AMC2 ORA.ATO.125 Training programme

• ED Decision 2020/005/R found in: Aircrew (1178/2011) Part-FCL Part-MED Part-CC Part-ARA Part-ORA Part-DTO (Dec 2024)
• ED Decision 2025/002/R found in: Aircrew (1178/2011) Part-FCL Part-MED Part-CC Part-ARA Part-ORA Part-DTOPart-FCL Part-MED Part-CC Part-ARA Part-ORA Part-DTO (Nov 2025)
• ED Decision 2026/006/R found in: Easy Access Rules for Aircrew (Oct 2026)

AMC2 ORA.ATO.125 Training programme ED Decision 2020/005/R TYPE RATING COURSES – AEROPLANES (a)     Introduction (1)     When developing the training programme for a type rating course, in addition to complying with the standards included in the operational suitability data (OSD), as established in accordance with Regulation (EC) 1702/2003[[44]](#_ftn44) for the applicable type, the ATO should also follow any further recommendations contained therein. (2)     The type rating course should, as far as possible, provide for a continual process of ground, FSTD and flight training to enable the student to assimilate the knowledge and skills required to operate a specific aircraft type safely and efficiently. The student’s ability to do this should be determined by the demonstration of a satisfactory level of theoretical knowledge of the aircraft determined by progressive checking of knowledge and examination, progressive assessment by the ATO during flight training and the successful completion of a practical skill test with an examiner. (3)     The type rating course should normally be conducted as a single, fulltime course of study and training. However, in the situation where the course is intended to enable a pilot to fly a further aircraft type while continuing to fly a current type, such as to enable mixed fleet flying with the same operator, some elements of the theoretical knowledge course conducted by self-study may be undertaken while the student continues to fly the current type. (b)     Variants (1)     Familiarisation training: Where an aeroplane type rating also includes variants of the same aircraft type requiring familiarisation training, the additional familiarisation training may be included in the theoretical knowledge training of the initial type rating course. Flight training should be conducted on a single variant within the type. (2)     Differences training: Where an aeroplane type rating also includes variants of the same aircraft type for which difference training is required, the initial training course should be directed towards a single variant. Additional training to operate other variants within the same type rating should be completed after successful completion of the initial type rating course. However, elements of this differences training may be undertaken at appropriate stages of the initial course, with the agreement of the competent authority. (c)      Programme of theoretical knowledge and flight training (1)     The training programme should specify the time allocated to theoretical knowledge training, FSTD training and, if not approved for zero flighttime training (ZFTT), the aeroplane. The initial type rating course should be programmed on the basis that the student has the minimum licensing and experience requirements for entry to the course. For a first type rating on a multi-pilot aeroplane (MPA), the course should also provide for consolidation and type-specific training in those elements of basic multi-crew cooperation (MCC) training relevant to the type or variant. (2)     If the ATO wishes to provide a training course that includes credit for previous experience on similar types of aircraft, such as those with common systems or operating procedures with the new type, the entry requirements to such courses should be specified by the ATO and should define the minimum level of experience and qualification required of the flight crew member. (3)     The ATO is permitted to contract elements of training to a third party training provider. In such cases the contracted organisation should normally be approved to conduct such training. When the contracted organisation is not an ATO, the competent authority should, within the approval process of the ATO, include the contracted organisation and be satisfied that the standard of training intended to be given meets the requirements. The other obligations of the ATO, such as student progress monitoring and an adequate management system, can be exercised by the ATO seeking approval and which retains responsibility for the whole course. GROUND TRAINING (d)     Syllabus The ground training syllabus should provide for the student to gain a thorough understanding of the operation, function and, if appropriate, abnormal and emergency operation of all aircraft systems. This training should also include those systems essential to the operation of the aircraft, such as ‘fly-by-wire’ flight control systems, even if the flight crew have little or no control of their normal or abnormal operation. (e)     Theoretical knowledge instruction The theoretical knowledge instruction training should meet the general objectives of (but not be limited to) giving the student: (1)     a thorough knowledge of the aircraft structure, powerplant and systems, and their associated limitations, including mass and balance, aircraft performance and flight planning considerations; (2)     a knowledge of the positioning and operation of the cockpit controls and indicators for the aircraft and its systems; (3)     an understanding of system malfunctions, their effect on aircraft operations and interaction with other systems; and (4)     the understanding of normal, abnormal and emergency procedures. (f)      Facilities and training aids The ATO should provide adequate facilities for classroom instruction and have available appropriately qualified and experienced instructors. Training aids should enable students to gain practical experience of the operation of systems covered by the theoretical knowledge syllabus and, in the case of multi-pilot aeroplanes, enable such practical application of the knowledge to be carried out in a multi-crew environment. Facilities should be made available for student self-study outside the formal training programme. (g)     Computer-based training (CBT) CBT provides a valuable source of theoretical instruction, enabling the students to progress at their own pace within specified time limits. Many such systems ensure that syllabus subjects are fully covered and progress can be denied until a satisfactory assimilation of knowledge has been demonstrated. Such systems may allow self-study or distance learning, if they incorporate adequate knowledge testing procedures. When CBT is used as part of the theoretical knowledge instruction phase, the student should also have access to a suitably qualified instructor able to assist with areas of difficulty for the student. (h)     Self-study and distance learning Elements of the theoretical knowledge syllabus may be adequately addressed by distance learning, if approved, or self-study, particularly when utilising CBT. Progress testing, either by self-assessed or instructor-evaluated means should be included in any self-study programme. If self-study or distance learning is included in the theoretical knowledge training, the course should also provide for an adequate period of supervised consolidation and knowledge testing. (i)      Progress tests and final theoretical knowledge examination (1)     The theoretical knowledge training programme should provide for progressive testing of the assimilation of the required knowledge. This testing process should also provide for retesting of syllabus items so that a thorough understanding of the required knowledge is assured. This should be achieved by intervention by a qualified instructor or, if using CBT with a self-testing facility, and by further testing during the supervised consolidation phase of the ground course. (2)     The final theoretical knowledge examination should cover all areas of the theoretical knowledge syllabus. The final examination should be conducted as a supervised written (including computer-based) knowledge test without reference to course material. The pass mark of 75% assumes the achievement of satisfactory levels of knowledge during the progressive phase tests of the course. The student should be advised of any areas of lack of knowledge displayed during the examination and, if necessary, given remedial instruction. A successful pass of the theoretical knowledge course and final examination should be a pre-requisite for progression to the flight training phase of the type rating course, unless otherwise determined in the OSD established in accordance with Regulation (EC) 1702/2003. FLIGHT TRAINING (j)      Flight simulation training devices (FSTDs) A type rating course for a multi-pilot aeroplane should include FSTD training. The amount of training required when using FSTDs will depend on the complexity of the aeroplane concerned, and to some extent on the previous experience of the pilot. Except for those courses giving credit for previous experience (c.2.), a minimum of 32 hours of FSTD training should be programmed for a crew of a multipilot aeroplane, of which at least 16 hours should be in an FFS operating as a crew. FFS time may be reduced if other qualified FSTDs used during the flight training programme accurately replicate the cockpit environment, operation and aeroplane response. Such FSTDs may typically include flight management computer (FMC) training devices using hardware and computer programmes identical to those of the aeroplane. (k)     Aeroplane training with FFS (1)     with the exception of courses approved for ZFTT, certain training exercises normally involving take-off and landing in various configurations should be completed in the aeroplane rather than in an FFS. Unless otherwise specified in the OSD established in accordance with Regulation (EU) No 748/2012 this take-off and landing training should include: (A)     at least four landings in the case of MPAs (or single-pilot high performance complex aeroplanes (SP HPAs)) where the student pilot has more than 500 hours of MPA experience (or SPA experience) in aeroplanes of similar size and performance or, in all other cases, at least six landings; (B)     at least one full-stop landing; and (C)     one go-around with all engines operating. This aeroplane training may be completed after the student pilot has completed the FSTD training and has successfully undertaken the type rating skill test, provided it does not exceed 2 hours of the flight training course. (2)     courses approved for ZFTT (i)      During the specific simulator session before line flying under supervision (LIFUS), consideration should be given to varying conditions, for example: (A)     runway surface conditions; (B)     runway length; (C)     flap setting; (D)     power setting; (E)     crosswind and turbulence conditions; and (F)     maximum take-off mass (MTOM) and maximum landing mass (MLM). (ii)     At least one landing should be conducted as full-stop landing. The session should be flown in normal operation. Special attention should be given to the taxiing technique. (iii)     A training methodology should be agreed with the competent authority that ensures the trainee is fully competent with the exterior inspection of the aeroplane before conducting such an inspection un-supervised. (iv)     The LIFUS should be performed as soon as possible after the specific FFS session. (v)      The licence endorsement should be entered on the licence after the skill test, but before the first four take-offs and landings in the aeroplane. At the discretion of the competent authority, provisional or temporary endorsement and any restriction should be entered on the licence. (vi)     Where a specific arrangement exists between the ATO and the commercial air transport operator, the operator proficiency check (OPC) and the ZFTT specific details should be conducted using the operator's standard operating procedures (SOPs). (3)     All training exercises should be designed to remain within the training envelope as determined by the ATO (Note: Further guidance regarding the training envelope can be found in [GM1 ORA.ATO.125](#_DxCrossRefBm894736294) point (f)). (l)      Aeroplane without FFS (1)     Flight training conducted solely in an aeroplane without the use of FSTDs cannot cover the crew resource management (CRM) and multicrew cockpit (MCC) aspects of MPA flight training, and for safety reasons cannot cover all emergency and abnormal aircraft operation required for the training and skill test. In such cases, the ATO should demonstrate to the competent authority that adequate training in these aspects can be achieved by other means. For training conducted solely on an MPA where two pilots are trained together without the use of an FSTD, a minimum of 8 hours of flight training as pilot flying (PF) for each pilot should normally be required. For training on a single-pilot aeroplane, 10 hours of flight training should normally be required. It is accepted that for some relatively simple single or multi-engine aircraft without systems such as pressurisation, flight management system (FMS) or electronic cockpit displays, this minimum may be reduced. (2)     Aeroplane training normally involves an inherent delay in achieving an acceptable flight situation and configuration for training to be carried out in accordance with the agreed syllabus. These could include ATC or other traffic delay on the ground prior to take-off, the necessity to climb to height or transit to suitable training areas and the unavoidable need to physically reposition the aircraft for subsequent or repeat manoeuvres or instrument approaches. In such cases it should be ensured that the training syllabus provides adequate flexibility to enable the minimum amount of required flight training to be carried out. (la)    Additional UPRT training as per point FCL.725.A(c) UPRT as per point FCL.725.A(c) should include the elements and components in table 1. Table 1: Elements and respective components of upset prevention training <table border="1" cellpadding="0" cellspacing="0" width="606"> <thead> <tr> <td colspan="2" width="398"> <p align="center"><b>Elements and components</b></p> </td> <td width="98"> <p align="center"><b>TK instruction</b></p> </td> <td width="110"> <p align="center"><b>FSTD/ Aeroplane training</b></p> </td> </tr> </thead> <tr> <td valign="top" width="36"> <p>A.