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AMC1 ATCO.D.010(a) Composition of initial training

Available versions for ERULES-1963177438-15220

ED Decision 2023/011/R found in: Air Traffic Controllers Licensing and Certification (2015/340) Part-ATCO (Jun 2024)

Version Text

AMC1
ATCO.D.010(a) Composition of initial training

ED Decision 2023/011/R

GENERAL

**1.         Structure of the basic and rating training syllabi**

(a)       The basic and rating
training syllabi have been structured as follows:

(1)       The syllabus is
divided into subjects, which are divided into topics that are in turn divided
into subtopics. This structure serves the definition and classification of the
objectives. There can be one or several objectives linked to each subtopic.

(2)       Objectives are
assigned to a specific subject which deals with the knowledge and skills
needed to accomplish the related subject objective.

(3)       Subjects, topics and
subtopics are contained in Appendices 2 to 8 to Annex I to Commission
Regulation (EU) 2015/340, and are repeated in:

—
[AMC1 ATCO.D.010(a)(1)](https://dxweb.easa.europa.eu/dx4/Topics/atcoannex005.docx) Composition of
initial training — BASIC TRAINING — SUBJECT OBJECTIVES AND TRAINING
OBJECTIVES;

—
[AMC1 ATCO.D.010(a)(2)(i)](#_DxCrossRefBm1379192489) Composition of
initial training — AERODROME CONTROL VISUAL RATING (ADV) TRAINING — SUBJECT
OBJECTIVES AND TRAINING OBJECTIVES;

—
[AMC1 ATCO.D.010(a)(2)(ii)](#_DxCrossRefBm1379192491) Composition of
initial training — AERODROME CONTROL INSTRUMENT RATING FOR TOWER ADI (TWR)
TRAINING — SUBJECT OBJECTIVES AND TRAINING OBJECTIVES;

—
[AMC1 ATCO.D.010(a)(2)(iii)](#_DxCrossRefBm1379192493) Composition of
initial training — APPROACH CONTROL PROCEDURAL RATING (APP) TRAINING — SUBJECT
OBJECTIVES AND TRAINING OBJECTIVES;

—
[AMC1 ATCO.D.010(a)(2)(iv)](#_DxCrossRefBm1379192495) Composition of
initial training — AREA CONTROL PROCEDURAL RATING (ACP) TRAINING — SUBJECT
OBJECTIVES AND TRAINING OBJECTIVES;

—
[AMC1 ATCO.D.010(a)(2)(v)](#_DxCrossRefBm1379192497) Composition of
initial training — APPROACH CONTROL SURVEILLANCE RATING (APS) TRAINING —
SUBJECT OBJECTIVES AND TRAINING OBJECTIVES

—
[AMC1 ATCO.D.010(a)(2)(vi)](#_DxCrossRefBm1379192499) Composition of
initial training — AREA CONTROL SURVEILLANCE RATING (ACS) TRAINING — SUBJECT
OBJECTIVES AND TRAINING OBJECTIVES

in order to provide the reader with a comprehensive and unique
reference document for the basic and each of the rating trainings. Subject
objectives and training objectives are included in and form an integral part
of each of the aforementioned AMC.

![Aviation.Bot AI suggestion, not from EASA source: [Image caption skipped for debugging]](/static/files/file_2BxKcVmLIxJ/image011.png)

Figure
1: Layout of the syllabus

[applicable until 3 August 2024 - ED Decision
2019/023/R]

GENERAL

1.         Structure
of the basic and rating training syllabi

(a)       The
basic and rating training syllabi are structured as follows:

(1)       The
syllabus is divided into subjects, which are divided into topics that are in
turn divided into subtopics. This structure serves the definition and
classification of the objectives. There can be one or several objectives
linked to each subtopic.

(2)       Objectives
are assigned to a specific topic/subtopic which deals with the knowledge and
skills needed to accomplish the related subject.

(3)       Subjects,
topics and subtopics are contained in Appendices 2 to 7 to Annex I to
Commission Regulation (EU) 2015/340, and are repeated in:

—
[AMC1 ATCO.D.010(a)(1)](https://dxweb.easa.europa.eu/dx4/Topics/atcoannex005.docx) Composition of initial training — BASIC TRAINING — TRAINING
OBJECTIVES;

—
             [AMC1 ATCO.D.010(a)(2)(i)](#_DxCrossRefBm1379192489) Composition of initial training — AERODROME CONTROL
RATING (ADC) TRAINING — TRAINING OBJECTIVES;

—
             [AMC1 ATCO.D.010(a)(2)(ii)](#_DxCrossRefBm1379192493) Composition of initial training — APPROACH CONTROL
PROCEDURAL RATING (APP) TRAINING — TRAINING OBJECTIVES;

—
             [AMC1 ATCO.D.010(a)(2)(iii)](#_DxCrossRefBm1379192495) Composition of initial training — AREA CONTROL
PROCEDURAL RATING (ACP) TRAINING — TRAINING OBJECTIVES;

—
[AMC1
ATCO.D.010(a)(2)(iv)](#_DxCrossRefBm1379192497)
Composition of initial training — APPROACH CONTROL SURVEILLANCE RATING (APS)
TRAINING — TRAINING OBJECTIVES

—
             [AMC1 ATCO.D.010(a)(2)(v)](#_DxCrossRefBm1379192499) Composition of initial training — AREA CONTROL
SURVEILLANCE RATING (ACS) TRAINING — TRAINING OBJECTIVES

in order to provide the reader with a
comprehensive and unique reference document for the basic and each of the
rating training courses. Training objectives are included in, and form an
integral part of, each of the aforementioned AMC.

![Aviation.Bot AI suggestion, not from EASA source: [Image caption skipped for debugging]](/static/files/file_2BxKcVmLIxJ/image012.jpg)

**Figure 1: Layout of the syllabus**

*[applicable from 4 August 2024 - ED
Decision 2023/011/R]*

(b)       The following
principles may be applied to the development of a training course that is
based on any of the syllabi:

(1)       The structure of the
syllabi and the order of the objectives contained therein is neither intended
to convey a pedagogical sequence nor to indicate a relative level of
importance.

(2)       No objective from the
basic training syllabus is repeated as ‘a refresher’ in the rating training
syllabi.

(3)       The number of
objectives contained within a subtopic does not necessarily signify how long
it should take to teach that subtopic. For example, a subtopic containing five
relatively straightforward objectives may take a shorter time to be taught
than another subtopic containing two complex objectives.

**2.         Structure of the objectives**

(a)       An objective consists
of three elements:

(1)       The corpus, which is
a description of the required performance. It always contains an action verb
to ensure that the outcome is observable. The action verb is always associated
with a defined taxonomy.

(2)       The level, which
indicates numerically the taxonomy of the action verb.

