DRAFT CAAP 5.
14-2(0)
Civil Aviation Advisory
Publication
August 2011
This publication is only advisory but
it gives a CASA preferred method
for complying with the Civil Aviation
Regulations 1988.
It is not the only method, but
experience has shown that if you
follow this method you will comply
with the Civil Aviation Regulations.
Read this advice in conjunction with
the appropriate regulations.
Flight Instructor Training
(Aeroplane)
The relevant regulations and other
references
• Civil Aviation Regulations 1988
• Civil Aviation Order (CAO) 40.1.7 Flight Instructor
(Aeroplane) Rating
• Day Visual Flight Rules (VFR) Syllabus Aeroplane Current
Issue
• Civil Aviation Safety Authority (CASA) Flight Instructor
Manual (Aeroplane)
• CASA Flight Instructor Manual (Helicopter)
• CASA Approved Testing Officer Manual (ATOM);
• CASA Flight Instructor Rating Application – Flight Test
Form 750
• Air Operator Certificate (AOC) Schedule 4 – Specific
Requirements Instructor School
• FAA-H-8083-9A Aviation Instructors Handbook
• New Zealand Civil Aviation Authority (NZCAA) Flight
Instructor’s Guide
• Flying Training for the Private Pilot Licence R.D. Campbell
• Aviation Theory Centre Aeronautical General Knowledge
• Aviation Theory Centre Aerodynamics
• Aviation Theory Centre Aircraft Operation Performance
and planning
• Aviation Theory Centre Meteorology
• Aviation Theory Centre Navigation
• Aviation theory Centre Human factors
• Mechanics of Flight A.C Kermode
• Flight Without Formulae A.C Kermode
• Aerodynamics for Naval Aviators H.Hurt
• Civil Aviation Advisory Publication (CAAP)
CAAP 5.59-1(0) Threat and Error Management Training
This CAAP will be of interest to
This CAAP will be of interest to:
• flying training organisations conducting flight instructor
training; and
• pilots undergoing training for the initial issue and/or
upgrade of a flight instructor rating (Aeroplane).
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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 2

Why this publication was written

This publication provides advice and practical guidance to assist flying schools to develop a
course of flight instructor training which satisfies the requirements of CAO 40.1.7 Flight
Instructor Rating and the specific requirements of Schedule 4 Section 7 of an AOC permitting
flight instructor training.

Contents
The relevant regulations and other references 1
This CAAP will be of interest to 1
Why this publication was written 2
Contents 2
Status of this CAAP 3
For further information 3
1. Acronyms 3
2. Definitions 5
3. Introduction 7
4. The Flying School 7
5. The Chief Flying Instructor 8
6. The Flight Instructor Training Course 10
7. The Supervisor 10
8. The Trainer 11
9. The Trainee 11
10. Units of competency 11
11. Flight Instructor Course – Entry Control 11
12. Principles and Methods of Instruction 13
13. Short Theory Lessons 14
14. Basic Phase 15
15. Advanced Phase 15
16. Abnormals Phase 16
17. Further Phase 16
18. Mutual Training 17
19. Trainee Progress Management 17
20. Assessment and Recommendation for Rating Flight Test 17
21. The Flight Test 20
22. Course Quality Review Process 20

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3 CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

List of Appendices
Appendix A – Units of competency A1
Appendix B – Sample Program of Instruction B1
Appendix C – Ground Component Templates C1
Appendix D – Flight Component Templates D1
Appendix E – Trainee Progress Management and Recording System E1
Appendix F – Aeronautical Knowledge Assessment Tool F1
Appendix G – Principles and Methods of Instruction Knowledge Assessment Tool G1

Status of this CAAP

This is the first CAAP on this subject and has been produced in accordance with CASA’s safety-
related functions under Section 9.2 of the Civil Aviation Act 1988 (the Act). The CAAP is
designed to encourage a greater acceptance by the aviation industry of its obligation to maintain
high standards of aviation safety through comprehensive safety education and accurate and timely
aviation advice.

For further information

For application and policy advice please contact CASA’s Flying Standards Branch on 131 757.

1. Acronyms
A* Assessment
ADY Aerodynamics
AFM Aircraft Flight Manual
AI Attitude Indicator
AIP Aeronautical Information Publication
AK Aeronautical Knowledge
AGK Aeronautical General Knowledge
AGL Above Ground Level
ALAP Attitude Lookout Attitude Performance
AoA Angle of Attack
AoB Angle of Bank
AOC Air Operator Certificate
AOC Angle of Climb (Ref Appendix C)
AOD Angle of Descent
ARFOR Area Forecast
ASIC Aviation Security Identification Card

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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 4

