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 |
AMC2 FCL.915(e) details advanced UPRT instructor requirements: theoretical knowledge topics and practical exercises covering pre-flight, flight, and post-flight training duties.
* Summary by Aviation.Bot - Always consult the original document for the most accurate information.
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