(3)       The content, which
may be implicit or explicit. The explicit content is written in the content
field, while the implicit content is not but, instead, is implied in the
corpus of the objective and other elements (syllabus, subject, etc.). Content
that is a required part of the objective is written in the red-shaded field.
Optional content, written in italics, may be used if considered appropriate.

![Aviation.Bot AI suggestion, not from EASA source: [Image caption skipped for debugging]](/static/files/file_2BxKcVmLIxJ/image013.png)

Figure
2: Layout of an objective

[applicable until 3 August 2024 - ED Decision
2019/023/R]

(3)       The
content, which may be implicit or explicit. Explicit content is written in the
content field, while implicit content is not but, instead, is implied in the
corpus of the objective and other elements (syllabus, subject, etc.). Content
that is a required part of the objective is written in the red-shaded field.
Optional content, written in italics is provided to help training designers
develop their training material and may suggest possible reference documents
that could be used and/or elaborate on the content with specific examples.
With or without explicit content, the objective needs to be covered since the
implementation is implied in its corpus (text of the objective) and associated
context (Subtopic/Topic/Subject/ Rating).

![Aviation.Bot AI suggestion, not from EASA source: [Image caption skipped for debugging]](/static/files/file_2BxKcVmLIxJ/image014.jpg)

**Figure 2: Layout of an objective**

*[applicable from 4 August 2024 - ED
Decision 2023/011/R]*

**3.         Repeated and common objectives**

(a)       Repeated and common
objectives are only applicable to rating training.

(b)       To the right of each
objective, there is an indication of which other ratings contain this
particular objective. If the rating is indicated in red italics, it notifies
the reader that the objective(s) is (are) verbatim in each rating; however,
the objective numbers are different. This indication is the first step to help
the training providers identify the potential commonalities between the
various syllabi. As a second step, the training provider must determine, at
the level of local implementation, whether the objective is to be regarded as
repeated or common.

![Aviation.Bot AI suggestion, not from EASA source: [Image caption skipped for debugging]](/static/files/file_2BxKcVmLIxJ/image015.png)

Figure
3: Indication of the ratings that particular objective applies to

[applicable until 3 August 2024 - ED Decision
2019/023/R]

(b)       To
the right of each objective, there is an indication of which other ratings
contain this particular objective. If the rating is indicated in red italics,
it notifies the reader that the objective(s) is (are) verbatim in each rating;
however, the objective numbers are different. This indication is the first
step to help training providers identify potential commonalities between the
various syllabi. As a second step, training providers must determine, on the
level of local implementation, whether the objective is to be regarded as
repeated or common.

![Aviation.Bot AI suggestion, not from EASA source: [Image caption skipped for debugging]](/static/files/file_2BxKcVmLIxJ/image016.jpg)

**Figure 3: Indication of the ratings
to which a particular objective applies**

*[applicable from 4 August 2024 - ED
Decision 2023/011/R]*

3.1       Repeated
objectives

All the objectives appearing in a syllabus are implicitly
appropriate to this syllabus. As a consequence, objectives may be repeated
‘verbatim’ in different rating syllabi and nevertheless specify a different
performance. The reader always needs to mentally add the sentence ‘in this
syllabus context’ at the end of each objective.

For example, the objective ‘use approved
phraseology’ is repeated (same level, same corpus, same content) in all the
syllabi but is different because the context is different in each syllabus (a
learner that is able to use approved phraseology for en-route traffic will
need additional training before mastering the phraseology in the provision of
aerodrome control).

3.2       Common
objectives

(a)       Common objectives are
verbatim the same objectives that appear in more than one rating syllabi in
the same context so that they do not need to be taught again in case of
combined or successively organised courses.

For example, the objective ‘describe the human
information-processing model’ is common for all the syllabi because the
context is non-specific and is, therefore, not determined by the type of
rating.

(b)      As a general
principle, the rating subject ‘Human Factors’ is identical in each of the
rating training syllabi and can be considered as containing common objectives
because the context is always the same. This means that the rating training
objectives relating to Human Factors need to be taught only once. If a learner
acquires an additional rating, that learner would not be required to repeat
the Human Factors objectives.

**4.         Action verbs that support the taxonomy for training
objectives**

(a)       The five taxonomy
levels should be understood to have the following levels of complexity:

(1)       Action verbs for
Level 1

Level 1 — A basic knowledge of the subject. It is the ability to
remember essential points, to memorise data and retrieve it.

<table border="1" cellpadding="0" cellspacing="0" width="566">
<thead>
<tr>
<td valign="top" width="88">
L1 Verb
</td>
<td valign="top" width="192">
Definition
</td>
<td valign="top" width="286">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="88">
Define
</td>
<td valign="top" width="192">
State what it
 is and what its limits are; state the definition.
</td>
<td valign="top" width="286">
Define ATC
 service.
</td>
</tr>
<tr>
<td valign="top" width="88">
Draw
</td>
<td valign="top" width="192">
Produce a
 picture, pattern or diagram.
</td>
<td valign="top" width="286">
Draw the block
 diagram. 
Draw a holding
 pattern.
</td>
</tr>
<tr>
<td valign="top" width="88">
List
</td>
<td valign="top" width="192">
Say one after
 the other.
</td>
<td valign="top" width="286">
List the main
 structure components of an aircraft.
</td>
</tr>
<tr>
<td valign="top" width="88">
Name
</td>
<td valign="top" width="192">
Give name of
 objects or procedures.
</td>
<td valign="top" width="286">
Name the
 components of an ILS.
Name the key
 national and international aviation organisations.
</td>
</tr>
<tr>
<td valign="top" width="88">
Quote
</td>
<td valign="top" width="192">
Repeat what is
 written or said.
</td>
<td valign="top" width="286">
Quote ICAO
 definition of ATC service. 
</td>
</tr>
<tr>
<td valign="top" width="88">
Recognise
</td>
<td valign="top" width="192">
To know what it
 is because you have seen it before.
</td>
<td valign="top" width="286">
Recognise the
 information contained in the different parts of the <st1:stockticker w:st="on">AIP</st1:stockticker>.
</td>
</tr>
<tr>
<td valign="top" width="88">
State
</td>
<td valign="top" width="192">
Say
 or write in a formal or definite way.
</td>
<td valign="top" width="286">
State
 the meteorological hazards to aviation.
</td>
</tr>
</table>

[applicable until 3 August 2024 - ED Decision
2019/023/R]

(1)       Action verbs for Level 1

Level 1 — A basic knowledge of the subject.
It is the ability to remember essential points, to memorise data and retrieve
it.