ATC Air Traffic Control

ATIS Automatic Terminal Information Service
ATO Approved Testing Officer
ATOM Approved Testing Officer Manual
CAAP Civil Aviation Advisory Publication
CAO Civil Aviation Order
CASA Civil Aviation Safety Authority
CASR Civil Aviation Safety Regulations 1998
CFI Chief Flying Instructor
CIR Command Instrument Rating
CoG Centre of Gravity
CPL Commercial Pilots Licence
CTAF Common Terminal Area Frequency
DDM Demonstrate-Direct-Monitor
DG Directional Gyro
DR Dead Reckoning
EFATO Engine Failure after Take-Off
ELT Emergency Locator Transmitter (Survival)
ETA Estimated Time of Arrival
FAA Federal Aviation Administration (of the USA)
FITC Flight Instructor Training Course
FPP Operation, Performance and Flight Planning
FRA Flight Rules
G Give
GFPT General Flying Progress Test
HF Human Factors
IAS Indicated Air Speed
ICS Instructor Control Seat
IMC Instrument Meteorological Conditions
LB Long Briefing
LH Left Hand
MET Meteorology
MR Maintenance Release
NAV Navigation
NOTAMS Notice to Airmen
NVFR Night Visual Flight Rules

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5 CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

NZCAA New Zealand Civil Aviation Authority

PAST Power Attitude Speed Trim
PIC Pilot in Command
PFB Pre-Flight Briefing
PPL Private Pilots Licence
PMI Principles and Methods of Instruction
Q&A Question and Answer
RB Read Back
RH Right Hand
ROC Rate of Climb
ROD Rate of Decent
RPM Revolutions Per Minute
RTF Radio telephony
S and L Straight and Level
STL Short Theory Lesson
TAF Terminal Area Forecast
TEM Threat and Error Management
TOPD Top of Decent
TYP Aeroplane Type Knowledge
VASIS Vertical Approach Slope Indicating System
VFR Visual Flight Rules
VMC Visual Meteorological Conditions
VSI Vertical Speed Indicator
VTC Visual Technical Chart

2. Definitions
AIRMANSHIP – Is the consistent use of good judgement and well developed skills to
accomplish flight objectives (International Civil Aviation Organization Definition).
COMPETENCY – Is defined in terms of what a person is required to do ‘performance’, under the
‘conditions’ it is to be done, and how well it is to be done ‘standards’. A competency
encompasses the knowledge, skills and behaviour required for a person to perform a task to as
required standard.
COMPETENCY STANDARDS – Are the foundation for competency based training, i.e.
knowledge and flight skills include tolerances specified for each syllabus sequence item required
for the privilege of the rating.
COMPREHEND – To understand or grasp a concept.

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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 6

FORMATIVE ASSESSMENT – Is an assessment process between the trainer and trainee

conducted at various stages of training. Trainers may make these assessments by reviewing the
trainee’s progress during face to face discussion, by observing trainees as they respond to
questions, ask questions and interact with other trainees during training activities.
LEARN – To gain knowledge or skill by study, experience, or being taught. To become aware of,
by information or from observation, receive knowledge, skill or instruction.
LEARNING – The process by which latent intelligence is harnessed and converted into
knowledge and practical skills.
LESSON PLAN – A detailed description of the course of instruction for an individual lesson. The
lesson plan must satisfy the mandated requirements of the training organisation.
MOTIVATION – Achieved when the instructor links his/her teaching to the practical needs of
the student.
SPACED LEARNING – Student learning will be more effective if an instructor presents three
half hour lessons rather than one hour and a half lesson.
SUMMATIVE ASSESSMENT – Refers to the assessment of a trainee’s competency at the
completion of the training. For the purpose of this CAAP the summative assessment can be
considered to be a pre-licence/rating check, the Chief Flying Instructor (CFI) assessment process
and the flight test conducted by an Approved Testing Officer (ATO).
SUPERVISOR – Grade 1 Flight Instructor tasked by the CFI with the day to day management of
the flight instructor training course (FITC).
SYLLABUS – For the purpose of this CAAP, a syllabus is defined as a document within a
training organisation’s operations manual which provides the structure and content of the
organisation’s FITC. A syllabus expands this structure to provide detailed information on the
outcomes and scope of the training, topics to be taught, schedule of events, tools and materials to
be used, course goals and objectives, trainee enrolment pre-requisites, competency standards,
methods of instruction, procedures for trainee evaluation, grading, and remedial training, trainer
qualifications and competency, course monitoring and review and a bibliography (refer to section
6 of this CAAP for additional information).
TEACH – To help a student to learn, to tell or show, to give instruction or lessons in a subject, to
cause to learn or understand and to ensure that the desired learning outcome has been achieved.
TEACHING – Is arranging circumstances so that learning occurs at a faster rate to a greater depth
of understanding.
THREAT AND ERROR MANAGEMENT – Is an operational concept applied to the conduct of
a flight that is more than the traditional role of airmanship as it provides for a structured and pro-
active approach for pilots to use in identifying and managing threats and errors that may affect
the safety of the flight (refer CAAP 5.59-1(0)).
TRAINEE – A person receiving the training for issue of a Grade 3 Flight Instructor rating
(aeroplane).
TRAINER – A flying school instructor tasked with conducting a component of the FITC.
UNDERSTAND – To know and comprehend the nature or meaning of knowledge.

