases of the inflation procedure;

(2) the crowd control and securing procedures during inflation;

(3) the use of the inflation fan (hot air balloons);

(4) how to avoid electronic discharge (gas balloons).

The student instructor has to demonstrate:

(1) how to control of crowd and securing of launch site during inflation procedure; the cold inflation procedure and use of restraint line and inflation fan (hot air balloons);

(2) the hot inflation procedure (hot air balloons);

(3) the avoidance of electrostatic discharge (gas balloons);

(4) the inflation procedure (gas balloons);

(5) how to teach the student pilot to perform the inflation procedures;

(6) how to analyse and correct errors of the student pilot during the inflation procedure as necessary.

EXERCISE 6: TAKE OFF IN DIFFERENT WIND CONDITIONS

(a) Objective:

To advise the student instructor how to explain the pre take-off checks and briefings, the preparation for controlled climb and the use of restraint equipment. Furthermore the student instructor should be able to demonstrate the assessment of wind and obstacles, the preparation for false lift and the take off techniques in different wind conditions. In addition to this the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the pre take-off checks and briefings;

(2) the preparation for controlled climb;

(3) the ‘hands off and hands on’ procedure for ground crew;

(4) the assessment of lift;

(5) the use of the restraint equipment ;

(6) the assessment of wind and obstacles;

(7) the preparation for false lift;

(8) the take off techniques from sheltered and non sheltered launch fields.

The student instructor has to demonstrate:

(1) how to perform the pre take-off checks and briefings;

(2) how to prepare for controlled climb;

(3) how to perform the ‘hands off and hands on’ procedure for ground crew;

(4) how to perform the assessment of lift without endangering the ground crew;

(5) how to use the restraint equipment;

(6) how to perform the assessment of wind and obstacles;

(7) how to prepare for false lift;

(8) how to teach the student pilot the correct take off techniques from sheltered and non sheltered launch fields;

(9) how to analyse and correct errors of the student pilot as necessary.

EXERCISE 7: CLIMB TO LEVEL FLIGHT

(a) Objective:

To advise the student instructor on how to explain and demonstrate the climb to flight level. Furthermore the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the climbing with a predetermined rate of climb;

(2) the effect on envelope temperature (hot air balloons);

(3) the maximum rate of climb according to manufacturer’s flight manual;

(4) how to level off at selected altitude.

The student instructor has to demonstrate:

(1) how to climb with a predetermined rate of climb;

(2) how to perform look out techniques;

(3) the effect on envelope temperature (hot air balloons);

(4) the maximum rate of climb according to manufacturer’s flight manual;

(5) the levelling off techniques at selected altitude;

(6) how to advise the student pilot to perform the climb to level flight;

(7) how to analyse and correct faults or errors of the student pilot during the climb.

EXERCISE 8: LEVEL FLIGHT

(a) Objective:

To advise the student instructor on how to explain and demonstrate level flight. Furthermore the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) how to maintain level flight by use of instruments;

(2) how to maintain level flight by use of visual references;

(3) how to maintain level flight by use of all available means;

(4) the use of parachute;

(5) the use of turning vents if installed (hot air balloons).

The student instructor has to demonstrate:

(1) how to maintain level flight by use of instruments;

(2) how to maintain level flight by use of visual references;

(3) how to maintain level flight by use of all available means;

(4) the use of parachute;

(5) the use of turning vents if installed (hot air balloons);

(6) how to advise the student pilot to perform the level flight;

(7) how to analyse and correct faults or errors of the student pilot during the level flight.

EXERCISE 9: DESCENT TO LEVEL FLIGHT

(a) Objective:

To advise the student instructor on how to explain and demonstrate the descent to a certain flight level. Furthermore the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) how to descent with a predetermined rate of descent;

(2) a fast descent;

(3) the maximum rate of descent according to manufacturer’s flight manual;

(4) the use of parachute;

(5) a parachute stall and cold descent (hot air balloons);

(6) the levelling off technique at selected altitude.