</p> </td> <td colspan="3" valign="top" width="569"> <p>Aerodynamics</p> </td> </tr> <tr> <td valign="top" width="36"> <p>1.</p> </td> <td valign="top" width="361"> <p>General aerodynamic characteristics </p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> </td> </tr> <tr> <td valign="top" width="36"> <p>2.</p> </td> <td valign="top" width="361"> <p>Aeroplane certification and limitations</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> </td> </tr> <tr> <td valign="top" width="36"> <p>3.</p> </td> <td valign="top" width="361"> <p>Aerodynamics (high and low altitudes)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>4.</p> </td> <td valign="top" width="361"> <p>Aeroplane performance (high and low altitudes)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>5.</p> </td> <td valign="top" width="361"> <p>AoA and stall awareness</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>6.</p> </td> <td valign="top" width="361"> <p>Stick shaker or other stall-warning device activation (as applicable)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>7.</p> </td> <td valign="top" width="361"> <p>Stick pusher (as applicable)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>8.</p> </td> <td valign="top" width="361"> <p>Mach effects (if applicable to the aeroplane type)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>9.</p> </td> <td valign="top" width="361"> <p>Aeroplane stability</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>10.</p> </td> <td valign="top" width="361"> <p>Control surface fundamentals </p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>11.</p> </td> <td valign="top" width="361"> <p>Use of trims </p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>12.</p> </td> <td valign="top" width="361"> <p>Icing and contamination effects</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>13.</p> </td> <td valign="top" width="361"> <p>Propeller slipstream (as applicable)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>B.</p> </td> <td colspan="3" valign="top" width="569"> <p>Causes of and contributing factors to upsets</p> </td> </tr> <tr> <td valign="top" width="36"> <p>1.</p> </td> <td valign="top" width="361"> <p>Environmental</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> </td> </tr> <tr> <td valign="top" width="36"> <p>2.</p> </td> <td valign="top" width="361"> <p>Pilot-induced</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> </td> </tr> <tr> <td valign="top" width="36"> <p>3.</p> </td> <td valign="top" width="361"> <p>Mechanical (aeroplane systems)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> </td> </tr> <tr> <td valign="top" width="36"> <p>C.</p> </td> <td colspan="3" valign="top" width="569"> <p>Safety review of accidents and incidents relating to aeroplane upsets</p> </td> </tr> <tr> <td valign="top" width="36"> <p>1.</p> </td> <td valign="top" width="361"> <p>Safety review of accidents and incidents relating to aeroplane upsets</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> </td> </tr> <tr> <td valign="top" width="36"> <p>D.</p> </td> <td colspan="3" valign="top" width="569"> <p>G-load awareness and management</p> </td> </tr> <tr> <td valign="top" width="36"> <p>1.</p> </td> <td valign="top" width="361"> <p>Positive/negative/increasing/decreasing G-loads</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>2.</p> </td> <td valign="top" width="361"> <p>Lateral G awareness (sideslip)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>3.</p> </td> <td valign="top" width="361"> <p>G-load management</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>E.</p> </td> <td colspan="3" valign="top" width="569"> <p>Energy management</p> </td> </tr> <tr> <td valign="top" width="36"> <p>1.</p> </td> <td valign="top" width="361"> <p>Kinetic energy vs potential energy vs effect of thrust-drag ratio on the total energy</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>F.</p> </td> <td colspan="3" valign="top" width="569"> <p>Flight path management </p> </td> </tr> <tr> <td valign="top" width="36"> <p>1.</p> </td> <td valign="top" width="361"> <p>Relationship between pitch, power and performance</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>2.</p> </td> <td valign="top" width="361"> <p>Performance and effects of differing power plants (if applicable)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>3.</p> </td> <td valign="top" width="361"> <p>Manual and automation inputs for guidance and control</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>4.</p> </td> <td valign="top" width="361"> <p>Type-specific characteristics </p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>5.</p> </td> <td valign="top" width="361"> <p>Management of go-arounds from various stages during the approach</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>6.</p> </td> <td valign="top" width="361"> <p>Automation management </p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>7.</p> </td> <td valign="top" width="361"> <p>Proper use of rudder</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>G.</p> </td> <td colspan="3" valign="top" width="569"> <p>Recognition</p> </td> </tr> <tr> <td valign="top" width="36"> <p>1.</p> </td> <td valign="top" width="361"> <p>Type-specific examples of physiological, visual and instrument clues during developing and developed upsets</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>2.</p> </td> <td valign="top" width="361"> <p>Pitch/power/roll/yaw</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>3.</p> </td> <td valign="top" width="361"> <p>Effective scanning (effective monitoring)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>4.</p> </td> <td valign="top" width="361"> <p>Type-specific stall protection systems and cues</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>5.</p> </td> <td valign="top" width="361"> <p>Criteria for identifying stalls and upsets</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>H.</p> </td> <td colspan="3" valign="top" width="569"> <p>System malfunction </p> <p>(including immediate handling and subsequent operational considerations, as applicable)</p> </td> </tr> <tr> <td valign="top" width="36"> <p>1.</p> </td> <td valign="top" width="361"> <p>Flight control defects</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>2.</p> </td> <td valign="top" width="361"> <p>Engine failure (partial or full)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>3.</p> </td> <td valign="top" width="361"> <p>Instrument failures</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>4.</p> </td> <td valign="top" width="361"> <p>Loss of reliable airspeed (see also point (lb) of this AMC)</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>5.</p> </td> <td valign="top" width="361"> <p>Automation failures</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>6.</p> </td> <td valign="top" width="361"> <p>Fly-by-wire (FBW) protection degradations </p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> <tr> <td valign="top" width="36"> <p>7.</p> </td> <td valign="top" width="361"> <p>Stall protection system failures including icing alerting systems</p> </td> <td valign="top" width="98"> <p>•</p> </td> <td valign="top" width="110"> <p>•</p> </td> </tr> </table> (lb)    Flight path management (manual or automatic, as appropriate) during unreliable airspeed indication and other failures at high altitude in aeroplanes with a maximum cruising altitude above FL300 The following training elements should be integrated into type rating training courses for aeroplanes with a maximum cruising altitude above FL300: <table border="1" cellpadding="0" cellspacing="0" width="606"> <thead> <tr> <td width="400"> <p align="center"><b>Element</b></p> </td> <td width="93"> <p align="center"><b>TK instruction</b></p> </td> <td width="112"> <p align="center"><b>FSTD / Aeroplane training</b></p> </td> </tr> </thead> <tr> <td valign="top" width="400"> <p>Basic flight physics principles concerning flight at high altitude, with a particular emphasis on the relative proximity of the critical Mach number and the stall, pitch behaviour, and an understanding of the reduced stall angle of attack when compared with low altitude flight.</p> </td> <td width="93"> <p align="center">•</p> </td> <td width="112"> <p align="center">•</p> </td> </tr> <tr> <td valign="top" width="400"> <p>Interaction of the automation (autopilot, flight director, auto-throttle/auto-thrust) and the consequences of failures inducing disconnection of the automation.</p> </td> <td width="93"> <p align="center">•</p> </td> <td width="112"> <p align="center">•</p> </td> </tr> <tr> <td valign="top" width="400"> <p>Consequences of an unreliable airspeed and other failures indication at high altitude and the need for the flight crew to promptly identify the failure and react with appropriate (minimal) control inputs to keep the aircraft in a safe envelope.</p> </td> <td width="93"> <p align="center">•</p> </td> <td width="112"> <p align="center">•</p> </td> </tr> <tr> <td valign="top" width="400"> <p>Degradation of FBW flight control laws/modes and its consequence on aircraft stability and flight envelope protections, including stall warnings.</p> </td> <td width="93"> <p align="center">•</p> </td> <td width="112"> <p align="center">•</p> </td> </tr> <tr> <td valign="top" width="400"> <p>Practical training, using appropriate simulators, on manual handling at high altitude in normal and in non-normal flight control laws/modes, with particular emphasis on pre-stall buffet, the reduced stall angle of attack when compared with low altitude flight, and the effect of pitch inputs on the aircraft trajectory and energy state.</p> </td> <td width="93"> </td> <td width="112"> <p align="center">•</p> </td> </tr> <tr> <td valign="top" width="400"> <p>The requirement to promptly and accurately apply the stall recovery procedure, as provided by the aircraft manufacturer, at the first indication of an impending stall. Differences between high-altitude and low-altitude stalls must be addressed.</p> </td> <td width="93"> <p align="center">•</p> </td> <td width="112"> <p align="center">•</p> </td> </tr> <tr> <td valign="top" width="400"> <p>Procedures for taking over and transferring manual control of the aircraft, especially for FBW aeroplanes with independent side-sticks.</p> </td> <td width="93"> <p align="center">•</p> </td> <td width="112"> <p align="center">•</p> </td> </tr> <tr> <td valign="top" width="400"> <p>Task sharing and crew coordination in high workload/stress conditions with appropriate call-out and acknowledgement to confirm changes to the aircraft flight control law/mode.