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7 CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

3. Introduction
3.1 CAO 40.1.7 specifies the training requirements that must be completed prior to the CFI
recommending a person for flight test, for the issue of a flight instructor rating.
3.2 Development and delivery of a course that complies with CAO 40.1.7 and delivers a
consistent standard where the majority of applicants pass on the first attempt, is a complex and
challenging task.
3.3 This CAAP identifies the civil aviation safety regulatory matters that flying schools
should consider when either applying for the approval of instructor training or the review and
ongoing development of existing courses within approved instructor schools.
3.4 CAO 40.1.7 Appendix 1, details the hours required for the theoretical and air training.
These hours are the minimum required for a person to be recommended for flight test for the
issue of a flight instructor rating. In normal circumstances the average trainee will require more
than the minimum time. The sample FITC provided in this CAAP reflects this experience.
Note: The guidance material in this CAAP provides advice that is generic to all
flying schools training flight instructors. Where a CFI chooses to use this
material for the development of a flight instructor training course, it is not
sufficient to either nominate the CAAP and/or copy this material directly into
the operations manual. Prior to use, it must be customised for the specific
flying school operation and aircraft prior to inclusion in flying school
documentation.

4. The Flying School

4.1 An organisation wishing to conduct the training of flight instructors is required by
Section 28 of the Act to hold a flying school AOC with specific approval to train flight
instructors. In addition to the other regulatory requirements relating to the management of an air
operator certificate, there are specific requirements for flying schools conducting flight instructor
training contained in Schedule 4, Section 7 of the flying school’s AOC. This section states that;
The holder of a certificate permitting an instructor school must be the holder of a
commercial school permission. In addition to the requirements of Section 4 of this
condition, the holder must use or employ:
(1) a CFI performing the duties and qualified as set out in section 9 of this
condition, and who is able to design and conduct flight instructor training courses
to CASA’s satisfaction;
(2) a course acceptable to CASA consisting of:
(a) a program of instruction indicating the sequence of ground and flight
training periods; each period shall be identified so as to permit reference to the
appropriate syllabus; and
(b) a detailed syllabus based on the outline specified by CASA, indicating the
instructional objectives for each period of instruction or practice; and
(3) aircraft:
(a) of a type satisfactory to CASA for the requirements of the course outline; and
(b) equipped with an efficient means of intercommunication, being in the case of
aircraft first registered after January 1981, electronic intercommunication.
(4) training conducted in accordance with the course specified in the syllabus.

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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 8

4.2 Guidance on above requirements:

(1) CASA holds the CFI accountable for the content of the flying school FITC and
the practical delivery of this course.
(2) Flying school operators and CFI’s should appreciate that both the initial
establishment to, and the ongoing maintenance at an acceptable standard of a
FITC, will require significant initial and ongoing effort by the flying school.
(3) At larger flying schools it is an accepted practice for the CFI to delegate the day
to day management of a FITC to a Grade 1 Flight Instructor. Regardless of any
internal delegation, it is the CFI that CASA will hold accountable for the
standards delivered by the FITC.
(4) The outline of theoretical and air training contained in CAO 40.1.7 Appendix 1
is a high level outline and not a complete FITC. As a minimum, the flying
school FITC must address all the items listed in that appendix.
(5) The flying hours listed in paragraph 2.4 of that appendix are headed “Suggested
hours”. In fact the “Total hours” stated at the end of the flying sequences, both
dual and mutual are the legislated minimum. The hours listed against each flying
sequence are suggested hours only and the flying school FITC may specify
different hours.
(6) The aeroplane type used for flight instructor training must be a type that is used
for ab-initio flying training in the Australian civilian environment.
(7) Flying schools are required to publish the details of their FITC in the company
operations manual. It is a requirement that the flying school conducts the
training for the issue of a flight instructor rating in accordance with this
published material.

5. The Chief Flying Instructor

5.1 The CFI is appointed by the flying school operator and the appointment is approved by
CASA. CFI’s are required to perform the duties as specified in Schedule 4 of the flying school
AOC.
5.2 Section 7 of the flying school AOC Schedule 4 states that the holder of the AOC must
use or employ:
(1) a CFI performing the duties and qualified as set out in section 9 of this condition,
and who is able to design and conduct flying instructor training courses to CASA’s
satisfaction;
5.3 Section 9 of the flying school AOC Schedule 4 lists the following CFI duties:
(3) The CFI of a school must:
(a) give practical instruction
(b) supervise the duties of other subordinate flying instructors employed by the
school in accordance with CAO 40.1.7
(c) ensure the schools operations are conducted in accordance with the Civil
Aviation Act and Civil Aviation Regulations
(d) ensure that the flying and ground training conducted are at a standard
satisfactory to CASA.