<table border="1" cellpadding="0" cellspacing="0" width="566">
<thead>
<tr>
<td valign="top" width="88">
L1 Verb
</td>
<td valign="top" width="192">
Definition
</td>
<td valign="top" width="286">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="88">
Define
</td>
<td valign="top" width="192">
State what it is and
 what its limits are; state the definition.
</td>
<td valign="top" width="286">
Define ATC service.
</td>
</tr>
<tr>
<td valign="top" width="88">
Draw
</td>
<td valign="top" width="192">
Produce a picture,
 pattern or diagram.
</td>
<td valign="top" width="286">
Draw the block
 diagram. 
Draw a holding
 pattern.
</td>
</tr>
<tr>
<td valign="top" width="88">
List
</td>
<td valign="top" width="192">
Say one after the
 other.
</td>
<td valign="top" width="286">
List the different
 types of jet engines.
</td>
</tr>
<tr>
<td valign="top" width="88">
Name
</td>
<td valign="top" width="192">
Give the name of
 objects or procedures.
</td>
<td valign="top" width="286">
Name the competent
 authorities responsible for ATCO licensing and ANSP oversight.
</td>
</tr>
<tr>
<td valign="top" width="88">
Quote
</td>
<td valign="top" width="192">
Repeat what is written
 or said.
</td>
<td valign="top" width="286">
Quote the ICAO
 definition of ATC service. 
</td>
</tr>
<tr>
<td valign="top" width="88">
Recognise
</td>
<td valign="top" width="192">
To know what it is
 because you have seen it before.
</td>
<td valign="top" width="286">
Recognise the
 information contained in the different parts of the <st1:stockticker w:st="on">AIP</st1:stockticker>.
</td>
</tr>
<tr>
<td valign="top" width="88">
State
</td>
<td valign="top" width="192">
Say or write in a
 formal or definite way.
</td>
<td valign="top" width="286">
State the
 meteorological hazards to aviation.
</td>
</tr>
</table>

*[applicable from 4 August 2024 - ED
Decision 2023/011/R]*

(2)       Action
verbs for Level 2

Level 2 — The ability to understand and to discuss the subject matter
intelligently in order to represent and act upon certain objects and events.

<table border="1" cellpadding="0" cellspacing="0" width="566">
<thead>
<tr>
<td valign="top" width="88">
L2 Verb
</td>
<td valign="top" width="223">
Definition
</td>
<td valign="top" width="255">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="88">
Characterise
</td>
<td valign="top" width="223">
To
 describe the quality of features in something.
</td>
<td valign="top" width="255">
Characterise
 the main items of ATC equipment.
</td>
</tr>
<tr>
<td valign="top" width="88">
Consider
</td>
<td valign="top" width="223">
To
 think carefully about it.
</td>
<td valign="top" width="255">
Consider
 the benefits of Critical Incident Stress Management (CISM).
</td>
</tr>
<tr>
<td valign="top" width="88">
Demonstrate
</td>
<td valign="top" width="223">
Describe
 and explain; logically or mathematically prove the truth of a statement. 
</td>
<td valign="top" width="255">
Demonstrate
 the importance of good communication in ATC.
</td>
</tr>
<tr>
<td valign="top" width="88">
Describe
</td>
<td valign="top" width="223">
Say
 what it is like or what happened. 
</td>
<td valign="top" width="255">
Describe
 the methods by which ICAO notifies and implements legislation.
</td>
</tr>
<tr>
<td valign="top" width="88">
Differentiate
</td>
<td valign="top" width="223">
Show
 the differences between things.
</td>
<td valign="top" width="255">
Differentiate
 between different types of visibility.
</td>
</tr>
<tr>
<td valign="top" width="88">
Explain
</td>
<td valign="top" width="223">
Give
 details about something or describe so that it can be understood.
</td>
<td valign="top" width="255">
Explain
 the purpose and function of ICAO.
</td>
</tr>
<tr>
<td valign="top" width="88">
Take account of
</td>
<td valign="top" width="223">
Take
 into consideration before deciding.
</td>
<td valign="top" width="255">
Take
 account of the wind influence when calculating a ground speed.
Take
 account of the limitations of equipment and systems. 
</td>
</tr>
</table>

[applicable until 3 August 2024 - ED Decision
2019/023/R]

(2)       Action verbs for Level 2

Level 2 — The ability to understand and to
discuss the subject matter intelligently in order to represent and act upon
certain objects and events.

<table border="1" cellpadding="0" cellspacing="0" width="566">
<thead>
<tr>
<td valign="top" width="88">
L2 Verb
</td>
<td valign="top" width="223">
Definition
</td>
<td valign="top" width="255">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="88">
Characterise
</td>
<td valign="top" width="223">
To describe the
 quality of features in something.
</td>
<td valign="top" width="255">
Characterise the main
 radio navigation techniques based on ground-based systems.
</td>
</tr>
<tr>
<td valign="top" width="88">
Consider
</td>
<td valign="top" width="223">
To think carefully
 about it.
</td>
<td valign="top" width="255">
Consider how the
 evolution of a situation may have an impact on safety.
</td>
</tr>
<tr>
<td valign="top" width="88">
Demonstrate
</td>
<td valign="top" width="223">
Describe and explain;
 logically or mathematically prove the truth of a statement. 
</td>
<td valign="top" width="255">
Demonstrate the
 importance of good communication in ATC.
</td>
</tr>
<tr>
<td valign="top" width="88">
Describe
</td>
<td valign="top" width="223">
Say what it is like or
 what happened. 
</td>
<td valign="top" width="255">
Describe the methods
 by which ICAO notifies and implements legislation.
</td>
</tr>
<tr>
<td valign="top" width="88">
Differentiate
</td>
<td valign="top" width="223">
Show the differences between
 things.
</td>
<td valign="top" width="255">
Differentiate between
 different types of visibility.
</td>
</tr>
<tr>
<td valign="top" width="88">
Explain
</td>
<td valign="top" width="223">
Give details about
 something or describe so that it can be understood.
</td>
<td valign="top" width="255">
Explain the purpose
 and function of ICAO.
</td>
</tr>
<tr>
<td valign="top" width="88">
Take account of
</td>
<td valign="top" width="223">
Take into
 consideration before deciding.
</td>
<td valign="top" width="255">
Take account of the
 limitations of equipment and systems. 
</td>
</tr>
</table>

*[applicable from 4 August 2024 - ED
Decision 2023/011/R]*

(3)       Action
verbs for Level 3

Level 3 — A thorough knowledge of the subject and the ability to apply
it with accuracy. The ability to make use of the repertoire of knowledge to
develop plans and activate them.