</p> </td> <td width="93"> <p align="center">•</p> </td> <td width="112"> <p align="center">•</p> </td> </tr> </table> SKILL TEST (m)    Upon completion of the flight training, the pilot will be required to undergo a skill test with an examiner to demonstrate adequate competency of aircraft operation for issue of the type rating. The skill test should be separate from the flight training syllabus, and provision for it cannot be included in the minimum requirements or training hours of the agreed flight training programme. The skill test may be conducted in an FFS, the aeroplane or, in exceptional circumstances, a combination of both. COURSE COMPLETION CERTIFICATE (n)     The HT, or a nominated representative, should certify that all training has been carried out before an applicant undertakes a skill test for the type rating to be included in the pilot’s licence. If an ATO is unable to provide certain elements of the training that is required to be carried out on an aircraft the ATO may issue such a certificate confirming the completion of the ground training or the training in an FSTD. --- [[44]](#_ftnref44)    Commission Regulation (EC) No 1702/2003 of 24 September 2003 laying down implementing rules for the airworthiness and environmental certification of aircraft and related products, parts and appliances, as well as for the certification of design and production organisations (Part 21) (OJ L 243, 27.9.2003, p. 6). Regulation as last amended by Regulation (EC) No 1194/2009 (OJ L 321, 8.12.2009, p. 5). AMC2 ORA.ATO.125 Training programme ED Decision 2020/005/R TYPE RATING COURSES – AEROPLANES (a) Introduction (1) When developing the training programme for a type rating course, in addition to complying with the standards included in the operational suitability data (OSD), as established in accordance with Regulation (EC) 1702/2003[[31]](#_ftn31) for the applicable type, the ATO should also follow any further recommendations contained therein. (2) The type rating course should, as far as possible, provide for a continual process of ground, FSTD and flight training to enable the student to assimilate the knowledge and skills required to operate a specific aircraft type safely and efficiently. The student’s ability to do this should be determined by the demonstration of a satisfactory level of theoretical knowledge of the aircraft determined by progressive checking of knowledge and examination, progressive assessment by the ATO during flight training and the successful completion of a practical skill test with an examiner. (3) The type rating course should normally be conducted as a single, fulltime course of study and training. However, in the situation where the course is intended to enable a pilot to fly a further aircraft type while continuing to fly a current type, such as to enable mixed fleet flying with the same operator, some elements of the theoretical knowledge course conducted by self-study may be undertaken while the student continues to fly the current type. (b) Variants (1) Familiarisation training: Where an aeroplane type rating also includes variants of the same aircraft type requiring familiarisation training, the additional familiarisation training may be included in the theoretical knowledge training of the initial type rating course. Flight training should be conducted on a single variant within the type. (2) Differences training: Where an aeroplane type rating also includes variants of the same aircraft type for which difference training is required, the initial training course should be directed towards a single variant. Additional training to operate other variants within the same type rating should be completed after successful completion of the initial type rating course. However, elements of this differences training may be undertaken at appropriate stages of the initial course, with the agreement of the competent authority. (c) Programme of theoretical knowledge and flight training (1) The training programme should specify the time allocated to theoretical knowledge training, FSTD training and, if not approved for zero flighttime training (ZFTT), the aeroplane. The initial type rating course should be programmed on the basis that the student has the minimum licensing and experience requirements for entry to the course. For a first type rating on a multi-pilot aeroplane (MPA), the course should also provide for consolidation and type-specific training in those elements of basic multi-crew cooperation (MCC) training relevant to the type or variant. (2) If the ATO wishes to provide a training course that includes credit for previous experience on similar types of aircraft, such as those with common systems or operating procedures with the new type, the entry requirements to such courses should be specified by the ATO and should define the minimum level of experience and qualification required of the flight crew member. (3) The ATO is permitted to contract elements of training to a third party training provider. In such cases the contracted organisation should normally be approved to conduct such training. When the contracted organisation is not an ATO, the competent authority should, within the approval process of the ATO, include the contracted organisation and be satisfied that the standard of training intended to be given meets the requirements. The other obligations of the ATO, such as student progress monitoring and an adequate management system, can be exercised by the ATO seeking approval and which retains responsibility for the whole course. GROUND TRAINING (d) Syllabus The ground training syllabus should provide for the student to gain a thorough understanding of the operation, function and, if appropriate, abnormal and emergency operation of all aircraft systems. This training should also include those systems essential to the operation of the aircraft, such as ‘fly-by-wire’ flight control systems, even if the flight crew have little or no control of their normal or abnormal operation. (e) Theoretical knowledge instruction The theoretical knowledge instruction training should meet the general objectives of (but not be limited to) giving the student: (1) a thorough knowledge of the aircraft structure, powerplant and systems, and their associated limitations, including mass and balance, aircraft performance and flight planning considerations; (2) a knowledge of the positioning and operation of the cockpit controls and indicators for the aircraft and its systems; (3) an understanding of system malfunctions, their effect on aircraft operations and interaction with other systems; and (4) the understanding of normal, abnormal and emergency procedures. (f) Facilities and training aids The ATO should provide adequate facilities for classroom instruction and have available appropriately qualified and experienced instructors. Training aids should enable students to gain practical experience of the operation of systems covered by the theoretical knowledge syllabus and, in the case of multi-pilot aeroplanes, enable such practical application of the knowledge to be carried out in a multi-crew environment. Facilities should be made available for student self-study outside the formal training programme. (g) Computer-based training (CBT) CBT provides a valuable source of theoretical instruction, enabling the students to progress at their own pace within specified time limits. Many such systems ensure that syllabus subjects are fully covered and progress can be denied until a satisfactory assimilation of knowledge has been demonstrated. Such systems may allow self-study or distance learning, if they incorporate adequate knowledge testing procedures. When CBT is used as part of the theoretical knowledge instruction phase, the student should also have access to a suitably qualified instructor able to assist with areas of difficulty for the student. (h) Self-study and distance learning Elements of the theoretical knowledge syllabus may be adequately addressed by distance learning, if approved, or self-study, particularly when utilising CBT. Progress testing, either by self-assessed or instructor-evaluated means should be included in any self-study programme. If self-study or distance learning is included in the theoretical knowledge training, the course should also provide for an adequate period of supervised consolidation and knowledge testing. (i) Progress tests and final theoretical knowledge examination (1) The theoretical knowledge training programme should provide for progressive testing of the assimilation of the required knowledge. This testing process should also provide for retesting of syllabus items so that a thorough understanding of the required knowledge is assured. This should be achieved by intervention by a qualified instructor or, if using CBT with a self-testing facility, and by further testing during the supervised consolidation phase of the ground course. (2) The final theoretical knowledge examination should cover all areas of the theoretical knowledge syllabus. The final examination should be conducted as a supervised written (including computer-based) knowledge test without reference to course material. The pass mark of 75% assumes the achievement of satisfactory levels of knowledge during the progressive phase tests of the course. The student should be advised of any areas of lack of knowledge displayed during the examination and, if necessary, given remedial instruction. A successful pass of the theoretical knowledge course and final examination should be a pre-requisite for progression to the flight training phase of the type rating course, unless otherwise determined in the OSD established in accordance with Regulation (EC) 1702/2003. FLIGHT TRAINING (j) Flight simulation training devices (FSTDs) A type rating course for a multi-pilot aeroplane should include FSTD training. The amount of training required when using FSTDs will depend on the complexity of the aeroplane concerned, and to some extent on the previous experience of the pilot. Except for those courses giving credit for previous experience (c.2.), a minimum of 32 hours of FSTD training should be programmed for a crew of a multipilot aeroplane, of which at least 16 hours should be in an FFS operating as a crew. FFS time may be reduced if other qualified FSTDs used during the flight training programme accurately replicate the cockpit environment, operation and aeroplane response. Such FSTDs may typically include flight management computer (FMC) training devices using hardware and computer programmes identical to those of the aeroplane. (k) Aeroplane training with FFS (1) with the exception of courses approved for ZFTT, certain training exercises normally involving take-off and landing in various configurations should be completed in the aeroplane rather than in an FFS. Unless otherwise specified in the OSD established in accordance with Regulation (EU) No 748/2012 this take-off and landing training should include: (A) at least four landings in the case of MPAs (or single-pilot high performance complex aeroplanes (SP HPAs)) where the student pilot has more than 500 hours of MPA experience (or SPA experience) in aeroplanes of similar size and performance or, in all other cases, at least six landings; (B) at least one full-stop landing; and (C) one go-around with all engines operating. This aeroplane training may be completed after the student pilot has completed the FSTD training and has successfully undertaken the type rating skill test, provided it does not exceed 2 hours of the flight training course. (2) courses approved for ZFTT (i) During the specific simulator session before line flying under supervision (LIFUS), consideration should be given to varying conditions, for example: (A) runway surface conditions; (B) runway length; (C) flap setting; (D) power setting; (E) crosswind and turbulence conditions; and (F) maximum take-off mass (MTOM) and maximum landing mass (MLM). (ii) At least one landing should be conducted as full-stop landing. The session should be flown in normal operation. Special attention should be given to the taxiing technique. (iii) A training methodology should be agreed with the competent authority that ensures the trainee is fully competent with the exterior inspection of the aeroplane before conducting such an inspection un-supervised. (iv) The LIFUS should be performed as soon as possible after the specific FFS session. (v) The licence endorsement should be entered on the licence after the skill test, but before the first four take-offs and landings in the aeroplane. At the discretion of the competent authority, provisional or temporary endorsement and any restriction should be entered on the licence. (vi) Where a specific arrangement exists between the ATO and the commercial air transport operator, the operator proficiency check (OPC) and the ZFTT specific details should be conducted using the operator's standard operating procedures (SOPs). (3) All training exercises should be designed to remain within the training envelope as determined by the ATO (Note: Further guidance regarding the training