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9 CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

(4) The CFI must carry out a standardisation and proficiency check with each flight
instructor instructing at the flying school:
(a) before the flight instructor commences duties with the school; and
(b) at intervals of not more than one year.
5.4 Guidance on the above requirements:
(1) To satisfy the specific requirements of an AOC permitting flight instructor
training, the CFI is required to have the ability to develop and present to CASA
a detailed and complete FITC based on the content of this CAAP.
(2) At larger flying schools it is an accepted practice to delegate the day to day
management of the FITC to a Grade 1 Flight Instructor. Regardless of any
internal delegation, it is expected the CFI will have some involvement with the
delivery of the FITC. The sample FITC supplied with this CAAP provides a
number of CFI conducted trainee progress assessments. CASA recommends this
as the minimum CFI involvement necessary to satisfy item (3) (a), (c) and (d) in
Section 5.3 above.
(3) Due to the critical and complex nature of flight instructor training, CASA
recommends that in addition to the general flying school annual CFI check, all
instructors delivering flight instructor training should be subject to an additional
flight instructor training standardisation and proficiency check, in accordance
with item (4) (a) and (b) in Section 5.3 above.
(4) The CFI should establish a mechanism for regular communication between the
training team, the CFI and flying school management. This will give all trainers
and supervisors the opportunity to review progress of current courses and
provide timely input into ongoing course development.
(5) The CFI is responsible for ensuring all trainers associated with the delivery of
components of the FITC have received training and been assessed as competent
in the delivery of the relevant course components prior to being rostered for
flight instructor training duties.
(6) The CFI is responsible for the provision of ongoing supervision of trainers to
ensure that they continue to deliver the course in accordance with the published
procedures.
(7) Instructor school CFI’s should establish initial assessment procedures to ensure
potential trainee flight instructors have the legislative requirements, aeronautical
knowledge (AK), aeroplane manipulative skill and personal qualities to enable
them to successfully commence the course.
(8) In summary the CFI should be able to demonstrate to CASA that he/she is able
to deliver a comprehensive FITC to the required standard and ensure trainee
progress is being managed to complete the training in the time frame allocated.

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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 10

6. The Flight Instructor Training Course

6.1 Schedule 4 of the flying school AOC requires the school to develop a course acceptable
to CASA consisting of:
(a) a program of instruction indicating the sequence of ground and flight training
periods; each period shall be identified so as to permit reference to the appropriate
syllabus; and
(b) a detailed syllabus based on the outline specified by CASA, indicating the
instructional objectives for each period of instruction or practice.
6.2 When a CFI is designing a FITC to satisfy the requirements of CAO 40.1.7 and
Schedule 4 of the flying school AOC, the completed FITC must; list the units and elements in the
course, identify who will teach these units and elements, how they will be taught and how they
will be assessed.
6.3 This CAAP provides guidance for CFI’s who are undertaking this task by:
• listing applicable reference material;
• defining specific roles - Supervisor, Trainer, Trainee;
• specifying the knowledge and skills to be covered;
• specifying standards to enable competency assessments;
• specifying the expected outcomes of the course and how these will be assessed;
• providing a system for recording, assessing and managing trainee progress;
• providing a schedule of events;
• specifying each training unit and element;
• providing guidance and templates to assist in the development of detailed flying school
specific practices and procedures; and
• specifying course entry criteria and assessment processes.
6.4 CASA recommends that the flying school specific procedures be based on the guidance
provided by CASA and the templates should:
• state the materials to be used and the resources required; and
• provide detailed information of each unit and element including aeroplane specific
information and method of instruction.
6.5 Guidance for the development of a program of instruction in accordance with
Schedule 4 of the flying school AOC is contained in Appendix B of this CAAP.
6.6 Guidance for the development of a detailed syllabus in accordance with Schedule 4 of
the flying school AOC is contained in Appendices C, D and E of this CAAP.

7. The Supervisor
7.1 The course supervisor is either the CFI or a Grade 1 Flight Instructor nominated by the
CFI to manage the day to day running of the FITC. The supervisor’s tasks may include:
• rostering, managing and mentoring trainers;
• managing resources such as aeroplanes, classrooms and ancillary equipment;
• reviewing trainee progress;

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11 CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

• planning and organising test dates and ATO’s;

• conducting trainee progress checks as directed by the CFI; and
• liaising with the CFI on course progress, and providing recommendations on training
course revision.

8. The Trainer
8.1 The trainer is responsible for the delivery of components of the FITC as rostered by the
supervisor.

9. The Trainee
9.1 The trainee is a pilot who wishes to be qualified as a flight instructor. CASA
recommends that CFI’s ensure potential trainees understand the commitment required to
complete a FITC.