The student instructor has to demonstrate:

(1) a descent with a predetermined rate of descent;

(2) how to perform look out techniques;

(3) a fast descent;

(4) the maximum rate of descent according to manufacturer’s flight manual;

(5) the use of parachute;

(6) how to level off at selected altitudes;

(7) how to advise the student pilot to perform a descent to a certain flight level;

(8) how to analyse and correct faults or errors of the student pilot during the descent.

EXERCISE 10: EMERGENCIES

(a) Objective:

To advise the student instructor on how to explain and demonstrate the different emergency situations and how to react. Furthermore the student instructor should learn how to identify student errors during the simulated emergency exercises and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the pilot light failure (hot air balloons);

(2) burner failures, valve leaks, flame out and re-light (hot air balloons);

(3) gas leaks;

(4) closed appendix during take-off and climb (gas balloons);

(5) the envelope over temperature (hot air balloons);

(6) envelope damage in flight;

(7) the parachute or rapid deflation system failure;

(8) fire on ground and in the air;

(9) how to avoid an obstacle contact including contact with electrical power lines;

(10) escape drills, location and use of emergency equipment.

The student instructor has to demonstrate:

(1) a pilot light failure (hot air balloons);

(2) a burner failure, valve leaks, flame out and re-light (hot air balloons);

(3) gas leaks;

(4) a closed appendix during take-off and climb (gas balloons);

(5) envelope over temperature (hot air balloons);

(6) envelope damage in flight;

(7) parachute or rapid deflation system failure;

(8) a fire on ground and in the air;

(9) the escape drills, location and use of emergency equipment;

(10) how to advise the student pilot in performing the different emergency drills;

(11) how to analyse and correct faults or errors of the student pilot.

EXERCISE 11: NAVIGATION

(a) Objective:

To advise the student instructor on how to explain and demonstrate the advanced navigational flight preparation. Furthermore the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the maps selection;

(2) the plotting of the expected track;

(3) the marking of positions and time;

(4) the calculation of distance and speed;

(5) the calculation of fuel consumption (hot air balloons);

(6) the calculation of ballast consumption (gas balloons);

(7) the ceiling limitations (ATC or weather);

(8) how to plan ahead;

(9) the monitoring of weather development;

(10) the monitoring of fuel or ballast consumption;

(11) ATC liaison (if applicable);

(12) the communication with retrieve crew;

(13) the use of GNSS.

The student instructor has to demonstrate:

(1) the use of selected maps;

(2) the plotting of the expected track;

(3) the marking of positions and time;

(4) how to monitor of distance and speed;

(5) how to monitor the fuel or ballast consumption;

(6) the observance of ceiling limitations (ATC or weather);

(7) the planning ahead;

(8) the monitoring of weather development;

(9) the monitoring of envelope temperature (hot air balloons);

(10) ATC liaison (if applicable);

(11) communication with retrieve crew;

(12) use of GNSS;

(13) how to advise the student pilot in performing the navigational preparation;

(14) how to advise the student pilot in performing the different navigational in-flight tasks;

(15) how to analyse and correct faults or errors of the student pilot.

EXERCISE 12a: FUEL MANAGEMENT HOT AIR BALLOONS

(a) Objective:

To advise the student instructor on how to explain and demonstrate the fuel management techniques. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the cylinder arrangement and the burner systems;

(2) the function of the pilot light supply (vapour or liquid);

(3) the use of master cylinders (if applicable);

(4) the fuel requirement and expected fuel consumption;

(5) the fuel state and pressure;

(6) the minimum fuel reserves;

(7) cylinder contents gauge and change procedure;

(8) the use of cylinder manifolds.

The student instructor has to demonstrate:

(1) the cylinder arrangement and burner systems;

(2) the pilot light supply (vapour or liquid);

(3) the use of master cylinders (if applicable);

(4) how to monitor of fuel requirement and expected fuel consumption;

(5) the monitoring of fuel state and pressure;

(6) the monitoring of fuel reserves;

(7) the use of cylinder contents gauge and change procedure;

(8) the use of cylinder manifolds;

(9) how to advise the student pilot to perform the fuel management;

(10) how to analyse and correct faults or errors of the student pilot.