envelope can be found in [GM1 ORA.ATO.125](#_DxCrossRefBm1199964145) point (f)). (l) Aeroplane without FFS (1) Flight training conducted solely in an aeroplane without the use of FSTDs cannot cover the crew resource management (CRM) and multicrew cockpit (MCC) aspects of MPA flight training, and for safety reasons cannot cover all emergency and abnormal aircraft operation required for the training and skill test. In such cases, the ATO should demonstrate to the competent authority that adequate training in these aspects can be achieved by other means. For training conducted solely on an MPA where two pilots are trained together without the use of an FSTD, a minimum of 8 hours of flight training as pilot flying (PF) for each pilot should normally be required. For training on a single-pilot aeroplane, 10 hours of flight training should normally be required. It is accepted that for some relatively simple single or multi-engine aircraft without systems such as pressurisation, flight management system (FMS) or electronic cockpit displays, this minimum may be reduced. (2) Aeroplane training normally involves an inherent delay in achieving an acceptable flight situation and configuration for training to be carried out in accordance with the agreed syllabus. These could include ATC or other traffic delay on the ground prior to take-off, the necessity to climb to height or transit to suitable training areas and the unavoidable need to physically reposition the aircraft for subsequent or repeat manoeuvres or instrument approaches. In such cases it should be ensured that the training syllabus provides adequate flexibility to enable the minimum amount of required flight training to be carried out. (la) Additional UPRT training as per point FCL.725.A(c) UPRT as per point FCL.725.A(c) should include the elements and components in table 1. Table 1: Elements and respective components of upset prevention training <table border="1" cellpadding="0" cellspacing="0" width="606"><thead><tr><td colspan="2" width="398"><p align="center"><b>Elements and components</b></p></td><td width="98"><p align="center"><b>TK instruction</b></p></td><td width="110"><p align="center"><b>FSTD/ Aeroplane training</b></p></td></tr></thead><tr><td valign="top" width="36"><p>A.</p></td><td colspan="3" valign="top" width="569"><p>Aerodynamics</p></td></tr><tr><td valign="top" width="36"><p>1.</p></td><td valign="top" width="361"><p>General aerodynamic characteristics </p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"></td></tr><tr><td valign="top" width="36"><p>2.</p></td><td valign="top" width="361"><p>Aeroplane certification and limitations</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"></td></tr><tr><td valign="top" width="36"><p>3.</p></td><td valign="top" width="361"><p>Aerodynamics (high and low altitudes)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>4.</p></td><td valign="top" width="361"><p>Aeroplane performance (high and low altitudes)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>5.</p></td><td valign="top" width="361"><p>AoA and stall awareness</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>6.</p></td><td valign="top" width="361"><p>Stick shaker or other stall-warning device activation (as applicable)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>7.</p></td><td valign="top" width="361"><p>Stick pusher (as applicable)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>8.</p></td><td valign="top" width="361"><p>Mach effects (if applicable to the aeroplane type)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>9.</p></td><td valign="top" width="361"><p>Aeroplane stability</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>10.</p></td><td valign="top" width="361"><p>Control surface fundamentals </p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>11.</p></td><td valign="top" width="361"><p>Use of trims </p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>12.</p></td><td valign="top" width="361"><p>Icing and contamination effects</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>13.</p></td><td valign="top" width="361"><p>Propeller slipstream (as applicable)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>B.</p></td><td colspan="3" valign="top" width="569"><p>Causes of and contributing factors to upsets</p></td></tr><tr><td valign="top" width="36"><p>1.</p></td><td valign="top" width="361"><p>Environmental</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"></td></tr><tr><td valign="top" width="36"><p>2.</p></td><td valign="top" width="361"><p>Pilot-induced</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"></td></tr><tr><td valign="top" width="36"><p>3.</p></td><td valign="top" width="361"><p>Mechanical (aeroplane systems)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"></td></tr><tr><td valign="top" width="36"><p>C.</p></td><td colspan="3" valign="top" width="569"><p>Safety review of accidents and incidents relating to aeroplane upsets</p></td></tr><tr><td valign="top" width="36"><p>1.</p></td><td valign="top" width="361"><p>Safety review of accidents and incidents relating to aeroplane upsets</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"></td></tr><tr><td valign="top" width="36"><p>D.</p></td><td colspan="3" valign="top" width="569"><p>G-load awareness and management</p></td></tr><tr><td valign="top" width="36"><p>1.</p></td><td valign="top" width="361"><p>Positive/negative/increasing/decreasing G-loads</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>2.</p></td><td valign="top" width="361"><p>Lateral G awareness (sideslip)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>3.</p></td><td valign="top" width="361"><p>G-load management</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>E.</p></td><td colspan="3" valign="top" width="569"><p>Energy management</p></td></tr><tr><td valign="top" width="36"><p>1.</p></td><td valign="top" width="361"><p>Kinetic energy vs potential energy vs effect of thrust-drag ratio on the total energy</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>F.</p></td><td colspan="3" valign="top" width="569"><p>Flight path management </p></td></tr><tr><td valign="top" width="36"><p>1.</p></td><td valign="top" width="361"><p>Relationship between pitch, power and performance</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>2.</p></td><td valign="top" width="361"><p>Performance and effects of differing power plants (if applicable)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>3.</p></td><td valign="top" width="361"><p>Manual and automation inputs for guidance and control</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>4.</p></td><td valign="top" width="361"><p>Type-specific characteristics </p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>5.</p></td><td valign="top" width="361"><p>Management of go-arounds from various stages during the approach</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>6.</p></td><td valign="top" width="361"><p>Automation management </p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>7.</p></td><td valign="top" width="361"><p>Proper use of rudder</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>G.</p></td><td colspan="3" valign="top" width="569"><p>Recognition</p></td></tr><tr><td valign="top" width="36"><p>1.</p></td><td valign="top" width="361"><p>Type-specific examples of physiological, visual and instrument clues during developing and developed upsets</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>2.</p></td><td valign="top" width="361"><p>Pitch/power/roll/yaw</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>3.</p></td><td valign="top" width="361"><p>Effective scanning (effective monitoring)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>4.</p></td><td valign="top" width="361"><p>Type-specific stall protection systems and cues</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>5.</p></td><td valign="top" width="361"><p>Criteria for identifying stalls and upsets</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>H.</p></td><td colspan="3" valign="top" width="569"><p>System malfunction </p><p>(including immediate handling and subsequent operational considerations, as applicable)</p></td></tr><tr><td valign="top" width="36"><p>1.</p></td><td valign="top" width="361"><p>Flight control defects</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>2.</p></td><td valign="top" width="361"><p>Engine failure (partial or full)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>3.</p></td><td valign="top" width="361"><p>Instrument failures</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>4.</p></td><td valign="top" width="361"><p>Loss of reliable airspeed (see also point (lb) of this AMC)</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>5.</p></td><td valign="top" width="361"><p>Automation failures</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>6.</p></td><td valign="top" width="361"><p>Fly-by-wire (FBW) protection degradations </p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr><tr><td valign="top" width="36"><p>7.</p></td><td valign="top" width="361"><p>Stall protection system failures including icing alerting systems</p></td><td valign="top" width="98"><p>•</p></td><td valign="top" width="110"><p>•</p></td></tr></table> (lb) Flight path management (manual or automatic, as appropriate) during unreliable airspeed indication and other failures at high altitude in aeroplanes with a maximum cruising altitude above FL300 The following training elements should be integrated into type rating training courses for aeroplanes with a maximum cruising altitude above FL300: <table border="1" cellpadding="0" cellspacing="0" width="606"><thead><tr><td width="400"><p align="center"><b>Element</b></p></td><td width="93"><p align="center"><b>TK instruction</b></p></td><td width="112"><p align="center"><b>FSTD / Aeroplane training</b></p></td></tr></thead><tr><td valign="top" width="400"><p>Basic flight physics principles concerning flight at high altitude, with a particular emphasis on the relative proximity of the critical Mach number and the stall, pitch behaviour, and an understanding of the reduced stall angle of attack when compared with low altitude flight.</p></td><td width="93"><p align="center">•</p></td><td width="112"><p align="center">•</p></td></tr><tr><td valign="top" width="400"><p>Interaction of the automation (autopilot, flight director, auto-throttle/auto-thrust) and the consequences of failures inducing disconnection of the automation.</p></td><td width="93"><p align="center">•</p></td><td width="112"><p align="center">•</p></td></tr><tr><td valign="top" width="400"><p>Consequences of an unreliable airspeed and other failures indication at high altitude and the need for the flight crew to promptly identify the failure and react with appropriate (minimal) control inputs to keep the aircraft in a safe envelope.</p></td><td width="93"><p align="center">•</p></td><td width="112"><p align="center">•</p></td></tr><tr><td valign="top" width="400"><p>Degradation of FBW flight control laws/modes and its consequence on aircraft stability and flight envelope protections, including stall warnings.</p></td><td width="93"><p align="center">•</p></td><td width="112"><p align="center">•</p></td></tr><tr><td valign="top" width="400"><p>Practical training, using appropriate simulators, on manual handling at high altitude in normal and in non-normal flight control laws/modes, with particular emphasis on pre-stall buffet, the reduced stall angle of attack when compared with low altitude flight, and the effect of pitch inputs on the aircraft trajectory and energy state.</p></td><td width="93"></td><td width="112"><p align="center">•</p></td></tr><tr><td valign="top" width="400"><p>The requirement to promptly and accurately apply the stall recovery procedure, as provided by the aircraft manufacturer, at the first indication of an impending stall. Differences between high-altitude and low-altitude stalls must be addressed.</p></td><td width="93"><p align="center">•</p></td><td width="112"><p align="center">•</p></td></tr><tr><td valign="top" width="400"><p>Procedures for taking over and transferring manual control of the aircraft, especially for FBW aeroplanes with independent side-sticks.</p></td><td width="93"><p align="center">•</p></td><td width="112"><p align="center">•</p></td></tr><tr><td valign="top" width="400"><p>Task sharing and crew coordination in high workload/stress conditions with appropriate call-out and acknowledgement to confirm changes to the aircraft flight control law/mode.