<table border="1" cellpadding="0" cellspacing="0" width="566">
<thead>
<tr>
<td valign="top" width="89">
L3 Verb
</td>
<td valign="top" width="222">
Definition
</td>
<td valign="top" width="255">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="89">
Act
</td>
<td valign="top" width="222">
Carry
 out, execute.
</td>
<td valign="top" width="255">
Act
 to reduce stress.
</td>
</tr>
<tr>
<td valign="top" width="89">
Apply
</td>
<td valign="top" width="222">
Use
 something in a situation or activity.
</td>
<td valign="top" width="255">
Apply
 separation.
</td>
</tr>
<tr>
<td valign="top" width="89">
Appreciate
</td>
<td valign="top" width="222">
To
 understand a situation and know what is involved in a problem-solving
 situation, to state a plan without applying it.
</td>
<td valign="top" width="255">
Appreciate
 the necessity for coordination (the learner says that the coordination will
 be done and with whom; the learner does not perform the actual
 coordination).
</td>
</tr>
<tr>
<td valign="top" width="89">
Assist
</td>
<td valign="top" width="222">
Help
 somebody to do a job by doing part of it.
</td>
<td valign="top" width="255">
Assist
 the pilot.
</td>
</tr>
<tr>
<td valign="top" width="89">
Calculate
</td>
<td valign="top" width="222">
To
 discover from information you already have by arithmetic; to think about a
 possible cause of action in order to form an opinion or decide what to do.
</td>
<td valign="top" width="255">
Calculate
 appropriate levels.
Calculate
 conversions between the three north designations.
</td>
</tr>
<tr>
<td valign="top" width="89">
Check
</td>
<td valign="top" width="222">
Make
 sure the information is correct (satisfactory).
</td>
<td valign="top" width="255">
Check
 the accuracy of flight data information.
Check
 availability of information material.
</td>
</tr>
<tr>
<td valign="top" width="89">
Choose
</td>
<td valign="top" width="222">
Select
 out of number, decide to do one thing rather than another.
</td>
<td valign="top" width="255">
Choose
 appropriate levels.
Choose
 which aircraft should be vectored.
</td>
</tr>
<tr>
<td valign="top" width="89">
Collect
</td>
<td valign="top" width="222">
Assemble,
 accumulate, bring or come together.
</td>
<td valign="top" width="255">
Collect
 examples of different types of error, their causes and consequences for ATC.
</td>
</tr>
<tr>
<td valign="top" width="89">
Conduct
</td>
<td valign="top" width="222">
Organise
 and carry out.
</td>
<td valign="top" width="255">
Conduct
 coordination.
</td>
</tr>
<tr>
<td valign="top" width="89">
Confirm
</td>
<td valign="top" width="222">
Establish
 more firmly, corroborate. 
</td>
<td valign="top" width="255">
Confirm
 sequence order. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Decode
</td>
<td valign="top" width="222">
Turn
 into ordinary writing, decipher.
</td>
<td valign="top" width="255">
Decode
 the content of weather reports and forecast.
</td>
</tr>
<tr>
<td valign="top" width="89">
Encode
</td>
<td valign="top" width="222">
Put
 into code or cipher.
</td>
<td valign="top" width="255">
Encode
 and decode flight plans (including supplementary information).
</td>
</tr>
<tr>
<td valign="top" width="89">
Estimate
</td>
<td valign="top" width="222">
Form
 an approximate judgement of a number, form an opinion.
</td>
<td valign="top" width="255">
Estimate
 distance and direction between two points.
</td>
</tr>
<tr>
<td valign="top" width="89">
Execute
</td>
<td valign="top" width="222">
Perform
 action.
</td>
<td valign="top" width="255">
Execute
 corrective actions.
</td>
</tr>
<tr>
<td valign="top" width="89">
Extract
</td>
<td valign="top" width="222">
Copy
 out, make extracts from, find, deduce.
</td>
<td valign="top" width="255">
Extract
 pertinent data from relevant sources to produce a flight progress display.
</td>
</tr>
<tr>
<td valign="top" width="89">
Identify
</td>
<td valign="top" width="222">
Associate
 oneself inseparably with, establish the identity.
</td>
<td valign="top" width="255">
Identify
 the role of ATC as a service provider and the requirements of the <st1:stockticker w:st="on">ATS</st1:stockticker> users.
Identify an
 aircraft.
</td>
</tr>
<tr>
<td valign="top" width="89">
Inform
</td>
<td valign="top" width="222">
Tell, give
 facts or information.
</td>
<td valign="top" width="255">
Inform
 supervisor of situation.
</td>
</tr>
<tr>
<td valign="top" width="89">
Initiate
</td>
<td valign="top" width="222">
Begin, set
 going, originate.
</td>
<td valign="top" width="255">
Initiate
 appropriate coordination. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Input
</td>
<td valign="top" width="222">
Enter in the
 system.
</td>
<td valign="top" width="255">
Input data. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Issue
</td>
<td valign="top" width="222">
Send forth,
 publish.
</td>
<td valign="top" width="255">
Issue
 appropriate ATC clearances.
Issue
 appropriate traffic information.
</td>
</tr>
<tr>
<td valign="top" width="89">
Maintain
</td>
<td valign="top" width="222">
Cause or enable
 to continue.
</td>
<td valign="top" width="255">
Maintain flight
 data display. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Measure
</td>
<td valign="top" width="222">
Ascertain
 extent or quality of (thing) by comparison with fixed unit or with object of
 known size.
</td>
<td valign="top" width="255">
Measure
 distance on a map.
</td>
</tr>
<tr>
<td valign="top" width="89">
Monitor
</td>
<td valign="top" width="222">
Keep under
 observation.
</td>
<td valign="top" width="255">
Monitor
 traffic.
Monitor the
 effect of human information-processing factors on decision-making.
</td>
</tr>
<tr>
<td valign="top" width="89">
Notify
</td>
<td valign="top" width="222">
Make known,
 announce, report.
</td>
<td valign="top" width="255">
Notify runway
 in use.
</td>
</tr>
<tr>
<td valign="top" width="89">
Obtain
</td>
<td valign="top" width="222">
Acquire easily
 without research.
</td>
<td valign="top" width="255">
Obtain
 meteorological information.
Obtain
 information from the relieving controller.
</td>
</tr>
<tr>
<td valign="top" width="89">
Operate
</td>
<td valign="top" width="222">
Conduct work on
 equipment. 
</td>
<td valign="top" width="255">
Operate the
 equipment of the controller working position.
</td>
</tr>
<tr>
<td valign="top" width="89">
Pass
</td>
<td valign="top" width="222">
Move, cause to
 go, transmit. 
</td>
<td valign="top" width="255">
Pass essential
 traffic information without delay.
</td>
</tr>
<tr>
<td valign="top" width="89">
Perform
</td>
<td valign="top" width="222">
Carry into
 effect, go through, execute.
</td>
<td valign="top" width="255">
Perform
 communication effectively.
</td>
</tr>
<tr>
<td valign="top" width="89">
Process
</td>
<td valign="top" width="222">
To put through
 the steps of a prescribed procedure.
</td>
<td valign="top" width="255">
Process
 pertinent data on data displays.
</td>
</tr>
<tr>
<td valign="top" width="89">
Record
</td>
<td valign="top" width="222">
Register, set
 down for remembrance or reference.
</td>
<td valign="top" width="255">
Record
 information by writing effectively.
</td>
</tr>
<tr>
<td valign="top" width="89">
Relay
</td>
<td valign="top" width="222">
Receive and
 pass on, broadcast.
</td>
<td valign="top" width="255">
Relay
 meteorological information from pilot reports.
</td>
</tr>
<tr>
<td valign="top" width="89">
Respond
</td>
<td valign="top" width="222">
Provide an
 answer, perform answering or corresponding action.
</td>
<td valign="top" width="255">
Respond to
 loss/doubt concerning identification. 
Respond to
 distress and urgency messages and signals.
</td>
</tr>
<tr>
<td valign="top" width="89">
Scan
</td>
<td valign="top" width="222">
Continuously
 observe rapidly, sequentially and selectively in order to extract relevant
 data.
</td>
<td valign="top" width="255">
Scan data
 display. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Transfer
</td>
<td valign="top" width="222">
Hand over.
</td>
<td valign="top" width="255">
Transfer
 information to the relieving controller. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Update
</td>
<td valign="top" width="222">
Refresh, bring
 up to date.
</td>
<td valign="top" width="255">
Update the data
 display to accurately reflect the traffic situation.
</td>
</tr>
<tr>
<td valign="top" width="89">
Use
</td>
<td valign="top" width="222">
Employ for a
 purpose, handle as instrument, put into operation.
</td>
<td valign="top" width="255">
Use approved
 phraseology.
Use the
 available means for coordination.
</td>
</tr>
<tr>
<td valign="top" width="89">
Verify
</td>
<td valign="top" width="222">
Establish truth
 of.
</td>
<td valign="top" width="255">
Verify the mode
 C information.
</td>
</tr>
</table>

