AMC2 FCL.915(e) General prerequisites and requirements for instructors

• ED Decision 2019/005/R found in: Aircrew (1178/2011) Part-FCL Part-MED Part-CC Part-ARA Part-ORA Part-DTO (Aug 2023)

AMC2 FCL.915(e) General prerequisites and requirements for instructors ED Decision 2019/005/R ADDITIONAL REQUIREMENTS FOR INSTRUCTING IN A TRAINING COURSE IN ACCORDANCE WITH FCL.745.A – SYLLABUS The following tables contain theoretical knowledge (Table 1) and practical training exercises (Table 2) that should be taught in the context of the advanced UPRT course as per point [FCL.745.A](#_DxCrossRefBm1199963287). <table border="1" cellpadding="0" cellspacing="0" width="607"><tr><td colspan="2" valign="top" width="607"><p><b>TABLE 1: THEORETICAL KNOWLEDGE </b></p></td></tr><tr><td valign="top" width="39"><p>1. </p></td><td valign="top" width="567"><p>Completion of a flight risk assessment </p></td></tr><tr><td valign="top" width="39"><p>2. </p></td><td valign="top" width="567"><p>Resilience-building strategies, managing startle and surprise </p></td></tr><tr><td valign="top" width="39"><p>3 </p></td><td valign="top" width="567"><p>The limitations and type-specific characteristics of the aeroplane used for training </p></td></tr><tr><td valign="top" width="39"><p>4 </p></td><td valign="top" width="567"><p>The importance of adhering to the scenarios that have been validated by the training programme developer </p></td></tr><tr><td valign="top" width="39"><p>5. </p></td><td valign="top" width="567"><p>Instructor techniques to induce and manage startle and surprise </p></td></tr><tr><td valign="top" width="39"><p>6. </p></td><td valign="top" width="567"><p>Upset recognition and recovery strategies </p></td></tr><tr><td valign="top" width="39"><p>7. </p></td><td valign="top" width="567"><p>Disorientation </p></td></tr><tr><td valign="top" width="39"><p>8. </p></td><td valign="top" width="567"><p>Distraction </p></td></tr><tr><td valign="top" width="39"><p>9. </p></td><td valign="top" width="567"><p>Immediate recognition of student pilot errors </p></td></tr><tr><td valign="top" width="39"><p>10. </p></td><td valign="top" width="567"><p>Intervention strategies </p></td></tr><tr><td valign="top" width="39"><p>11. </p></td><td valign="top" width="567"><p>Delivery of the theoretical knowledge instruction of the advanced UPRT course </p></td></tr></table> <table border="1" cellpadding="0" cellspacing="0" width="608"><tr><td colspan="2" valign="top" width="608"><p><b>TABLE 2: PRACTICAL TRAINING EXERCISES </b></p></td></tr><tr><td colspan="2" valign="top" width="608"><p>SECTION 1 — PRE-FLIGHT PREPARATION </p></td></tr><tr><td valign="top" width="39"><p>1.1 </p></td><td valign="top" width="568"><p>Correct completion of a flight risk assessment (such as weather, terrain, traffic density, student’s experience level and capabilities) </p></td></tr><tr><td valign="top" width="39"><p>1.2 </p></td><td valign="top" width="568"><p>Safety briefing </p></td></tr><tr><td colspan="2" valign="top" width="608"><p>SECTION 2 — FLIGHT </p></td></tr><tr><td valign="top" width="39"><p>2.1 </p></td><td valign="top" width="568"><p>Selection of suitable airspace for the conduct of recovery exercises </p></td></tr><tr><td valign="top" width="39"><p>2.2 </p></td><td valign="top" width="568"><p>Accurate execution of all of the manoeuvres required for the advanced UPRT course </p></td></tr><tr><td valign="top" width="39"><p>2.3. </p></td><td valign="top" width="568"><p>Recovery from upsets that could result from the student or instructor mishandling the aeroplane including: </p><p>– timely and appropriate intervention; </p><p>– accelerated stall; </p><p>– secondary stall; </p><p>– incipient spin; </p><p>– fully developed spin; and </p><p>– Spiral dive.</p></td></tr><tr><td valign="top" width="39"><p>2.4 </p></td><td valign="top" width="568"><p>Delivery of all of the training exercises in the advanced UPRT course </p></td></tr><tr><td valign="top" width="39"><p>2.5 </p></td><td valign="top" width="568"><p>Anticipating and immediately recognising incorrect student inputs which might exceed aeroplane limitations and acting swiftly and appropriately to maintain the necessary margins of safety </p></td></tr><tr><td valign="top" width="39"><p>2.6 </p></td><td valign="top" width="568"><p>Exercises to surprise the student </p></td></tr><tr><td valign="top" width="39"><p>2.7 </p></td><td valign="top" width="568"><p>Adapt the training programme to take account of the physiological and psychological state of the student </p></td></tr><tr><td valign="top" width="39"><p>2.8 </p></td><td valign="top" width="568"><p>Ensure the safety of the operation during training by maintaining awareness of the operating environment </p></td></tr><tr><td valign="top" width="39"><p>2.9 </p></td><td valign="top" width="568"><p>Assess the competence of the student </p></td></tr><tr><td colspan="2" valign="top" width="608"><p>SECTION 3 — POST-FLIGHT </p></td></tr><tr><td valign="top" width="39"><p>3.1 </p></td><td valign="top" width="568"><p>Provide effective instructor feedback to the student and plan subsequent training details </p></td></tr><tr><td valign="top" width="39"><p>3.2 </p></td><td valign="top" width="568"><p>Avoid negative transfer of training</p></td></tr></table> AMC2 FCL.915(e) General prerequisites and requirements for instructors ED Decision 