</p></td><td width="93"><p align="center">•</p></td><td width="112"><p align="center">•</p></td></tr></table> SKILL TEST (m) Upon completion of the flight training, the pilot will be required to undergo a skill test with an examiner to demonstrate adequate competency of aircraft operation for issue of the type rating. The skill test should be separate from the flight training syllabus, and provision for it cannot be included in the minimum requirements or training hours of the agreed flight training programme. The skill test may be conducted in an FFS, the aeroplane or, in exceptional circumstances, a combination of both. COURSE COMPLETION CERTIFICATE (n) The HT, or a nominated representative, should certify that all training has been carried out before an applicant undertakes a skill test for the type rating to be included in the pilot’s licence. If an ATO is unable to provide certain elements of the training that is required to be carried out on an aircraft the ATO may issue such a certificate confirming the completion of the ground training or the training in an FSTD. --- [[31]](#_ftnref31) Commission Regulation (EC) No 1702/2003 of 24 September 2003 laying down implementing rules for the airworthiness and environmental certification of aircraft and related products, parts and appliances, as well as for the certification of design and production organisations (Part 21) (OJ L 243, 27.9.2003, p. 6). Regulation as last amended by Regulation (EC) No 1194/2009 (OJ L 321, 8.12.2009, p. 5). ##### AMC2 ORA.ATO.125 Training programme *ED Decision 2025/002/R* **TYPE RATING COURSES – AEROPLANES** (a) Introduction (1) When developing the training programme for a type rating course, in addition to complying with the standards included in the operational suitability data (OSD), as established in accordance with Regulation (EC) 1702/2003[[43]](#_ftn43) for the applicable type, the ATO should also follow any further recommendations contained therein. (2) The type rating course should, as far as possible, provide for a continual process of ground, FSTD and flight training to enable the student to assimilate the knowledge and skills required to operate a specific aircraft type safely and efficiently. The student’s ability to do this should be determined by the demonstration of a satisfactory level of theoretical knowledge of the aircraft determined by progressive checking of knowledge and examination, progressive assessment by the ATO during flight training and the successful completion of a practical skill test with an examiner. (3) The type rating course should normally be conducted as a single, fulltime course of study and training. However, in the situation where the course is intended to enable a pilot to fly a further aircraft type while continuing to fly a current type, such as to enable mixed fleet flying with the same operator, some elements of the theoretical knowledge course conducted by self-study may be undertaken while the student continues to fly the current type. (b) Variants (1) Familiarisation: Where an aeroplane type rating also includes variants of the same aircraft type requiring familiarisation, the additional familiarisation element may be included in the theoretical knowledge training of the initial type rating course. (2) Differences training: Where an aeroplane type rating also includes variants of the same aircraft type for which difference training is required, the initial training course should be directed towards a single variant. Additional training to operate other variants within the same type rating should be completed after successful completion of the initial type rating course. However, elements of this differences training may be undertaken at appropriate stages of the initial course, with the agreement of the competent authority. (c) Programme of theoretical knowledge and flight training (1) The training programme should specify the time allocated to theoretical knowledge training, FSTD training and, if not approved for zero flighttime training (ZFTT), the aeroplane. The initial type rating course should be programmed on the basis that the student has the minimum licensing and experience requirements for entry to the course. For a first type rating on a multi-pilot aeroplane (MPA), the course should also provide for consolidation and type-specific training in those elements of basic multi-crew cooperation (MCC) training relevant to the type or variant. (2) If the ATO wishes to provide a training course that includes credit for previous experience on similar types of aircraft, such as those with common systems or operating procedures with the new type, the entry requirements to such courses should be specified by the ATO and should define the minimum level of experience and qualification required of the flight crew member. (3) The ATO is permitted to contract elements of training to a third party training provider. In such cases the contracted organisation should normally be approved to conduct such training. When the contracted organisation is not an ATO, the competent authority should, within the approval process of the ATO, include the contracted organisation and be satisfied that the standard of training intended to be given meets the requirements. The other obligations of the ATO, such as student progress monitoring and an adequate management system, can be exercised by the ATO seeking approval and which retains responsibility for the whole course. **GROUND TRAINING** (d) Syllabus The ground training syllabus should provide for the student to gain a thorough understanding of the operation, function and, if appropriate, abnormal and emergency operation of all aircraft systems. This training should also include those systems essential to the operation of the aircraft, such as ‘fly-by-wire’ flight control systems, even if the flight crew have little or no control of their normal or abnormal operation. (e) Theoretical knowledge instruction The theoretical knowledge instruction training should meet the general objectives of (but not be limited to) giving the student: (1) a thorough knowledge of the aircraft structure, powerplant and systems, and their associated limitations, including mass and balance, aircraft performance and flight planning considerations; (2) a knowledge of the positioning and operation of the cockpit controls and indicators for the aircraft and its systems; (3) an understanding of system malfunctions, their effect on aircraft operations and interaction with other systems; and (4) the understanding of normal, abnormal and emergency procedures. (f) Facilities and training aids The ATO should provide adequate facilities for classroom instruction and have available appropriately qualified and experienced instructors. Training aids should enable students to gain practical experience of the operation of systems covered by the theoretical knowledge syllabus and, in the case of multi-pilot aeroplanes, enable such practical application of the knowledge to be carried out in a multi-crew environment. Facilities should be made available for student self-study outside the formal training programme. (g) Computer-based training (CBT) CBT provides a valuable source of theoretical instruction, enabling the students to progress at their own pace within specified time limits. Many such systems ensure that syllabus subjects are fully covered and progress can be denied until a satisfactory assimilation of knowledge has been demonstrated. Such systems may allow self-study or distance learning, if they incorporate adequate knowledge testing procedures. When CBT is used as part of the theoretical knowledge instruction phase, the student should also have access to a suitably qualified instructor able to assist with areas of difficulty for the student. (h) Self-study and distance learning Elements of the theoretical knowledge syllabus may be adequately addressed by distance learning, if approved, or self-study, particularly when utilising CBT. Progress testing, either by self-assessed or instructor-evaluated means should be included in any self-study programme. If self-study or distance learning is included in the theoretical knowledge training, the course should also provide for an adequate period of supervised consolidation and knowledge testing. (i) Progress tests and final theoretical knowledge examination (1) The theoretical knowledge training programme should provide for progressive testing of the assimilation of the required knowledge. This testing process should also provide for retesting of syllabus items so that a thorough understanding of the required knowledge is assured. This should be achieved by intervention by a qualified instructor or, if using CBT with a self-testing facility, and by further testing during the supervised consolidation phase of the ground course. (2) The final theoretical knowledge examination should cover all areas of the theoretical knowledge syllabus. The final examination should be conducted as a supervised written (including computer-based) knowledge test without reference to course material. The pass mark of 75% assumes the achievement of satisfactory levels of knowledge during the progressive phase tests of the course. The student should be advised of any areas of lack of knowledge displayed during the examination and, if necessary, given remedial instruction. A successful pass of the theoretical knowledge course and final examination should be a pre-requisite for progression to the flight training phase of the type rating course, unless otherwise determined in the OSD established in accordance with Regulation (EC) 1702/2003. **FLIGHT TRAINING** (j) Flight simulation training devices (FSTDs) A type rating course for a multi-pilot aeroplane should include FSTD training. The amount of training required when using FSTDs will depend on the complexity of the aeroplane concerned, and to some extent on the previous experience of the pilot. Except for those courses giving credit for previous experience (c.2.), a minimum of 32 hours of FSTD training should be programmed for a crew of a multipilot aeroplane, of which at least 16 hours should be in an FFS operating as a crew. FFS time may be reduced if other qualified FSTDs used during the flight training programme accurately replicate the cockpit environment, operation and aeroplane response. Such FSTDs may typically include flight management computer (FMC) training devices using hardware and computer programmes identical to those of the aeroplane. (k) Aeroplane training with FFS (1) with the exception of courses approved for ZFTT, certain training exercises normally involving take-off and landing in various configurations should be completed in the aeroplane rather than in an FFS. Unless otherwise specified in the OSD established in accordance with Regulation (EU) No 748/2012 this take-off and landing training should include: (A) at least four landings in the case of MPAs (or single-pilot high performance complex aeroplanes (SP HPAs)) where the student pilot has more than 500 hours of MPA experience (or SPA experience) in aeroplanes of similar size and performance or, in all other cases, at least six landings; (B) at least one full-stop landing; and (C) one go-around with all engines operating. This aeroplane training may be completed after the student pilot has completed the FSTD training and has successfully undertaken the type rating skill test, provided it does not exceed 2 hours of the flight training course. (2) courses approved for ZFTT (i) During the specific simulator session before line flying under supervision (LIFUS), consideration should be given to varying conditions, for example: (A) runway surface conditions; (B) runway length; (C) flap setting; (D) power setting; (E) crosswind and turbulence conditions; and (F) maximum take-off mass (MTOM) and maximum landing mass (MLM). (ii) At least one landing should be conducted as full-stop landing. The session should be flown in normal operation. Special attention should be given to the taxiing technique. (iii) A training methodology should be agreed with the competent authority that ensures the trainee is fully competent with the exterior inspection of the aeroplane before conducting such an inspection un-supervised. (iv) The LIFUS should be performed as soon as possible after the specific FFS session. (v) The licence endorsement should be entered on the licence after the skill test, but before the first four take-offs and landings in the aeroplane. At the discretion of the competent authority, provisional or temporary endorsement and any restriction should be entered on the licence. (vi) Where a specific arrangement exists between the ATO and the commercial air transport operator, the operator proficiency check (OPC) and the ZFTT specific details should be conducted using the operator's standard operating procedures (SOPs). (3) All training exercises