[applicable until 3 August 2024 - ED Decision
2019/023/R]

(3)       Action
verbs for Level 3

Level 3 — A thorough knowledge of the
subject and the ability to apply it with accuracy. The ability to make use of
the repertoire of knowledge to develop plans and activate them.

<table border="1" cellpadding="0" cellspacing="0" width="566">
<thead>
<tr>
<td valign="top" width="89">
L3 Verb
</td>
<td valign="top" width="222">
Definition
</td>
<td valign="top" width="255">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="89">
Act
</td>
<td valign="top" width="222">
Carry out, execute.
</td>
<td valign="top" width="255">
Act to reduce stress.
</td>
</tr>
<tr>
<td valign="top" width="89">
Apply
</td>
<td valign="top" width="222">
Use something in a situation or activity.
</td>
<td valign="top" width="255">
Apply separation.
</td>
</tr>
<tr>
<td valign="top" width="89">
Appreciate
</td>
<td valign="top" width="222">
To understand a situation and know
 what is involved in a problem-solving situation, to state a plan without
 applying it.
</td>
<td valign="top" width="255">
Appreciate the need for coordination
 (the learner says that the coordination will be done and with whom; the
 learner does not perform the actual coordination).
</td>
</tr>
<tr>
<td valign="top" width="89">
Assist
</td>
<td valign="top" width="222">
Help somebody to do a job by doing
 part of it.
</td>
<td valign="top" width="255">
Assist the pilot.
</td>
</tr>
<tr>
<td valign="top" width="89">
Calculate
</td>
<td valign="top" width="222">
To discover from information you
 already have by arithmetic; to think about a possible cause of action in
 order to form an opinion or decide what to do.
</td>
<td valign="top" width="255">
Calculate appropriate levels.
Calculate conversions between the
 three north designations.
</td>
</tr>
<tr>
<td valign="top" width="89">
Check
</td>
<td valign="top" width="222">
Make sure the information is correct
 (satisfactory).
</td>
<td valign="top" width="255">
Check all relevant documentation
 before managing traffic.
Check availability of information.
</td>
</tr>
<tr>
<td valign="top" width="89">
Choose
</td>
<td valign="top" width="222">
Select out of number, decide to do one
 thing rather than another.
</td>
<td valign="top" width="255">
Choose appropriate levels.
Choose the appropriate separation
 methods.
</td>
</tr>
<tr>
<td valign="top" width="89">
Collect
</td>
<td valign="top" width="222">
Assemble, accumulate, bring or come
 together.
</td>
<td valign="top" width="255">
Collect appropriate information
 relevant to the situation.
</td>
</tr>
<tr>
<td valign="top" width="89">
Conduct
</td>
<td valign="top" width="222">
Organise and carry out.
</td>
<td valign="top" width="255">
Conduct level changes.
</td>
</tr>
<tr>
<td valign="top" width="89">
Confirm
</td>
<td valign="top" width="222">
Establish more firmly, corroborate. 
</td>
<td valign="top" width="255">
Confirm sequence order. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Decode
</td>
<td valign="top" width="222">
Turn into ordinary writing, decipher.
</td>
<td valign="top" width="255">
Decode the content of weather reports
 and forecasts.
</td>
</tr>
<tr>
<td valign="top" width="89">
Encode
</td>
<td valign="top" width="222">
Put into code or cipher.
</td>
<td valign="top" width="255">
Encode and decode flight plans
 (including supplementary information).
</td>
</tr>
<tr>
<td valign="top" width="89">
Estimate
</td>
<td valign="top" width="222">
Form an approximate judgement of a
 number, form an opinion.
</td>
<td valign="top" width="255">
Estimate the heading for a new track
 and the distance to the next way point.
</td>
</tr>
<tr>
<td valign="top" width="89">
Execute
</td>
<td valign="top" width="222">
Perform action.
</td>
<td valign="top" width="255">
Execute selected plan in a timely
 manner.
</td>
</tr>
<tr>
<td valign="top" width="89">
Extract
</td>
<td valign="top" width="222">
Copy out, make extracts from, find,
 deduce.
</td>
<td valign="top" width="255">
Extract pertinent data from relevant
 sources to produce a flight progress display.
</td>
</tr>
<tr>
<td valign="top" width="89">
Identify
</td>
<td valign="top" width="222">
Associate oneself inseparably with,
 establish the identity.
</td>
<td valign="top" width="255">
Identify potential or actual abnormal
 and emergency situations.
Identify aircraft.
</td>
</tr>
<tr>
<td valign="top" width="89">
Inform
</td>
<td valign="top" width="222">
Tell, give facts or information.
</td>
<td valign="top" width="255">
Inform the supervisor of local factors
 affecting the ATS system capacity and air traffic flow management.
</td>
</tr>
<tr>
<td valign="top" width="89">
Initiate
</td>
<td valign="top" width="222">
Begin, set going, originate.
</td>
<td valign="top" width="255">
Initiate appropriate coordination. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Input
</td>
<td valign="top" width="222">
Enter in the system.
</td>
<td valign="top" width="255">
Input data. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Issue
</td>
<td valign="top" width="222">
Send forth, publish.
</td>
<td valign="top" width="255">
Issue appropriate ATC clearances.
Issue appropriate information
 concerning the position of conflicting traffic.
</td>
</tr>
<tr>
<td valign="top" width="89">
Maintain
</td>
<td valign="top" width="222">
Cause or enable to continue.
</td>
<td valign="top" width="255">
Maintain situational awareness by
 monitoring traffic 
</td>
</tr>
<tr>
<td valign="top" width="89">
Measure
</td>
<td valign="top" width="222">
Ascertain extent or quality of (thing)
 by comparison with fixed unit or with object of known size.
</td>
<td valign="top" width="255">
Measure distance on a map.
</td>
</tr>
<tr>
<td valign="top" width="89">
Monitor
</td>
<td valign="top" width="222">
Keep under observation.
</td>
<td valign="top" width="255">
Monitor the technical integrity of the
 controller working position.
</td>
</tr>
<tr>
<td valign="top" width="89">
Notify
</td>
<td valign="top" width="222">
Make known, announce, report.
</td>
<td valign="top" width="255">
Notify runway in use.
</td>
</tr>
<tr>
<td valign="top" width="89">
Obtain
</td>
<td valign="top" width="222">
Acquire easily without research.
</td>
<td valign="top" width="255">
Obtain meteorological information.
</td>
</tr>
<tr>
<td valign="top" width="89">
Operate
</td>
<td valign="top" width="222">
Conduct work on equipment. 
</td>
<td valign="top" width="255">
Operate the equipment of the
 controller working position.
</td>
</tr>
<tr>
<td valign="top" width="89">
Pass
</td>
<td valign="top" width="222">
Move, cause to go, transmit. 
</td>
<td valign="top" width="255">
Pass essential traffic information
 without delay.
</td>
</tr>
<tr>
<td valign="top" width="89">
Perform
</td>
<td valign="top" width="222">
Carry into effect, go through,
 execute.
</td>
<td valign="top" width="255">
Perform communication effectively.
</td>
</tr>
<tr>
<td valign="top" width="89">
Process
</td>
<td valign="top" width="222">
To put through the steps of a
 prescribed procedure.
</td>
<td valign="top" width="255">
Process pertinent data on data
 displays.
</td>
</tr>
<tr>
<td valign="top" width="89">
Record
</td>
<td valign="top" width="222">
Register, set down for remembrance or
 reference.
</td>
<td valign="top" width="255">
Record information by writing
 effectively.
</td>
</tr>
<tr>
<td valign="top" width="89">
Relay
</td>
<td valign="top" width="222">
Receive and pass on, broadcast.
</td>
<td valign="top" width="255">
Relay meteorological information.
</td>
</tr>
<tr>
<td valign="top" width="89">
Respond
</td>
<td valign="top" width="222">
Provide an answer, perform answering
 or corresponding action.
</td>
<td valign="top" width="255">
Respond to loss/doubt concerning
 identification. 
Respond to distress and urgency
 messages and signals.
</td>
</tr>
<tr>
<td valign="top" width="89">
Scan
</td>
<td valign="top" width="222">
Continuously observe rapidly,
 sequentially and selectively in order to extract relevant data.
</td>
<td valign="top" width="255">
Scan data display. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Transfer
</td>
<td valign="top" width="222">
Hand over.
</td>
<td valign="top" width="255">
Transfer information to the relieving
 controller. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Update
</td>
<td valign="top" width="222">
Refresh, bring up to date.
</td>
<td valign="top" width="255">
Update the data display to accurately
 reflect the traffic situation.
</td>
</tr>
<tr>
<td valign="top" width="89">
Use
</td>
<td valign="top" width="222">
Employ for a purpose, handle as
 instrument, put into operation.
</td>
<td valign="top" width="255">
Use approved phraseology.
Use the available means for
 coordination.
</td>
</tr>
<tr>
<td valign="top" width="89">
Verify
</td>
<td valign="top" width="222">
Establish truth of.
</td>
<td valign="top" width="255">
Verify that the settings of the
 working position are appropriate.
</td>
</tr>
</table>