10. Units of competency

10.1 CASA intends that all flying training will be conducted using competency based training
principles. When Part 61 of the Civil Aviation Safety Regulation (CASR) 1998 is introduced, all
licence and rating training will have units of competency published. As a precursor to CASR Part
61 the units of competency for a Grade 3 Flight Instructor Rating have been published in
Appendix A of this CAAP.
10.2 The three units of competency are:
• Unit 1 – Conduct aeronautical knowledge training;
• Unit 2 – Conduct assessment; and
• Unit 3 – Conduct flight training.

11. Flight Instructor Course – Entry Control

11.1 CASA recommends CFI’s establish a formal pre-course entry control process for trainee
flight instructors. The entry control process outlined in this CAAP has been divided into the
following areas:
• legislative requirements;
• AK Level; and
• Instructor Control Seat (ICS) manipulative skill.

LEGISLATIVE REQUIREMENTS
11.2 CASA recommends that the CFI establish a formal assessment process to ensure that the
potential flight instructor trainee does not commence the CAO 40.1.7 instructor training course
without meeting the minimum experience and qualification requirements.

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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 12

11.3 Prior to commencing the course, CASA recommends the trainee should hold the
following:
• Australian Commercial Pilot Licence (CPL) (Aeroplane);
• Night Visual Flight Rules (NVFR) (Aeroplane) or valid Command Instrument
Rating (CIR) (Aeroplane), issued by CASA; and
• Class 1 Medical.
11.4 The results of this assessment should be recorded in the trainee’s training file at the time
the assessment was made.
11.5 In the event a pilot wishes to commence training for the issue of a flight instructor rating
immediately on completion of their CPL course, they should not commence training until their
CPL has been issued by CASA. This precaution is recommended to address the possibility of
CASA not issuing the CPL for reasons not known to the flying school or ATO.
11.6 Similarly where a pilot does not hold a NVFR, valid CIR or Class 1 Medical, CASA
also recommends they must not commence training until these qualifications have been issued by
CASA.

AERONAUTICAL KNOWLEDGE
11.7 CASA recommends that prior to commencing the CAO 40.1.7 instructor training course,
the trainee completes sufficient revision of the AK areas as listed in the Day VFR Syllabus
Section 3 Ground Training Block 1 and 2. The trainee should be able to demonstrate as a
minimum, CPL standard in all subjects.
11.8 This revision should include:
• Aircraft General Knowledge (AGK);
• Flight Rules (FRA);
• Radio Telephony (RTF);
• Aeroplane Type Knowledge (TYP);
• Aerodynamics (ADY);
• Navigation (NAV);
• Operation, Performance and Flight Planning (FPP);
• Meteorology (MET); and
• Human Performance and Limitations.
11.9 CASA recommends the trainee should be assessed via a comprehensive general
knowledge verbal question and answer session. This session should take several hours and cover
all knowledge areas listed in the Day VFR syllabus. In the event of an applicant displaying
knowledge or articulation deficiencies, the assessing instructor should work with the trainee to
develop a suitable remediation program to address the identified deficiencies. Once this program
has been completed a further assessment exercise should be conducted to ensure the trainee meets
the required standard.
11.10 Details of the program and assessments should be entered in the trainee’s training file.
11.11 To ensure a satisfactory rate of progression during the CAO 40.1.7 training course,
CASA recommends that the trainee should not be permitted to commence the course until they
have demonstrated a satisfactory level of AK. CASA recommends the CFI establish procedures
to ensure the integrity of the process is maintained.

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13 CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

11.12 An AK assessment tool has been included in Appendix F of this CAAP. CFI’s may
choose to use this tool as part of their procedures.

AEROPLANE MANIPULATIVE SKILL – INSTRUCTOR CONTROL SEAT

11.13 CASA recommends that prior to commencing the CAO 40.1.7 component of the FITC,
the trainee should demonstrate an acceptable level of aeroplane manipulative skill from the ICS.
This demonstration should be to an instructor course trainer and should include as a minimum all
the ab-initio sequences listed in the Day VFR Syllabus, with the exception of precautionary
search. These sequences should all be demonstrated to CPL standard, without assistance from the
trainer.
11.14 Most trainees will require training prior to being able to demonstrate this standard from
the ICS. CASA recommends a minimum of 1.5 hours of dual training prior to the assessment
flight. The assessment flight should be conducted by a Grade 1 Flight Instructor specifically
trained and authorised by the CFI for this task. This flight will have a similar profile to a General
Flying Progress Test (GFPT) flight test and should take a minimum of 1.2 flight hours.
11.15 The results of this training and assessment/s should be entered into the trainee’s training
record. As a method of standardisation, CASA recommends the assessing instructor should use
the GFPT flight test procedures in the ATOM and the GFPT flight test form but apply CPL
standards throughout.
Note: Neither the training or assessment flights for this part are to be included in
the minimum flight training hours required by CAO 40.1.7.