should be designed to remain within the training envelope as determined by the ATO (Note: Further guidance regarding the training envelope can be found in [GM1 ORA.ATO.125](#_DxCrossRefBm1743303970) point (f)). (l) Aeroplane without FFS (1) Flight training conducted solely in an aeroplane without the use of FSTDs cannot cover the crew resource management (CRM) and multicrew cockpit (MCC) aspects of MPA flight training, and for safety reasons cannot cover all emergency and abnormal aircraft operation required for the training and skill test. In such cases, the ATO should demonstrate to the competent authority that adequate training in these aspects can be achieved by other means. For training conducted solely on an MPA where two pilots are trained together without the use of an FSTD, a minimum of 8 hours of flight training as pilot flying (PF) for each pilot should normally be required. For training on a single-pilot aeroplane, 10 hours of flight training should normally be required. It is accepted that for some relatively simple single or multi-engine aircraft without systems such as pressurisation, flight management system (FMS) or electronic cockpit displays, this minimum may be reduced. (2) Aeroplane training normally involves an inherent delay in achieving an acceptable flight situation and configuration for training to be carried out in accordance with the agreed syllabus. These could include ATC or other traffic delay on the ground prior to take-off, the necessity to climb to height or transit to suitable training areas and the unavoidable need to physically reposition the aircraft for subsequent or repeat manoeuvres or instrument approaches. In such cases it should be ensured that the training syllabus provides adequate flexibility to enable the minimum amount of required flight training to be carried out. (la) Additional UPRT training as per point FCL.725.A(c) UPRT as per point FCL.725.A(c) should include the elements and components in table 1. ***Table 1: Elements and respective components of upset prevention training*** <table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0"> <col/> <col/> <col/> <col/> <thead> <tr> <td bgcolor="#808080" colspan="2"><p align="center"> <b>Elements and components</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>TK instruction</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>FSTD/ Aeroplane training</b></p> </td> </tr> </thead> <tbody> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>A.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Aerodynamics</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> General aerodynamic characteristics </p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aeroplane certification and limitations</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aerodynamics (high and low altitudes)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aeroplane performance (high and low altitudes)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> AoA and stall awareness</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Stick shaker or other stall-warning device activation (as applicable)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 7.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Stick pusher (as applicable)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 8.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Mach effects (if applicable to the aeroplane type)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 9.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aeroplane stability</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 10.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Control surface fundamentals </p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 11.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Use of trims </p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 12.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Icing and contamination effects</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 13.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Propeller slipstream (as applicable)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>B.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Causes of and contributing factors to upsets</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Environmental</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Pilot-induced</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Mechanical (aeroplane systems)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>C.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Safety review of accidents and incidents relating to aeroplane upsets</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Safety review of accidents and incidents relating to aeroplane upsets</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>D.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>G-load awareness and management</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Positive/negative/increasing/decreasing G-loads</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Lateral G awareness (sideslip)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> G-load management</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>E.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Energy management</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Kinetic energy vs potential energy vs effect of thrust-drag ratio on the total energy</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>F.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Flight path management </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Relationship between pitch, power and performance</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Performance and effects of differing power plants (if applicable)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Manual and automation inputs for guidance and control</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Type-specific characteristics </p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Management of go-arounds from various stages during the approach</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Automation management </p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 7.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Proper use of rudder</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>G.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Recognition</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Type-specific examples of physiological, visual and instrument clues during developing and developed upsets</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Pitch/power/roll/yaw</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Effective scanning (effective monitoring)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Type-specific stall protection systems and cues</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Criteria for identifying stalls and upsets</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>H.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>System malfunction </b> </p> <p align="left">(including immediate handling and subsequent operational considerations, as applicable)</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Flight control defects</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Engine failure (partial or full)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Instrument failures</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Loss of reliable airspeed (see also point (lb) of this AMC)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Automation failures</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Fly-by-wire (FBW) protection degradations </p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 7.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Stall protection system failures including icing alerting systems</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> </tbody> </table> (lb) Flight path management (manual or automatic, as appropriate) during unreliable airspeed indication and other failures at high altitude in aeroplanes with a maximum cruising altitude above FL300 The following training elements should be integrated into type rating training courses for aeroplanes with a maximum cruising altitude above FL300: <table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0"> <col/> <col/> <col/> <thead> <tr> <td bgcolor="#808080"><p align="center"> <b>Element</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>TK instruction</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>FSTD / Aeroplane training</b></p> </td> </tr> </thead> <tbody> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Basic flight physics principles concerning flight at high altitude, with a particular emphasis on the relative proximity of the critical Mach number and the stall, pitch behaviour, and an understanding of the reduced stall angle of attack when compared with low altitude flight.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Interaction of the automation (autopilot, flight director, auto-throttle/auto-thrust) and the consequences of failures inducing disconnection of the automation.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Consequences of an unreliable airspeed and other failures indication at high altitude and the need for the flight crew to promptly identify the failure and react with appropriate (minimal) control inputs to keep the aircraft in a safe envelope.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Degradation of FBW flight control laws/modes and its consequence on aircraft stability and flight envelope protections, including stall warnings.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Practical training, using appropriate simulators, on manual handling at high altitude in normal and in non-normal flight control laws/modes, with particular emphasis on pre-stall buffet, the reduced stall angle of attack when compared with low altitude flight, and the effect of pitch inputs on the aircraft trajectory and energy state.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> The requirement to promptly and accurately apply the stall recovery procedure, as provided by the aircraft manufacturer, at the first indication of an impending stall. Differences between high-altitude and low-altitude stalls must be addressed.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Procedures for taking over and transferring manual control of the aircraft, especially for FBW aeroplanes with independent side-sticks.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Task sharing and crew coordination in high workload/stress conditions with appropriate call-out and acknowledgement to confirm changes to the aircraft flight control law/mode.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> </tbody> </table> **SKILL TEST** (m) Upon completion of the flight training, the pilot will be required to undergo a skill test with an examiner to demonstrate adequate competency of aircraft operation for issue of the type rating. The skill test should be separate from the flight training syllabus, and provision for it cannot be included in the minimum requirements or training hours of the agreed flight training programme. The skill test may be conducted in an FFS, the aeroplane or, in exceptional circumstances, a combination of both. **COURSE COMPLETION CERTIFICATE** (n) The HT, or a nominated representative, should certify that all training has been carried out before an applicant undertakes a skill test for the type rating to be included in the pilot’s licence. If an ATO is unable to provide certain elements of the training that is required to be carried out on an aircraft the ATO may issue such a certificate confirming the completion of the ground training or the training in an FSTD. --- [[43]](#_ftnref43) Commission Regulation (EC) No 1702/2003 of 24 September 2003 laying down implementing rules for the airworthiness and environmental certification of aircraft and related products, parts and appliances, as well as for the certification of design and production organisations (Part 21) (OJ L 243, 27.9.2003, p. 6). Regulation as last amended by Regulation (EC) No 1194/2009 (OJ L 321, 8.12.2009, p. 5). ##### AMC2 ORA.ATO.125 Training programme *ED Decision 2026/006/R* **TYPE RATING COURSES – AEROPLANES** (a) Introduction (1) When developing the training programme for a type rating course, in addition to complying with the standards included in the operational suitability data (OSD), as established in accordance with Regulation (EC) 1702/2003[[47]](#_ftn47) for the applicable type, the ATO should also follow any further recommendations contained therein. *[applicable