*[applicable from 4 August 2024 - ED
Decision 2023/011/R]*

(4)       Action verbs for
Level 4

Level 4 — Ability to establish a line of action within a unit of
known applications following the correct chronology and the adequate method to
resolve a problematic situation. This involves the integration of known
applications in a familiar situation.

<table border="1" cellpadding="0" cellspacing="0" width="566">
<thead>
<tr>
<td valign="top" width="89">
L4 Verb
</td>
<td valign="top" width="203">
Definition
</td>
<td valign="top" width="274">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="89">
Acquire
</td>
<td valign="top" width="203">
Gain by oneself
 and for oneself, obtain after research.
</td>
<td valign="top" width="274">
Acquire
 relevant aeronautical information. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Adjust
</td>
<td valign="top" width="203">
Change to a new
 position, value or setting.
</td>
<td valign="top" width="274">
Adjust the
 surveillance system display.
</td>
</tr>
<tr>
<td valign="top" width="89">
Allocate
</td>
<td valign="top" width="203">
Assign, devote.
</td>
<td valign="top" width="274">
Allocate levels
 (height, altitude, flight level) according to altimetry data.
</td>
</tr>
<tr>
<td valign="top" width="89">
Analyse
</td>
<td valign="top" width="203">
Examine
 minutely the constitution of.
</td>
<td valign="top" width="274">
Analyse
 examples of pilot–controller communication for effectiveness.
Analyse the
 information provided by the radar equipment.
</td>
</tr>
<tr>
<td valign="top" width="89">
Assign
</td>
<td valign="top" width="203">
Designate or
 set an element.
</td>
<td valign="top" width="274">
Assign codes. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Coordinate
</td>
<td valign="top" width="203">
Negotiate with
 others in order to work together effectively.
</td>
<td valign="top" width="274">
Coordinate
 runway in use.
Coordinate when
 providing FIS.
</td>
</tr>
<tr>
<td valign="top" width="89">
Comply
</td>
<td valign="top" width="203">
Act in
 accordance with.
</td>
<td valign="top" width="274">
Comply with
 rules. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Delegate
</td>
<td valign="top" width="203">
Commit
 authority to somebody.
</td>
<td valign="top" width="274">
Delegate
 separation to pilots in the case of aircraft executing successive visual
 approaches.
</td>
</tr>
<tr>
<td valign="top" width="89">
Detect
</td>
<td valign="top" width="203">
Discover
 existence of.
</td>
<td valign="top" width="274">
Detect
 potential conflict.
</td>
</tr>
<tr>
<td valign="top" width="89">
Ensure
</td>
<td valign="top" width="203">
Make safe, make
 certain.
</td>
<td valign="top" width="274">
Ensure the
 agreed course of action is carried out. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Expedite
</td>
<td valign="top" width="203">
Assist the
 progress of, do speedily.
</td>
<td valign="top" width="274">
Expedite
 traffic.
</td>
</tr>
<tr>
<td valign="top" width="89">
Integrate
</td>
<td valign="top" width="203">
Combine into a
 whole, complete by addition of parts.
</td>
<td valign="top" width="274">
Integrate
 appropriate ATC clearances in control service.
</td>
</tr>
<tr>
<td valign="top" width="89">
Manage
</td>
<td valign="top" width="203">
Handle,
 conduct, maintain control over something, be in charge of.
</td>
<td valign="top" width="274">
Manage traffic
 on the manoeuvring area.
Manage traffic
 in accordance with procedural changes.
</td>
</tr>
<tr>
<td valign="top" width="89">
Organise
</td>
<td valign="top" width="203">
Give orderly
 structure to, frame and put into working order.
</td>
<td valign="top" width="274">
Organise
 pertinent data on data displays.
Organise
 priority of actions.
</td>
</tr>
<tr>
<td valign="top" width="89">
Predict
</td>
<td valign="top" width="203">
Forecast.
</td>
<td valign="top" width="274">
Predict
 positions of aircraft in the aerodrome traffic and taxi circuits.
</td>
</tr>
<tr>
<td valign="top" width="89">
Provide
</td>
<td valign="top" width="203">
Supply,
 furnish.
</td>
<td valign="top" width="274">
Provide radar
 separation.
Provide FIS.
</td>
</tr>
<tr>
<td valign="top" width="89">
Relate
</td>
<td valign="top" width="203">
Establish link
 with.
</td>
<td valign="top" width="274">
Relate a
 pressure setting to an altitude.
</td>
</tr>
</table>