12. Principles and Methods of Instruction

INTRODUCTION
12.1 CAO 40.1.7 requires an applicant for the issue of a Flight Instructor (Aeroplane) Rating
Grade 3, to have completed a course of instruction in instructional principles and methods (PMI)
of at least 12 classroom hours in accordance with the syllabus specified in CAO 40.1.7
Appendix 1.
Note: The wording of Appendix 1 of the CAO does not suggest that the topics listed
will form the whole program, but provides some topics to include.
Therefore when designing the PMI section of the syllabus, CASA recommends
consideration be given to possible expansion of both the topics presented and
the minimum time of 12 classroom hours in accordance with accepted best
practice.

PMI COURSE REFERENCE MATERIAL

12.2 There are a number of training manuals available on which a flying training organisation
may structure their PMI course. These include:
• CASA Flight Instructor Manual (Helicopter);
• FAA-H-8083-9A Aviation Instructors Handbook; and
• NZCAA Flight Instructor’s Guide.

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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 14

PMI COURSE
12.3 CASA recommends the PMI course should be run as the first component of the
CAO 40.1.7 course. The PMI course component provides the fundamental underpinning
knowledge on which the rest of the FITC is based. To comply with accepted educational
processes, and to avoid any trainee disadvantage that could impede the learning process, CASA
recommends the PMI component be satisfactorily completed and assessed before commencing
any further ground or flight course components.

PMI KNOWLEDGE ASSESSMENT

12.4 The program of instruction should include a method of ensuring that the trainee has
achieved the required level of PMI knowledge.
12.5 CASA recommends flying schools conduct a formal knowledge assessment exercise at
the conclusion of the PMI course. If the knowledge assessment exercise identifies any
deficiencies, these should be addressed prior to progressing to the Short Theory Lesson (STL)
component. Failure to complete this important step has the potential to impede trainee learning
rates.
12.6 Schools may develop their own assessment tools or use the sample provided in
Appendix G of this CAAP.

13. Short Theory Lessons

13.1 STLs should cover the basic lesson delivery principles, be of about 15 minutes in
duration and cover general knowledge subject topics. STL exercises should be kept simple with
the focus on development of basic lesson delivery skills reinforced by repetition. Managed
correctly, the trainee will commence the long briefing (LB) exercises with a higher level of
confidence and improved basic lesson delivery techniques.
13.2 CASA recommends that the trainee develop and deliver a sufficient number of STLs to
ensure that he/she will not be overwhelmed during early attempts at a LB.
13.3 STL briefing topics should be selected from Section 3 - Aeronautical Knowledge of the
Day VFR Syllabus Ground Theory Block. This research will provide relevant material for
inclusion into the development of the trainee’s LBs.
13.4 CASA recommends STL topics should be derived from the following areas:
• Aerodynamics;
• Aeroplane systems;
• Flight instruments;
• Aeroplane performance; and
• Aeroplane loading systems.

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15 CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

14. Basic Phase

14.1 The Basic Phase is where the trainee starts to apply the principles learnt during the
course to date into complete training exercises.
14.2 With the exception of Effects of Controls, Basic Phase covers all the ab-initio sequences
prior to stalling and encompasses lesson numbers 1 to 9.
14.3 Due to its complexity, from an instructor training perspective, Effects of Controls has
not been included in the Advanced Phase of the sample FITC.
14.4 Each of the flight sequences has the following components:
• Long briefing – give (G);
• Long briefing – read back (RB), twice;
• Long briefing – assessment (A);
• Air exercise – give;
• Air exercise – read back, twice; and
• Air exercise – assessment.
14.5 Each flight should be planned to include multiple components appropriate to the trainee
progress point.
14.6 Lesson number 8 is planned as a trainee progress assessment exercise conducted by the
CFI. It is a dual flight and should assess a selection of sequences covered to date using the read
back format. While the trainee cannot be expected to deliver a polished performance, the trainee
must not be permitted to progress to the advanced phase unless they meet the following minimum
criteria:
• The manipulative standard must be of CPL standard throughout the entire flight.
• The lesson delivery must be at a standard assessed and certified by the CFI as
satisfactory for the trainee to commence mutual training exercises and progress to
advanced sequences.

15. Advanced Phase

15.1 Advanced Phase commences with Effects of Controls and introduces the advanced
manoeuvring sequences, other than abnormals. This phase encompasses lesson numbers 10 to 27.
15.2 Each of the flight sequences with the exception of spinning has the following
components:
• Long briefing – give (G);
• Long briefing – read back (RB), twice;
• Long briefing – assessment (A);
• Air exercise – give;
• Air exercise – read back, twice; and
• Air exercise – assessment.
15.3 Each flight should be planned to include multiple components appropriate to the trainee
progress point.