until 29 April 2028 — ED Decision 20**25**/0**0**2/R]* (1) When developing the training programme for a type rating course, in addition to complying with the standards included in the operational suitability data (OSD), as established in accordance with [Regulation (EU) No 748/2012](https://eur-lex.europa.eu/eli/reg/2012/748/oj)[[48]](#_ftn48) for the applicable type, the ATO should also follow any further recommendations contained therein. However, in the case of a training course designed in accordance with [AMC5 ORA.ATO.125](#_DxCrossRefBm2072462573), the training organisation may deviate from the recommendations contained in the training footprint as regards the training devices that should be used in each training session. *[applicable from 30 April 2028 — ED Decision 2026/006/R]* (2) The type rating course should, as far as possible, provide for a continual process of ground, FSTD and flight training to enable the student to assimilate the knowledge and skills required to operate a specific aircraft type safely and efficiently. The student’s ability to do this should be determined by the demonstration of a satisfactory level of theoretical knowledge of the aircraft determined by progressive checking of knowledge and examination, progressive assessment by the ATO during flight training and the successful completion of a practical skill test with an examiner. (3) The type rating course should normally be conducted as a single, fulltime course of study and training. However, in the situation where the course is intended to enable a pilot to fly a further aircraft type while continuing to fly a current type, such as to enable mixed fleet flying with the same operator, some elements of the theoretical knowledge course conducted by self-study may be undertaken while the student continues to fly the current type. (b) Variants (1) Familiarisation: Where an aeroplane type rating also includes variants of the same aircraft type requiring familiarisation, the additional familiarisation element may be included in the theoretical knowledge training of the initial type rating course. (2) Differences training: Where an aeroplane type rating also includes variants of the same aircraft type for which difference training is required, the initial training course should be directed towards a single variant. Additional training to operate other variants within the same type rating should be completed after successful completion of the initial type rating course. However, elements of this differences training may be undertaken at appropriate stages of the initial course, with the agreement of the competent authority. (c) Programme of theoretical knowledge and flight training (1) The training programme should specify the time allocated to theoretical knowledge training, FSTD training and, if not approved for zero flighttime training (ZFTT), the aeroplane. The initial type rating course should be programmed on the basis that the student has the minimum licensing and experience requirements for entry to the course. For a first type rating on a multi-pilot aeroplane (MPA), the course should also provide for consolidation and type-specific training in those elements of basic multi-crew cooperation (MCC) training relevant to the type or variant. (2) If the ATO wishes to provide a training course that includes credit for previous experience on similar types of aircraft, such as those with common systems or operating procedures with the new type, the entry requirements to such courses should be specified by the ATO and should define the minimum level of experience and qualification required of the flight crew member. (3) The ATO is permitted to contract elements of training to a third party training provider. In such cases the contracted organisation should normally be approved to conduct such training. When the contracted organisation is not an ATO, the competent authority should, within the approval process of the ATO, include the contracted organisation and be satisfied that the standard of training intended to be given meets the requirements. The other obligations of the ATO, such as student progress monitoring and an adequate management system, can be exercised by the ATO seeking approval and which retains responsibility for the whole course. **GROUND TRAINING** (d) Syllabus The ground training syllabus should provide for the student to gain a thorough understanding of the operation, function and, if appropriate, abnormal and emergency operation of all aircraft systems. This training should also include those systems essential to the operation of the aircraft, such as ‘fly-by-wire’ flight control systems, even if the flight crew have little or no control of their normal or abnormal operation. (e) Theoretical knowledge instruction The theoretical knowledge instruction training should meet the general objectives of (but not be limited to) giving the student: (1) a thorough knowledge of the aircraft structure, powerplant and systems, and their associated limitations, including mass and balance, aircraft performance and flight planning considerations; (2) a knowledge of the positioning and operation of the cockpit controls and indicators for the aircraft and its systems; (3) an understanding of system malfunctions, their effect on aircraft operations and interaction with other systems; and (4) the understanding of normal, abnormal and emergency procedures. (f) Facilities and training aids The ATO should provide adequate facilities for classroom instruction and have available appropriately qualified and experienced instructors. Training aids should enable students to gain practical experience of the operation of systems covered by the theoretical knowledge syllabus and, in the case of multi-pilot aeroplanes, enable such practical application of the knowledge to be carried out in a multi-crew environment. Facilities should be made available for student self-study outside the formal training programme. (g) Computer-based training (CBT) CBT provides a valuable source of theoretical instruction, enabling the students to progress at their own pace within specified time limits. Many such systems ensure that syllabus subjects are fully covered and progress can be denied until a satisfactory assimilation of knowledge has been demonstrated. Such systems may allow self-study or distance learning, if they incorporate adequate knowledge testing procedures. When CBT is used as part of the theoretical knowledge instruction phase, the student should also have access to a suitably qualified instructor able to assist with areas of difficulty for the student. (h) Self-study and distance learning Elements of the theoretical knowledge syllabus may be adequately addressed by distance learning, if approved, or self-study, particularly when utilising CBT. Progress testing, either by self-assessed or instructor-evaluated means should be included in any self-study programme. If self-study or distance learning is included in the theoretical knowledge training, the course should also provide for an adequate period of supervised consolidation and knowledge testing. (i) Progress tests and final theoretical knowledge examination (1) The theoretical knowledge training programme should provide for progressive testing of the assimilation of the required knowledge. This testing process should also provide for retesting of syllabus items so that a thorough understanding of the required knowledge is assured. This should be achieved by intervention by a qualified instructor or, if using CBT with a self-testing facility, and by further testing during the supervised consolidation phase of the ground course. (2) The final theoretical knowledge examination should cover all areas of the theoretical knowledge syllabus. The final examination should be conducted as a supervised written (including computer-based) knowledge test without reference to course material. The pass mark of 75% assumes the achievement of satisfactory levels of knowledge during the progressive phase tests of the course. The student should be advised of any areas of lack of knowledge displayed during the examination and, if necessary, given remedial instruction. A successful pass of the theoretical knowledge course and final examination should be a pre-requisite for progression to the flight training phase of the type rating course, unless otherwise determined in the OSD established in accordance with Regulation (EC) 1702/2003. **FLIGHT TRAINING** (j) Flight simulation training devices (FSTDs) A type rating course for a multi-pilot aeroplane should include FSTD training. The amount of training required when using FSTDs will depend on the complexity of the aeroplane concerned, and to some extent on the previous experience of the pilot. Except for those courses giving credit for previous experience (c.2.), a minimum of 32 hours of FSTD training should be programmed for a crew of a multipilot aeroplane, of which at least 16 hours should be in an FFS operating as a crew. FFS time may be reduced if other qualified FSTDs used during the flight training programme accurately replicate the cockpit environment, operation and aeroplane response. Such FSTDs may typically include flight management computer (FMC) training devices using hardware and computer programmes identical to those of the aeroplane. *[applicable until 29 April 2028 — ED Decision 20**25**/0**0**2/R]* (j) Flight simulation training devices (FSTDs) A type rating course for a multi-pilot aeroplane should include FSTD training. The amount of training required when using FSTDs will depend on the complexity of the aeroplane concerned, and to some extent on the previous experience of the pilot. Except for those courses giving credit for previous experience (c.2.), a minimum of 32 hours of FSTD training should be programmed for a crew of a multi-pilot aeroplane. With the exception of training course for multi-pilot aeroplanes designed in accordance with AMC5 ORA.ATO.125, at least 16 hours of those 32 hours of FSTD training should be in an FFS operating as a crew. Such FFS time may be reduced if other qualified FSTDs used during the flight training programme accurately replicate the cockpit environment, operation and aeroplane response and are fitted with hardware and computer programmes identical to those of the aeroplane. *[applicable from 30 April 2028 — ED Decision 2026/006/R]* (k) Aeroplane training with FFS (1) with the exception of courses approved for ZFTT, certain training exercises normally involving take-off and landing in various configurations should be completed in the aeroplane rather than in an FFS. Unless otherwise specified in the OSD established in accordance with Regulation (EU) No 748/2012 this take-off and landing training should include: (A) at least four landings in the case of MPAs (or single-pilot high performance complex aeroplanes (SP HPAs)) where the student pilot has more than 500 hours of MPA experience (or SPA experience) in aeroplanes of similar size and performance or, in all other cases, at least six landings; (B) at least one full-stop landing; and (C) one go-around with all engines operating. This aeroplane training may be completed after the student pilot has completed the FSTD training and has successfully undertaken the type rating skill test, provided it does not exceed 2 hours of the flight training course. (2) courses approved for ZFTT (i) During the specific simulator session before line flying under supervision (LIFUS), consideration should be given to varying conditions, for example: (A) runway surface conditions; (B) runway length; (C) flap setting; (D) power setting; (E) crosswind and turbulence conditions; and (F) maximum take-off mass (MTOM) and maximum landing mass (MLM). (ii) At least one landing should be conducted as full-stop landing. The session should be flown in normal operation. Special attention should be given to the taxiing technique. (iii) A training methodology should be agreed with the competent authority that ensures the trainee is fully competent with the exterior inspection of the aeroplane before conducting such an inspection un-supervised. (iv) The LIFUS should be performed as soon as possible after the specific FFS session. (v) The licence endorsement should be entered on the licence after the skill test, but before the first four take-offs and landings in the aeroplane. At the discretion of the competent authority, provisional or temporary endorsement and any restriction should be entered on the licence. (vi) Where a specific arrangement exists between the ATO and the commercial air transport operator, the operator proficiency check (OPC) and the ZFTT specific details should be conducted using the operator's standard