2019/005/R ADDITIONAL REQUIREMENTS FOR INSTRUCTING IN A TRAINING COURSE IN ACCORDANCE WITH FCL.745.A – SYLLABUS The following tables contain theoretical knowledge (Table 1) and practical training exercises (Table 2) that should be taught in the context of the advanced UPRT course as per point [FCL.745.A](#_DxCrossRefBm894735428). <table border="1" cellpadding="0" cellspacing="0" width="607"> <tr> <td colspan="2" valign="top" width="607"> <p><b>TABLE 1: THEORETICAL KNOWLEDGE </b></p> </td> </tr> <tr> <td valign="top" width="39"> <p>1. </p> </td> <td valign="top" width="567"> <p>Completion of a flight risk assessment </p> </td> </tr> <tr> <td valign="top" width="39"> <p>2. </p> </td> <td valign="top" width="567"> <p>Resilience-building strategies, managing startle and surprise </p> </td> </tr> <tr> <td valign="top" width="39"> <p>3 </p> </td> <td valign="top" width="567"> <p>The limitations and type-specific characteristics of the aeroplane used for training </p> </td> </tr> <tr> <td valign="top" width="39"> <p>4 </p> </td> <td valign="top" width="567"> <p>The importance of adhering to the scenarios that have been validated by the training programme developer </p> </td> </tr> <tr> <td valign="top" width="39"> <p>5. </p> </td> <td valign="top" width="567"> <p>Instructor techniques to induce and manage startle and surprise </p> </td> </tr> <tr> <td valign="top" width="39"> <p>6. </p> </td> <td valign="top" width="567"> <p>Upset recognition and recovery strategies </p> </td> </tr> <tr> <td valign="top" width="39"> <p>7. </p> </td> <td valign="top" width="567"> <p>Disorientation </p> </td> </tr> <tr> <td valign="top" width="39"> <p>8. </p> </td> <td valign="top" width="567"> <p>Distraction </p> </td> </tr> <tr> <td valign="top" width="39"> <p>9. </p> </td> <td valign="top" width="567"> <p>Immediate recognition of student pilot errors </p> </td> </tr> <tr> <td valign="top" width="39"> <p>10. </p> </td> <td valign="top" width="567"> <p>Intervention strategies </p> </td> </tr> <tr> <td valign="top" width="39"> <p>11. </p> </td> <td valign="top" width="567"> <p>Delivery of the theoretical knowledge instruction of the advanced UPRT course </p> </td> </tr> </table> <table border="1" cellpadding="0" cellspacing="0" width="608"> <tr> <td colspan="2" valign="top" width="608"> <p><b>TABLE 2: PRACTICAL TRAINING EXERCISES </b></p> </td> </tr> <tr> <td colspan="2" valign="top" width="608"> <p>SECTION 1 — PRE-FLIGHT PREPARATION </p> </td> </tr> <tr> <td valign="top" width="39"> <p>1.1 </p> </td> <td valign="top" width="568"> <p>Correct completion of a flight risk assessment (such as weather, terrain, traffic density, student’s experience level and capabilities) </p> </td> </tr> <tr> <td valign="top" width="39"> <p>1.2 </p> </td> <td valign="top" width="568"> <p>Safety briefing </p> </td> </tr> <tr> <td colspan="2" valign="top" width="608"> <p>SECTION 2 — FLIGHT </p> </td> </tr> <tr> <td valign="top" width="39"> <p>2.1 </p> </td> <td valign="top" width="568"> <p>Selection of suitable airspace for the conduct of recovery exercises </p> </td> </tr> <tr> <td valign="top" width="39"> <p>2.2 </p> </td> <td valign="top" width="568"> <p>Accurate execution of all of the manoeuvres required for the advanced UPRT course </p> </td> </tr> <tr> <td valign="top" width="39"> <p>2.3. </p> </td> <td valign="top" width="568"> <p>Recovery from upsets that could result from the student or instructor mishandling the aeroplane including: </p> <p>–            timely and appropriate intervention; </p> <p>–            accelerated stall; </p> <p>–            secondary stall; </p> <p>–            incipient spin; </p> <p>–            fully developed spin; and </p> <p>–            Spiral dive.</p> </td> </tr> <tr> <td valign="top" width="39"> <p>2.4 </p> </td> <td valign="top" width="568"> <p>Delivery of all of the training exercises in the advanced UPRT course </p> </td> </tr> <tr> <td valign="top" width="39"> <p>2.5 </p> </td> <td valign="top" width="568"> <p>Anticipating and immediately recognising incorrect student inputs which might exceed aeroplane limitations and acting swiftly and appropriately to maintain the necessary margins of safety </p> </td> </tr> <tr> <td valign="top" width="39"> <p>2.6 </p> </td> <td valign="top" width="568"> <p>Exercises to surprise the student </p> </td> </tr> <tr> <td valign="top" width="39"> <p>2.7 </p> </td> <td valign="top" width="568"> <p>Adapt the training programme to take account of the physiological and psychological state of the student </p> </td> </tr> <tr> <td valign="top" width="39"> <p>2.8 </p> </td> <td valign="top" width="568"> <p>Ensure the safety of the operation during training by maintaining awareness of the operating environment </p> </td> </tr> <tr> <td valign="top" width="39"> <p>2.9 </p> </td> <td valign="top" width="568"> <p>Assess the competence of the student </p> </td> </tr> <tr> <td colspan="2" valign="top" width="608"> <p>SECTION 3 — POST-FLIGHT </p> </td> </tr> <tr> <td valign="top" width="39"> <p>3.1 </p> </td> <td valign="top" width="568"> <p>Provide effective instructor feedback to the student and plan subsequent training details </p> </td> </tr> <tr> <td valign="top" width="39"> <p>3.2 </p> </td> <td valign="top" width="568"> <p>Avoid negative transfer of training</p> </td> </tr> </table> ##### AMC2 FCL.915(e) General prerequisites and requirements for instructors *ED Decision 2019/005/R* **ADDITIONAL REQUIREMENTS FOR INSTRUCTING IN A TRAINING COURSE IN ACCORDANCE WITH FCL.745.A – SYLLABUS** The following tables contain theoretical knowledge (Table 1) and practical training exercises (Table 2) that should be taught in the context of the advanced UPRT course as per point [FCL.745.A](#_DxCrossRefBm1743303066). <table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0"> <col/> <col/> <tr> <td bgcolor="#808080" colspan="2" valign="top"><p align="center"> <b>TABLE 1: THEORETICAL KNOWLEDGE </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Completion of a flight risk assessment </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Resilience-building strategies, managing startle and surprise </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> The limitations and type-specific characteristics of the aeroplane used for training </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> The importance of adhering to the scenarios that have been validated by the training programme developer </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Instructor techniques to induce and manage startle and surprise </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Upset recognition and recovery strategies </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 7. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Disorientation </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 8. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Distraction </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 9. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Immediate recognition of student pilot errors </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 10. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Intervention strategies </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 11. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Delivery of the theoretical knowledge instruction of the advanced UPRT course </p> </td> </tr> </table> <table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0"> <col/> <col/> <tr> <td bgcolor="#808080" colspan="2" valign="top"><p align="center"> <b>TABLE 2: PRACTICAL TRAINING EXERCISES </b> </p> </td> </tr> <tr> <td bgcolor="#d9d9d9" colspan="2" valign="top"><p align="left"> <b>SECTION 1 — PRE-FLIGHT PREPARATION </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.1 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Correct completion of a flight risk assessment (such as weather, terrain, traffic density, student’s experience level and capabilities) </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.2 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Safety briefing </p> </td> </tr> <tr> <td bgcolor="#d9d9d9" colspan="2" valign="top"><p align="left"> <b>SECTION 2 — FLIGHT </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.1 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Selection of suitable airspace for the conduct of recovery exercises </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.2 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Accurate execution of all of the manoeuvres required for the advanced UPRT course </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.3. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Recovery from upsets that could result from the student or instructor mishandling the aeroplane including: </p> <p align="left"> – timely and appropriate intervention; </p> <p align="left"> – accelerated stall; </p> <p align="left"> – secondary stall; </p> <p align="left"> – incipient spin; </p> <p align="left"> – fully developed spin; and </p> <p align="left">– Spiral dive.</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.4 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Delivery of all of the training exercises in the advanced UPRT course </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.5 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Anticipating and immediately recognising incorrect student inputs which might exceed aeroplane limitations and acting swiftly and appropriately to maintain the necessary margins of safety </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.6 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Exercises to surprise the student </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.7 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Adapt the training programme to take account of the physiological and psychological state of the student </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.8 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Ensure the safety of the operation during training by maintaining awareness of the operating environment </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.9 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Assess the competence of the student </p> </td> </tr> <tr> <td bgcolor="#d9d9d9" colspan="2" valign="top"><p align="left"> <b>SECTION 3 — POST-FLIGHT </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.1 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Provide effective instructor feedback to the student and plan subsequent training details </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.2 </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Avoid negative transfer of training</p> </td> </tr> </table>