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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 16

15.4 Lesson number 26 is a trainee progress assessment exercise conducted by the CFI. It is a
dual flight and assessment should cover a selection of sequences covered to date using the read
back format. The trainee must not be permitted to progress to the further phase unless they meet
the following minimum criteria:
• The manipulative standard must be of CPL standard throughout the entire flight.
• The lesson delivery must be at a standard assessed and certified by the CFI as
satisfactory for the trainee to commence mutual training exercises for advanced
sequences and progress to the abnormal and further sequences.

16. Abnormals Phase

16.1 The Adnormals Phase covers engine failures, precautionary search, fire drills and
systems malfunctions. This phase encompasses lesson numbers 28 to 32. There is no CFI check
in this phase. The approval to conduct mutual training in these sequences may be given by the
trainer. There is no mutual training for Engine Failure after Take-Off or systems malfunctions.
16.2 Each of the flight sequences with the exception of spinning has the following
components:
• Long briefing – give;
• Long briefing – read back, twice;
• Long briefing – assessment;
• Air exercise – give;
• Air exercise – read back, twice; and
• Air exercise – assessment.
16.3 Each lesson should be planned to include multiple components appropriate to the trainee
progress point.

17. Further Phase

17.1 The Further Phase covers night circuits and NAV. This phase encompasses lesson
numbers 33 to 37. There is no CFI check in this phase.
17.2 The approval to conduct mutual training in night circuits may be given by the trainer.
There is no mutual training for NAV.
17.3 Each of the flight sequences has the following components:
• Long briefing – give;
• Long briefing – read back, twice;
• Long briefing – assessment;
• Air exercise – give;
• Air exercise – read back, twice; and
• Air exercise – assessment.
17.4 Each lesson should be planned to include multiple components appropriate to the trainee
progress point.

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17 CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

18. Mutual Training

18.1 Mutual training commences with lesson number 9.
18.2 CASA recommends where two trainees are being rostered together for mutual training,
both trainees should have satisfactorily completed lesson 8 and be cleared for mutual training.
18.3 CASA recommends that all mutual training is subject to strict trainer supervision. The
trainer should nominate a Pilot In Command (PIC) for the lesson who will occupy the ICS. The
trainer should provide a formal pre-lesson briefing that clearly articulates planned learning
outcomes, priorities and go/no-go criteria.
18.4 The trainee playing the role of the student pilot should be briefed to fly the aeroplane to
a high standard and not to attempt to simulate student responses. This is an opportunity to
continue to develop manipulative skill while still allowing lesson delivery skill development by
the PIC.
18.5 Both pilots should log the flight time as mutual but only the PIC can log command time.

19. Trainee Progress Management

19.1 The systems and procedures provided in this CAAP, if followed, will provide a clear
and comprehensive record of trainee achieved progress against the initial plan. In the event the
trainee is not progressing at the desired rate the trainee progress management and recording
system contained in Appendix E of this CAAP should provide clear identification of the areas of
learning difficulty.

20. Assessment and Recommendation for Rating Flight Test

20.1 The final assessment at lesson 38 is a formal summative assessment exercise carried out
after the trainee has completed the CAO 40.1.7 training course. This assessment is of vital
importance to the trainee as it will probably be the first complete summative assessment of their
skills as a potential flight instructor. Therefore it is critical that they are correctly assessed and
CASA recommends they should not be recommended for flight test by the CFI unless they have
demonstrated a satisfactory standard which would provide a high probability of passing the flight
test at the first attempt.
20.2 CASA expects this assessment will be carried out by the CFI. The only occasion where
this should not occur is where the CFI is also the ATO who is likely to conduct the actual flight
test. In this case it is preferable for the course supervisor to conduct the assessment.
20.3 The assessment process should follow the ATOM Chapter 11 process for the issue of a
FIR Grade 3 in its entirety as a simulated flight test. Unlike a flight test by an ATO, CASA
recommends the assessment exercise should be completed regardless of any intermediate fail
points so as to give the CFI a more complete picture of the overall standard of the trainee.
20.4 This assessment represents the final course standards quality check.

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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 18

20.5 The following items should be covered during the assessment:

1. General
The aim of the assessment is to ensure that the trainee has reached the standard required for the
issue of a FIR Grade 3 Aeroplane. At this point in their training, the trainee should:
• be proficient in aeroplane handling (better than CPL);
• have a good knowledge of the Day VFR Syllabus;
• be able to demonstrate ab-initio sequences without significant error; and
• be able to manage the average student.

2. Preparation and Planning

The CFI/assessing instructor should review the ATOM and Flight Test Form 750. The
assessment should be planned to take most of the day with the flight sequences to be covered in a
single flight of not less than 1.2 hours flight time. The initial planning should be conducted well
in advance of the assessment day with the final plan defined on the day before the assessment.
The trainee should be given at least several days notice of the date/time/location of the
assessment and this notice should include detailed advice on the format, conduct and expectations
of the assessment. The assessor and trainee should treat this assessment exercise as a “dry run”
for the actual flight test and every opportunity should be taken to conduct the assessment under
simulated test conditions.