[applicable until 3 August 2024 - ED Decision
2019/023/R]

(4)       Action
verbs for Level 4

Level 4 — Ability to establish a line of
action within a unit of known applications following the correct chronology
and the adequate method to resolve a problematic situation. This involves the
integration of known applications in a familiar situation.

<table border="1" cellpadding="0" cellspacing="0" width="566">
<thead>
<tr>
<td valign="top" width="89">
L4 Verb
</td>
<td valign="top" width="203">
Definition
</td>
<td valign="top" width="274">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="89">
Acquire
</td>
<td valign="top" width="203">
Gain by oneself and for oneself,
 obtain after research.
</td>
<td valign="top" width="274">
Acquire relevant aeronautical
 information. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Adjust
</td>
<td valign="top" width="203">
Change to a new position, value or
 setting.
</td>
<td valign="top" width="274">
Adjust the surveillance system
 display.
</td>
</tr>
<tr>
<td valign="top" width="89">
Allocate
</td>
<td valign="top" width="203">
Assign, devote.
</td>
<td valign="top" width="274">
Allocate levels according to altimetry
 data.
</td>
</tr>
<tr>
<td valign="top" width="89">
Analyse
</td>
<td valign="top" width="203">
Examine minutely the constitution of.
</td>
<td valign="top" width="274">
Analyse examples of pilot–controller
 communication for effectiveness.
Analyse the information provided by
 the ATS surveillance system.
</td>
</tr>
<tr>
<td valign="top" width="89">
Assign
</td>
<td valign="top" width="203">
Designate or set an element.
</td>
<td valign="top" width="274">
Assign codes. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Coordinate
</td>
<td valign="top" width="203">
Negotiate with others in order to work
 together effectively.
</td>
<td valign="top" width="274">
Coordinate runway in use.
Coordinate when providing FIS.
</td>
</tr>
<tr>
<td valign="top" width="89">
Comply
</td>
<td valign="top" width="203">
Act in accordance with.
</td>
<td valign="top" width="274">
Comply with rules. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Delegate
</td>
<td valign="top" width="203">
Commit authority to somebody.
</td>
<td valign="top" width="274">
Delegate separation to pilots in the
 case of aircraft executing successive visual approaches.
</td>
</tr>
<tr>
<td valign="top" width="89">
Detect
</td>
<td valign="top" width="203">
Discover existence of.
</td>
<td valign="top" width="274">
Detect conflicts in time for
 appropriate resolution.
</td>
</tr>
<tr>
<td valign="top" width="89">
Ensure
</td>
<td valign="top" width="203">
Make safe, make certain.
</td>
<td valign="top" width="274">
Ensure the agreed course of action is
 carried out. 
</td>
</tr>
<tr>
<td valign="top" width="89">
Expedite
</td>
<td valign="top" width="203">
Assist the progress of, do speedily.
</td>
<td valign="top" width="274">
Expedite traffic.
</td>
</tr>
<tr>
<td valign="top" width="89">
Integrate
</td>
<td valign="top" width="203">
Combine into a whole, complete by
 addition of parts.
</td>
<td valign="top" width="274">
Integrate appropriate ATC clearances
 in control service.
</td>
</tr>
<tr>
<td valign="top" width="89">
Manage
</td>
<td valign="top" width="203">
Handle, conduct, maintain control over
 something, be in charge of.
</td>
<td valign="top" width="274">
Manage traffic on the manoeuvring
 area.
Manage traffic in accordance with a
 change to operational procedures.
</td>
</tr>
<tr>
<td valign="top" width="89">
Organise
</td>
<td valign="top" width="203">
Give orderly structure to, frame and
 put into working order.
</td>
<td valign="top" width="274">
Organise pertinent data on data
 displays.
Organise priority of actions.
</td>
</tr>
<tr>
<td valign="top" width="89">
Predict
</td>
<td valign="top" width="203">
Forecast.
</td>
<td valign="top" width="274">
Predict positions of aircraft in the
 aerodrome traffic and taxi circuits.
</td>
</tr>
<tr>
<td valign="top" width="89">
Provide
</td>
<td valign="top" width="203">
Supply, furnish.
</td>
<td valign="top" width="274">
Provide vectoring.
Provide FIS.
</td>
</tr>
<tr>
<td valign="top" width="89">
Relate
</td>
<td valign="top" width="203">
Establish link with.
</td>
<td valign="top" width="274">
Relate a pressure setting to an
 altitude.
</td>
</tr>
</table>

*[applicable from 4 August 2024 - ED
Decision 2023/011/R]*

(5)       Action verbs for
Level 5

Level 5 — Ability to analyse new situation in order to elaborate and
apply one or other relevant strategy to solve a complex problem. The defining
feature is that the situation is qualitatively different from those previously
met, requiring judgement and evaluation of options.

