Appendix C to CAAP 5.

14-1(0)

SAMPLE LONG BRIEFINGS AND PRE-FLIGHT BRIEFINGS

This appendix provides templates for the long and pre-flight briefings applicable to each
of the flight component training elements.

The level of detail supplied is insufficient for flying school use, as flying school and
aeroplane specific techniques are not included. CASA recommends that CFI’s provide
clear and detailed guidance on the techniques required to be used in their flying school
during flight operations.

This appendix contains templates which detail the CASA recommended structure to
be used for the development of long and pre-flight briefings. To provide further
assistance, sample Briefing templates numbered 1 to 25 are also provided which
contain the titles and basic content of the briefings applicable to the training elements
listed in Appendix A. Elements 1 to 9 are covered in some detail. Elements 10 to 25
are presented as templates only. Where a CFI chooses to use this material, aircraft
type and operator specific detail will have to be developed and included.

The pre-flight briefings are designed to review the practical significance of the topics
presented in the long briefing relating to the air exercise and also introduce the concept
of what the student will see, feel, hear and do. It follows that there should be no new
topics introduced in the pre-flight briefing. If during the presentation of the pre-flight
briefing the student cannot recall the material and its practical application presented in
the long briefing, then the instructor must consider re-training the student before
proceeding with the flight sequence.

Advice when developing a briefing

Spaced Learning

 Do not conduct drawn out briefings as a trainee’s span of attention rarely

exceeds 40-50 minutes

 Structure the briefing to provide a break after 40 - 50 minutes

 A difficult subject is best taught over a number of briefings

Primacy and Recency

 Prepare carefully the introduction and motivation content presented in the

opening minutes of a briefing

 Give a preview of the content of each briefing

 Summarise the important points at the end of the briefing

Active Learning

 To check that learning has occurred include questions on the briefing

material that stimulate thought, i.e., include lesson objectives which should
be quizzed during and at the completion of the briefing

 Include material in the briefing that has practical significance

 Remember the briefing is not just a theory lesson

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Meaningful Material

 Pitch the briefing at the trainee’s level – Not yours

 Present the information in a logical sequence

 Always move from the known to the unknown i.e., begin with what the
student already knows or has experienced

Motivation

 Use motives that are real to the trainee

 Use multiple motives

 Provide for early success in learning new material

Over-learning

 Write briefing content which require trainee’s to recall previous learning

 Include appropriate revision at the start of the briefing

Threat & Error Management

The development of a specific long or pre-flight briefing must include appropriate

strategies designed to manage the threats and errors encountered in any particular
lesson. These strategies must also consider the human performance and limitations
appropriate to the safe conduct of a flight. For additional guidance refer to CAAP
5.59-1(0) and the Day VFR Syllabus Section 2 Unit C7, Section 1.13, Section 2 Unit
C6 Manage Flight and Section 3 Amendment to Day VFR Syllabus

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LONG BRIEFING Template

Title NAME OF THE LESSON

Aim

Provide a brief, meaningful and practical description of the lesson

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson

 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft

 Relate how this lesson follows a sequence to the previous and future lessons

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing

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The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise

Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors

 Recognise and manage undesired aircraft state
 Fitness for flight, weather, other traffic, airspace
 Lookout
 Clock-code
 Situational awareness
 Assess situation and make decisions
 Set priorities and manage tasks
 Maintain effective communications and interpersonal relationships
 Handing over/taking over
 Smooth use of controls, engine handling
 Any airmanship considerations specific to the lesson
 Actions to be taken in the event of any real emergency, etc

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainee should reflect back on the
developmental involvement of the student during the delivery of the brief and ensure
that any perceived deficiencies are reviewed.

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PRE- FLIGHT BRIEFING Lesson Plan Template

Title NAME OF THE LESSON

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference to any general sign out requirements or
introduction of a new administrative procedure e.g. sign out for life jackets and ELT’s.

Start up and Taxi (I will/you will).

The instructor should clearly define the expectations on the student for the ground
handling depending on how advanced the student is into the syllabus. Threat and error
and emergency procedures relevant to the start procedure and taxiing should be briefly

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mentioned.
Departure (I will/you will).

The instructor should clearly define the expectations on the student for take off and
departure depending on how advanced the student is into the syllabus. Again, Threat
and error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board or screen is utilised here and the
other dot points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will see, feel, hear and do and
detailed reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for the return
to land depending on how advanced the student is into the syllabus. This may be an
opportunity to practice something previously learned or requiring remedial training or
introduction to some thing to be covered in the next lesson. Again, Threat and error and
emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief.
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

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PRESENTATION LAYOUT

The board or screen layout is best utilised when there is as little clutter as possible. The
content of the pre-flight briefing should not be written, however the sub-division dot
points can be placed to the side to assist the trainee to recall the content and to keep
the briefing structure logically sequenced.

As can be seen in the example below, the main body of the board or screen can then
be used as the PICTURE and the instructor should use this as his backdrop for what
will be presented for the air exercise.

The instructor must make this presentation as real as possible in terms of what the
student will DO, SEE, HEAR and FEEL.