3. Initial Brief to Trainee

Regardless of any previous briefings, the assessor should commence the assessment with a formal
introduction and briefing on the form and expectations of the assessment exercise in accordance
with the ATOM. The assessor must set the scenario for the assessment eg “student profile”.

4. Documentation Review
The trainee should present the following documents to the assessor for review:
• Training records;
• Pilot logbook; and
• Pilot licence and medical certificate.
The assessor should confirm that the trainee holds an aeroplane NVFR rating or a valid command
(aeroplane) instrument rating.

5. Aeronautical Knowledge Verbal Quiz

This verbal quiz should be of at least 30 minutes duration and cover aerodynamics, MET,
operational legislation, responsibilities and limitations of the rating and assessment techniques for
solo. The trainee’s performance will be assessed against the aeronautical standards for a CPL
holder reflected in the Day VFR Syllabus. The trainee must display considerable in-depth
knowledge relating to the efficient and practical operation of the aircraft.

6. Long Briefing
The LB topic should be advised to the trainee on the day of the assessment. The sequence should
be selected from the CAO 40.1.7 flight instructor training syllabus. The assessor should play the
part of an “average” student pilot and should let the trainee present the briefing without undue
interruption.

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19 CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

A debrief should be conducted by the assessor immediately following the conclusion of the LB.

7. Flight Component
The competencies specified in the ATOM Section 10.4 Flight Instructor Standards should be used
as a guide when assessing the trainee’s performance. To assist in the assessment of the trainee’s
flight management ability, they should be briefed to decide positioning, height and orientation for
all flight sequences and manage all relevant radio communications.
The pre-flight briefing (PFB) sequence should be selected from the Day VFR Syllabus for the
GFPT and nominated to the trainee on the day of the assessment.
The assessor should clarify crew responsibilities in the event of a real emergency. The assessor
must brief the trainee on the format of the air component to ensure that there is no doubt about
what is required.
The trainee should conduct a daily inspection to be assessed by the assessor.
Air Exercise 1 – will be the same as the PFB sequence.
Air Exercise 2 – should include:
• demonstration and handling of in-flight emergencies; and
• additional pattered sequences from the Day VFR Syllabus, fault analysis of simulated
student flying and demonstration of pure flying ability.
The trainee must debrief the assessor on Air Exercise 1 as they would debrief a real student
following an instructional flight. The assessor should assess the applicant's debrief technique.
The assessor should debrief the applicant as soon as practicable after the conclusion of the flight.
The debriefing should be conducted in accordance with the guidance provided in ATOM
Section 3 – Examination Principles and Standardisation. The debriefing should cover the
following items of the PFB and air exercises, as appropriate:
Pre-flight briefing:
• linked with previous relevant exercise;
• "Student" provided with clear aim;
• "Student" made aware of what he or she will see and do during the flight;
• significant flight management points stressed;
• logical presentation;
• essential knowledge checked; and
• revision included.
Air Exercise:
• patter must be coordinated with the demonstration;
• transfer of control - 'hand over/take over' or 'follow through' drill should be observed;
• fault analysis should be accurate;
• explanations should be brief, clear and audible;
• remedial training should be appropriate;
• smooth and accurate handling;
• flight management considerations;
• aircraft and engine handling during both normal and emergency procedures;
• lookout;

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CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) 20

• VMC maintained;
• VFR separation maintained; and
• command judgement.
The assessor should make an entry in the applicant's training record to reflect the details and
outcome of the assessment. If the assessor formed the view the trainee was not up to the required
standard, the entry should include the recommended sequences for remedial training.
Based on the assessment outcome, the CFI is now in a position to make a decision on
recommending the trainee for flight test.

21. The Flight Test

21.1 The Flight Test for the initial issue of the Grade 3 Flight Instructor rating will be
conducted by an ATO or CASA officer.
21.2 The procedures the ATO will follow during the flight test are documented in CASA’s
ATOM. CASA recommends that CFI’s, all staff associated with instructor training and all trainee
instructors are familiar with the requirements of this manual and in particular the sections
pertaining to the flight testing of flight instructor applicants.

22. Course Quality Review Process

22.1 CASA recommends that as a minimum, following the completion of each instructor
course the CFI should conduct a review of the course quality, conduct and outcomes. This review
should include feedback from trainees, trainers and ATO’s.
22.2 CASA recommends that CFI’s adopt and implement the principles, procedures and
practices contained in the International Organization for Standardization - ISO 9001 Quality
management systems - requirements for quality improvement.

Executive Manager
Standards Development and Future Technology

August 2011

Draft only: August 2011