EXERCISE 12b: BALLAST MANAGEMENT GAS BALLOONS

(a) Objective:

To advise the student instructor on how to explain and demonstrate the ballast management. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the minimum ballast;

(2) the arrangement and securing of ballast;

(3) the ballast requirement and expected ballast consumption;

(4) the ballast reserves.

The student instructor also has to demonstrate:

(1) the arrangement of minimum ballast;

(2) the arrangement and securing of ballast;

(3) the ballast requirement calculation and expected ballast consumption;

(4) how to secure ballast reserves;

(5) how to advise the student pilot to perform the ballast management;

(6) how to analyse and correct faults or errors of the student pilot.

EXERCISE 13: APPROACH FROM LOW LEVEL

(a) Objective:

To advise the student instructor on how to explain and demonstrate the approach from level. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the pre landing checks;

(2) passenger pre-landing briefing;

(3) the selection of field;

(4) the use of burner and parachute (hot air balloons);

(5) the use of ballast or parachute and valve (gas balloons);

(6) the use of trail rope (if applicable) (gas balloons);

(7) the look-out;

(8) missed approach and fly on procedures.

The student instructor has to demonstrate:

(1) the use of the pre landing checks;

(2) the selection of fields;

(3) the use of burner and parachute (hot air balloons);

(4) the use of ballast or parachute and valve (gas balloons);

(5) the use of trail rope (if applicable) (gas balloons);

(6) the look out procedures and how to avoid possible distractions;

(7) the missed approach and fly on techniques;

(8) how to advise the student pilot to perform an approach from low level;

(9) how to analyse and correct faults or errors of the student pilot.

EXERCISE 14: APPROACH FROM HIGH LEVEL

(a) Objective:

To advise the student instructor on how to explain and demonstrate the approach from high level. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the pre-landing checks;

(2) passenger pre-landing briefing;

(3) the selection of field;

(4) the rate of descent;

(5) the use of burner and parachute (hot air balloons);

(6) the use of ballast and parachute (gas balloons);

(7) the use of trail rope (if applicable) (gas balloons);

(8) the look-out;

(9) the missed approach and fly on procedures.

The student instructor has to demonstrate:

(1) the pre-landing checks;

(2) the selection of field;

(3) the rate of descent;

(4) the use of burner and parachute (hot air balloons);

(5) the use of ballast and parachute (gas balloons);

(6) the use of trail rope (if applicable) (gas balloons);

(7) the look out procedures and how to avoid potential distraction;

(8) the missed approach and fly on techniques;

(9) how to advise the student pilot to perform an approach from a higher level;

(10) how to analyse and correct faults or errors of the student pilot.

EXERCISE 15: OPERATING AT LOW LEVEL

(a) Objective:

To advise the student instructor on how to explain and demonstrate the operation at a low height. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the use of burner and parachute (hot air balloons);

(2) the use of ballast and parachute (gas balloons);

(3) the look out;

(4) how to avoid a contact with low level obstacles;

(5) how to avoid sensitive areas (for example nature protection areas);

(6) landowner relations.

The student instructor has to demonstrate:

(1) the use of burner and parachute (hot air balloons);

(2) the use of ballast and parachute (gas balloons);

(3) the look out procedures and how to avoid potential distraction;

(4) how to avoid low level obstacles;

(5) good landowner relations;

(6) how to advise the student pilot to operate the balloon at a low level;

(7) how to analyse and correct faults or errors of the student pilot.

EXERCISE 16: LANDING IN DIFFERENT WIND CONDITIONS

(a) Objective:

To advise the student instructor on how to explain and demonstrate landings in different wind conditions. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the correct actions for turbulences during the approach or landing;

(2) the passenger pre-landing briefing;

(3) the use of burner and pilot lights (hot air balloons);

(4) the use of ballast, parachute, valve and rip panel (gas balloons);

(5) the use of parachute and turning vents (if applicable);

(6) the look out;

(7) the landing, dragging and deflation;

(8) landowner relations.