THE PRE FLIGHT BRIEFING

LESSON TITLE

 Aim/application/Revision

 HF/TEM/Airmanship

 Today’s Weather/Notam’s

 Our Aircraft

 Administration

 Start Up and Taxi

 Departure

 Air Exercise

 Return to Base

 Debrief

CIVIL AVIATION SAFETY AUTHORITY

Sample Long and Pre-Flight Briefings

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INDEX
Number Training Elements Page
1 Preparation for Flight 10
2 Daily Inspection 14
3 Taxying 16
4 Straight &Level 20
5 Climbing and Descending 28
6 Medium Turns 44
7 Climbing & Descending Turns 52
8 Effects of Controls 60
9 Stalling 66
10 Spinning 74
11 Take-off, Circuit and Landing 78
12 Go-Around 82
13 Flapless Landings 86
14 Short Take-off and Landing 90
15 Crosswind take-off and landing 94
16 Steep Turns 98
17 Steep Descending Turns 102
18 Instrument Flight 106
19 Forced Landings 110
20 Engine failure after take-off 114
21 Precautionary Search & Landing 118
22 Fire Drills 122
23 System malfunction 126
24 Navigation 130
25 Night Circuits 134

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1. PREPARATION FOR FLIGHT (Long Briefing)

Aim

To introduce the trainee to the aviation environment, teach the actions to be taken by a
pilot to ensure that their aircraft is airworthy and prepared for flight, and the actions
required before and after the flight.

Introduction and Motivation

 Aviation safety is dependent upon strict adherence to tried and tested practices
and procedures.

 These procedures and practices will not only provide safety of operations but
engender the required ethics of behaviour (airmanship) in the student.

 Any deviance from the rules can cause incidents and accidents.

Duration and content

 This briefing will cover a number of topics new to the student and will provide
the trainee with a basic knowledge of some operational and safety matters in
preparation for their first flying lesson.

 The lesson will be conducted in the classroom and include an inspection of the
training aircraft parked on the aerodrome apron. It does not involve any flying
sequence.

 It is not expected that the trainee will recall all the information presented as all of
it will be taught in subsequent lessons.

 The lesson will take approximately 40 minutes in the classroom, a 10 minute

break and 30 minutes at the aircraft.

 Trainees are encouraged to ask questions.

Objectives

 State the documents that must be on board the aircraft during flight.

 Explain the purpose of the Maintenance Release to determine aircraft

serviceability in conjunction with a daily or pre-flight inspection.

 What are the major considerations when moving around the aerodrome apron
area?

 What is the significance when a parked aircraft has its rotating beacon or
navigation lights on?

 What is airmanship?

Revision

 Determine the trainee/s background and knowledge in the field of aviation.

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Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

Principles, Considerations and Application

Present the ‘practical application’ of:

1. FITTNESS – Is the trainee physically and mentally fit for flight

2. FLIGHT AUTHORISATION – Show the procedure for authorising a flight
3. THE AIRCRAFT STRUCTURE – Use a model to identify and name the
parts of the airframe
4. AIRCRAFT and ENGINE SYSTEMS – Use a cockpit picture to show the
flying controls engine controls, etc. These controls can be reviewed at the
aircraft
5. MAINTENANCE RELEASE – Purpose and how to determine
maintenance required, hours available, un-serviceability’s
6. DOCUMENTS - required to be on board, Aircraft Flight Manual (AFM),
Maintenance release(MR)
7. COCKPIT LAYOUT – Show the student the controls, instruments, etc
8. FLIGHT PLANNING- Route, aircraft loading and performance, weather,
airspace, fuel required,
9. HUMAN FACTORS, THREAT & ERROR MANAGEMENT and
AIRMANSHIP – Discuss the meaning and importance of the terms
10. SAFETY – Moving around the apron, position of the aircraft for starting,
awareness of other aircraft starting and taxiing, meaning of the rotating
beacon or navigation lights ON parked aircraft
11. AIRCRAFT POSITION - for starting, stones and propeller damage, soft
surface may bog the nose wheel, other aircraft or buildings, use of “clear
Prop” warning,
12. APPROACHING THE AIRCRAFT – look at the general appearance of
the aircraft, oil or fuel leaks evident on the ground, inflation of tyres
13. AIRCRAFT FLIGHT MANUAL – Purpose and contents
14. CHECKS – Discuss the reasons why pilots do a series of ‘checks’,
advise how to use the ‘checklist’
15. FUEL - Determining type, amount required, amount in tanks,
contamination checks, refuelling process
16. OIL - Determining type, amount required, method of checking, how to
add oil
17. DAILY INSPECTION - Purpose and conduct of the inspection
18. PRE-FLIGHT INSPECTION – Purpose, how to conduct the pre-flight
checks in accordance with the aircraft approved flight manual checklist
19. AIRCRAFT CLEANLINESS – Advise the location of aircraft cleaning
equipment, importance of aircraft presentation and correct method of
cleaning a windscreen
20. STUDENT COMFORT - seat position enables student to reach all