operating procedures (SOPs). (3) All training exercises should be designed to remain within the training envelope as determined by the ATO (Note: Further guidance regarding the training envelope can be found in [GM1 ORA.ATO.125](#_DxCrossRefBm2072463063) point (f)). (l) Aeroplane without FFS (1) Flight training conducted solely in an aeroplane without the use of FSTDs cannot cover the crew resource management (CRM) and multicrew cockpit (MCC) aspects of MPA flight training, and for safety reasons cannot cover all emergency and abnormal aircraft operation required for the training and skill test. In such cases, the ATO should demonstrate to the competent authority that adequate training in these aspects can be achieved by other means. For training conducted solely on an MPA where two pilots are trained together without the use of an FSTD, a minimum of 8 hours of flight training as pilot flying (PF) for each pilot should normally be required. For training on a single-pilot aeroplane, 10 hours of flight training should normally be required. It is accepted that for some relatively simple single or multi-engine aircraft without systems such as pressurisation, flight management system (FMS) or electronic cockpit displays, this minimum may be reduced. (2) Aeroplane training normally involves an inherent delay in achieving an acceptable flight situation and configuration for training to be carried out in accordance with the agreed syllabus. These could include ATC or other traffic delay on the ground prior to take-off, the necessity to climb to height or transit to suitable training areas and the unavoidable need to physically reposition the aircraft for subsequent or repeat manoeuvres or instrument approaches. In such cases it should be ensured that the training syllabus provides adequate flexibility to enable the minimum amount of required flight training to be carried out. (la) Additional UPRT training as per point FCL.725.A(c) UPRT as per point FCL.725.A(c) should include the elements and components in table 1. ***Table 1: Elements and respective components of upset prevention training*** <table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0"> <col/> <col/> <col/> <col/> <thead> <tr> <td bgcolor="#808080" colspan="2"><p align="center"> <b>Elements and components</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>TK instruction</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>FSTD/ Aeroplane training</b></p> </td> </tr> </thead> <tbody> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>A.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Aerodynamics</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> General aerodynamic characteristics </p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aeroplane certification and limitations</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aerodynamics (high and low altitudes)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aeroplane performance (high and low altitudes)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> AoA and stall awareness</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Stick shaker or other stall-warning device activation (as applicable)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 7.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Stick pusher (as applicable)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 8.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Mach effects (if applicable to the aeroplane type)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 9.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aeroplane stability</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 10.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Control surface fundamentals</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 11.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Use of trims</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 12.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Icing and contamination effects</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 13.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Propeller slipstream (as applicable)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>B.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Causes of and contributing factors to upsets</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Environmental</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Pilot-induced</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Mechanical (aeroplane systems)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>C.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Safety review of accidents and incidents relating to aeroplane upsets</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Safety review of accidents and incidents relating to aeroplane upsets</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>D.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>G-load awareness and management</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Positive/negative/increasing/decreasing G-loads</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Lateral G awareness (sideslip)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> G-load management</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>E.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Energy management</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Kinetic energy vs potential energy vs effect of thrust-drag ratio on the total energy</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>F.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Flight path management</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Relationship between pitch, power and performance</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Performance and effects of differing power plants (if applicable)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Manual and automation inputs for guidance and control</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Type-specific characteristics</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Management of go-arounds from various stages during the approach</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Automation management</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 7.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Proper use of rudder</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>G.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Recognition</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Type-specific examples of physiological, visual and instrument clues during developing and developed upsets</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Pitch/power/roll/yaw</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Effective scanning (effective monitoring)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Type-specific stall protection systems and cues</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Criteria for identifying stalls and upsets</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>H.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>System malfunction</b></p> <p align="left">(including immediate handling and subsequent operational considerations, as applicable)</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Flight control defects</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Engine failure (partial or full)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Instrument failures</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Loss of reliable airspeed (see also point (lb) of this AMC)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Automation failures</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Fly-by-wire (FBW) protection degradations</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 7.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Stall protection system failures including icing alerting systems</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> </tbody> </table> (lb) Flight path management (manual or automatic, as appropriate) during unreliable airspeed indication and other failures at high altitude in aeroplanes with a maximum cruising altitude above FL300 The following training elements should be integrated into type rating training courses for aeroplanes with a maximum cruising altitude above FL300: <table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0"> <col/> <col/> <col/> <thead> <tr> <td bgcolor="#808080"><p align="center"> <b>Element</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>TK instruction</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>FSTD / Aeroplane training</b></p> </td> </tr> </thead> <tbody> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Basic flight physics principles concerning flight at high altitude, with a particular emphasis on the relative proximity of the critical Mach number and the stall, pitch behaviour, and an understanding of the reduced stall angle of attack when compared with low altitude flight.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Interaction of the automation (autopilot, flight director, auto-throttle/auto-thrust) and the consequences of failures inducing disconnection of the automation.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Consequences of an unreliable airspeed and other failures indication at high altitude and the need for the flight crew to promptly identify the failure and react with appropriate (minimal) control inputs to keep the aircraft in a safe envelope.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Degradation of FBW flight control laws/modes and its consequence on aircraft stability and flight envelope protections, including stall warnings.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Practical training, using appropriate simulators, on manual handling at high altitude in normal and in non-normal flight control laws/modes, with particular emphasis on pre-stall buffet, the reduced stall angle of attack when compared with low altitude flight, and the effect of pitch inputs on the aircraft trajectory and energy state.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> The requirement to promptly and accurately apply the stall recovery procedure, as provided by the aircraft manufacturer, at the first indication of an impending stall. Differences between high-altitude and low-altitude stalls must be addressed.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Procedures for taking over and transferring manual control of the aircraft, especially for FBW aeroplanes with independent side-sticks.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> <tr> <td bgcolor="#d9d9d9" valign="top"><p align="left"> Task sharing and crew coordination in high workload/stress conditions with appropriate call-out and acknowledgement to confirm changes to the aircraft flight control law/mode.</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> </tr> </tbody> </table> **SKILL TEST** (m) Upon completion of the flight training, the pilot will be required to undergo a skill test with an examiner to demonstrate adequate competency of aircraft operation for issue of the type rating. The skill test should be separate from the flight training syllabus, and provision for it cannot be included in the minimum requirements or training hours of the agreed flight training programme. The skill test may be conducted in an FFS, the aeroplane or, in exceptional circumstances, a combination of both. **COURSE COMPLETION CERTIFICATE** (n) The HT, or a nominated representative, should certify that all training has been carried out before an applicant undertakes a skill test for the type rating to be included in the pilot’s licence. If an ATO is unable to provide certain elements of the training that is required to be carried out on an aircraft the ATO may issue such a certificate confirming the completion of the ground training or the training in an FSTD. --- [[47]](#_ftnref47) Commission Regulation (EC) No 1702/2003 of 24 September 2003 laying down implementing rules for the airworthiness and environmental certification of aircraft and related products, parts and appliances, as well as for the certification of design and production organisations (Part 21) (OJ L 243, 27.9.2003, p. 6). Regulation as last amended by Regulation (EC) No 1194/2009 (OJ L 321, 8.12.2009, p. 5). [[48]](#_ftnref48) Commission Regulation (EU) No 748/2012 of 3 August 2012 laying down implementing rules for the airworthiness and environmental certification of aircraft and related products, parts and appliances, as well as for the certification of design and production organisations (recast) (OJ L 224, p. 1, ELI: <http://data.europa.eu/eli/reg/2012/748/oj>).