The student instructor has to demonstrate:

(1) the pre-landing checks;

(2) the passenger briefing;

(3) the selection of field;

(4) the effect of turbulence;

(5) the use of burner and pilot lights (hot air balloons);

(6) the use of ballast, parachute, valve and rip panel (gas balloons);

(7) the use of parachute and turning vents (if applicable);

(8) the look out procedures and how to avoid potential distraction;

(9) the landing, dragging and deflation procedures;

(11) how to advise the student pilot to perform a safe landing in different wind conditions;

(12) how to analyse and correct faults or errors of the student pilot.

EXERCISE 17: FIRST SOLO

(a) Objective:

To advise the student instructor on how to prepare their students for the first solo flight.

(b) Briefing:

The student instructor has to explain:

(1) the limitations of the flight;

(2) the use of required equipment.

The student instructor has to:

(1) check with another or more senior instructor if the student can fly solo;

(2) monitor the pre-flight preparation;

(3) brief the student (expected flight time or emergency actions);

(4) monitor the flight as far as possible;

(5) debrief the flight with the student.

EXERCISE 18: TETHERED FLIGHT HOT AIR BALLOONS (if tethered flight instructional qualification is required)

(a) Objective:

To advise the student instructor on how to explain and demonstrate the tethering techniques. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the ground preparations;

(2) the weather suitability;

(3) the tethering techniques and equipment;

(4) the maximum all-up-weight limitation;

(5) the crowd control;

(6) the pre take-off checks and briefings;

(7) the heating for controlled lift off;

(8) the ‘hands off and hands on’ procedure for ground crew;

(9) the assessment of wind and obstacles;

(10) the controlled climb to a pre-defined altitude (at least 60 ft).

The student instructor has to demonstrate:

(1) the ground preparations;

(2) the tethering techniques;

(3) the reason for maximum all-up-weight limitation;

(4) how to perform the crowd control;

(5) the pre take-off checks and briefings;

(6) the heating for controlled lift off;

(7) the ‘hands off and hands on’ procedure for ground crew;

(8) the assessment of wind and obstacles;

(9) the controlled climb;

(10) the landing techniques;

(11) how to advise the student pilot to perform a tethered flight;

(12) how to analyse and correct faults or errors of the student pilot.

EXERCISE 19: NIGHT FLYING (if night instructional qualification required)

(a) Objective:

To advise the student instructor on how to explain and demonstrate the night flying techniques. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing:

The student instructor has to explain:

(1) the medical or physiological aspects of night vision;

(2) the use of lights for assembly, layout and inflation;

(3) the requirement for torch to be carried, (pre-flight inspection, etc.);

(4) the use of the external- and instrument lights;

(5) the night take-off procedure;

(6) the checklist procedures at night;

(7) the emergency procedures at night;

(8) the navigation principles at night;

(9) map marking for night use (highlighting built up or lit areas with thicker lines, etc.).

The student instructor has to demonstrate:

(1) the use of lights for assembly, layout and inflation;

(2) the use of torch for pre-flight inspection;

(3) the use of external- and instrument lights;

(4) the night take-off procedure;

(5) how to perform the checklist procedures at night;

(6) simulated night emergency procedures;

(7) night cross country techniques, as appropriate;

(8) how to advise the student pilot to perform a flight at night;

(9) how to analyse and correct faults or errors of the student pilot.

Details

Source-Title: AMC2 FCL.930.FI FI - Training course View latest amendments

Erulesid: ERULES-1963177438-10755 Compare versions

Domain: Aircrew

Applicabilitydate: 15 September, 2018

Entryintoforcedate: 15 September, 2018

Regulatorysource: ED Decision 2018/009/R Navigate

Regulatorysubject: Part-FCL

Typeofcontent: AMC to IR (Acceptable means of compliance to implementing rule)

Parentir: FCL.930.FI FI - Training course

Origin: EASA

Category: EAR