<table border="1" cellpadding="0" cellspacing="0" width="565">
<thead>
<tr>
<td valign="top" width="86">
L5 verb
</td>
<td valign="top" width="233">
Definition
</td>
<td valign="top" width="246">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="86">
Assess
</td>
<td valign="top" width="233">
Estimate value
 or difficulty, evaluate, appraise.
</td>
<td valign="top" width="246">
Assess
 workload.
</td>
</tr>
<tr>
<td valign="top" width="86">
Balance
</td>
<td valign="top" width="233">
Weigh (a
 question, two arguments, etc., against each other).
</td>
<td valign="top" width="246">
Balance the
 workload with the traffic demand.
</td>
</tr>
<tr>
<td valign="top" width="86">
Discuss
</td>
<td valign="top" width="233">
Investigate by
 reasoning or argument.
</td>
<td valign="top" width="246">
Discuss the
 impact of regulation.
</td>
</tr>
<tr>
<td valign="top" width="86">
Evaluate
</td>
<td valign="top" width="233">
Ascertain
 amount of, find numerical expression for.
</td>
<td valign="top" width="246">
Evaluate the
 necessary information to be provided to pilots in need of navigational
 assistance.
</td>
</tr>
<tr>
<td valign="top" width="86">
Interpret
</td>
<td valign="top" width="233">
To decide on
 something's meaning or significance when there is a choice. 
</td>
<td valign="top" width="246">
Interpret
 operational information.
</td>
</tr>
<tr>
<td valign="top" width="86">
Optimise
</td>
<td valign="top" width="233">
To make
 optimal; get the most out of; use best; modify to achieve maximum
 efficiency.
</td>
<td valign="top" width="246">
Optimise the
 use of support tools.
</td>
</tr>
<tr>
<td valign="top" width="86">
Resolve
</td>
<td valign="top" width="233">
Solve, clear
 up, settle.
</td>
<td valign="top" width="246">
Resolve
 conflict.
</td>
</tr>
<tr>
<td valign="top" width="86">
Select
</td>
<td valign="top" width="233">
Pick out as
 best or most suitable.
</td>
<td valign="top" width="246">
Select the
 runway in use. 
</td>
</tr>
<tr>
<td valign="top" width="86">
Theorise
</td>
<td valign="top" width="233">
Extract general
 principles from a particular experience.
</td>
<td valign="top" width="246">
Theorise the
 resolution of conflict between a slow and a fast aircraft.
</td>
</tr>
<tr>
<td valign="top" width="86">
Validate
</td>
<td valign="top" width="233">
Make valid,
 ratify, prove valid, show or confirm the validity of something.
</td>
<td valign="top" width="246">
Validate one
 radar vectoring option to expedite the traffic.
</td>
</tr>
</table>

[applicable until 3 August 2024 - ED Decision
2019/023/R]

(5)       Action
verbs for Level 5

Level 5 — Ability to analyse new
situation in order to elaborate and apply one or other relevant strategy to
solve a complex problem. The defining feature is that the situation is
qualitatively different from those previously met, requiring judgement and
evaluation of options.

<table border="1" cellpadding="0" cellspacing="0" width="565">
<thead>
<tr>
<td valign="top" width="86">
L5 verb
</td>
<td valign="top" width="233">
Definition
</td>
<td valign="top" width="246">
Example
</td>
</tr>
</thead>
<tr>
<td valign="top" width="86">
Assess
</td>
<td valign="top" width="233">
Estimate value or difficulty,
 evaluate, appraise.
</td>
<td valign="top" width="246">
Assess workload.
</td>
</tr>
<tr>
<td valign="top" width="86">
Balance
</td>
<td valign="top" width="233">
Weigh (a question, two arguments,
 etc., against each other).
</td>
<td valign="top" width="246">
Balance the workload against personal
 capacity.
</td>
</tr>
<tr>
<td valign="top" width="86">
Discuss
</td>
<td valign="top" width="233">
Investigate by reasoning or argument.
</td>
<td valign="top" width="246">
Discuss the impact of regulation.
</td>
</tr>
<tr>
<td valign="top" width="86">
Evaluate
</td>
<td valign="top" width="233">
Ascertain amount of, find numerical
 expression for.
</td>
<td valign="top" width="246">
Evaluate the necessary information to
 be provided to pilots in need of navigational assistance.
</td>
</tr>
<tr>
<td valign="top" width="86">
Interpret
</td>
<td valign="top" width="233">
To decide on something’s meaning or
 significance when there is a choice. 
</td>
<td valign="top" width="246">
Interpret operational information.
</td>
</tr>
<tr>
<td valign="top" width="86">
Optimise
</td>
<td valign="top" width="233">
To make optimal; get the most out of; use
 best; modify to achieve maximum efficiency.
</td>
<td valign="top" width="246">
Optimise the use of support tools.
</td>
</tr>
<tr>
<td valign="top" width="86">
Resolve
</td>
<td valign="top" width="233">
Solve, clear up, settle.
</td>
<td valign="top" width="246">
Resolve conflict.
</td>
</tr>
<tr>
<td valign="top" width="86">
Select
</td>
<td valign="top" width="233">
Pick out as best or most suitable.
</td>
<td valign="top" width="246">
Select the runway in use. 
</td>
</tr>
<tr>
<td valign="top" width="86">
Theorise
</td>
<td valign="top" width="233">
Extract general principles from a particular
 experience.
</td>
<td valign="top" width="246">
Theorise the resolution of conflict
 between a slow and a fast aircraft.
</td>
</tr>
<tr>
<td valign="top" width="86">
Validate
</td>
<td valign="top" width="233">
Make valid, ratify, prove valid, show
 or confirm the validity of something.
</td>
<td valign="top" width="246">
Validate one radar vectoring option to
 expedite the traffic.
</td>
</tr>
</table>

*[applicable from 4 August 2024 - ED
Decision 2023/011/R]*

(b)       Application of
taxonomy levels to practically based objectives

(1)       Objectives at
taxonomy level 3 or higher, which are of a practical nature, related to all
subjects except ATM, may be achieved by any suitable type of practical
training methods, e.g. hands-on, plotting on charts, etc.

(2)       Objectives at
taxonomy level 3 or higher, for the ATM subject (basic and rating), are
practical by nature and require the integration of several knowledge areas and
skills at the same time, e.g. vectoring of an aircraft requires knowledge and
skills in the areas of radiotelephony, aircraft performance, navigation and
radar theory. Therefore, ATM level 3 objectives should be achieved through the
use of a part-task trainer or a simulator.

(3)       ATM level 4
objectives should be achieved for the most part through the use of a
simulator. A part-task trainer, which presents operational situations at an
enforced pace, may be used to achieve some ATM level 4 objectives.

(4)       ATM level 5 objectives should be achieved through the use of
a simulator.