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 controls while comfortably seated at correct attitude eye height
21. COCKPIT ORGANISATION – Arrange maps/documents and equipment
in a safe, orderly and accessible location
22. SLIPSTREAM – cautious use of power when parked or taxiing in
sensitive areas or proximity to other aircraft/buildings
23. TAXYWAY- suitable for the aircraft type, clear of other aircraft and
position of obstructions noted
24. PARKING THE AIRCRAFT – Park in an appropriate location, nose
wheel straight, brakes on or chocked, shutdown in accordance with
‘checklist’, controls locked, magnetos OFF, master OFF, pitot covers ON
and tie-down as required
25. POST FLIGHT INSPECTION and ADMINISTRATION – conduct a post
flight inspection of the aircraft, enter any defects on MR and complete
administrative actions

Emergency procedures

Not applicable.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Fitness for flight.
 Weather.
 Lookout for taxiing aircraft or ground vehicles.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Any additional airmanship considerations specific to the lesson.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainee should reflect back on the
developmental involvement of the student during the delivery of the brief and ensure
that any perceived deficiencies are reviewed.

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1. PREPARATION FOR FLIGHT (Pre Flight Briefing)
Preparation for flight is a ground activity required before every flight and as such does
not require a pre-flight briefing.

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2 DAILY INSPECTION Long Briefing
Aim

To learn the correct procedure to be used to determine the serviceability or un-

serviceability of an aircraft prior to flight, the method of certification of the inspection and
method of recording unserviceable aircraft systems and/or engine/airframe
components.

Introduction and Motivation

The pilot must understand how to correctly conduct a daily inspection on the aeroplane
to ensure it is certified as serviceable and safe prior to the first flight of the day.

The pilot must also understand the aircraft flight manual procedure for conducting a pre-
flight inspection.

 To manage potential threats to the safety of a flight prior to its commencement

 To learn a basic pilot skill.
 To comply with aviation legislation.
 To provide for efficient operations.

Duration and Content

 The lesson will take approximately 40 minutes in the classroom, a 10 minute

break and 30 minutes at the aircraft.
 Provide an overview of the lesson content.

Objectives

 Where would the pilot find the items to be checked during conduct of a daily
inspection?
 When must a daily inspection be conducted?
 Who is authorised to certify the daily inspection?
 How would you determine an aircraft is serviceable for flight?
 What action should you take to verify an un-serviceability?
 What documents are used during and at the completion of a daily inspection?

Revision

 State the documents that must be on board the aircraft during flight.

 State the purpose of the Maintenance Release.

 State the major considerations when moving around the aerodrome apron area.

 State the significance of a parked aircraft which has its rotating beacon or
navigation lights on.

 Define airmanship.

Definitions

Include a definition of any new terms.

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The Principles, Considerations and Application

 Not optional as it is a legal requirement.

 It is a means of mitigating risk and ensuring safety of flight.
 Must be conducted and certified by an appropriately qualified person.
 Must be conducted in accordance with the aircraft flight manual or operator’s
written procedure.
 Must be done prior to first flight of each day.
 Requires a complete check of the maintenance release, all items, endorsements
and certifications on parts 1, 2 and 3 and provides advice of flight hours
remaining before scheduled service is required.
 Unserviceability’s recorded on the maintenance will provide advice to other
pilots and items requiring rectification to the engineers.

Emergency procedures

Not applicable.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and errors.

 Recognise and manage undesired aircraft state.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainee should reflect back on the
developmental involvement of the student during the delivery of the brief and ensure
that any perceived deficiencies are reviewed.

2. DAILY INSPECTION (Pre Flight Briefing)

Daily inspection is a ground activity required before every flight and as such does not
require a pre-flight briefing.

3. TAXIING Long Briefing

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Aim

To teach the student how to safely manoeuvre the aircraft on the ground under its own
power.

Introduction and Motivation

Taxiing an aircraft may appear to be a simple skill; however there are many incidents
that occur due to poor training.
Because an aircraft is less manoeuvrable than a car, has protrusions i.e., wings , does
not have reverse, has small wheels and less effective brakes than a car and can be
affected by strong winds; taxiing an aircraft requires concentration and the application of
common sense.

 All flying lessons start and finish with a need to taxi the aircraft safely.
 Application of the techniques presented in this briefing will provide safety of
operations at aerodromes.

Duration and Content

 The lesson will take approximately 1 hour with a break after 45 minutes.

 Provide an overview of the lesson content.

Objectives

 How would you satisfy yourself that your seat is correctly adjusted and locked?
 What precautions would you take before moving from a parked position?
 How do you slow an aircraft’s forward speed?
 Where would you place your hands during taxiing operations?
 How would you check your taxi speed?

Revision

Use everyday experiences to introduce the basic concepts of the lesson and determine
the student’s level of understanding.

Definitions

Provide definitions for any new terms, e.g., taxiway, holding point, etc.

Principles and Considerations

With the use of diagrams explain the rules, right of way and action to be taken when two
aircraft are:
- Meeting head on – each turns right.
- Overtaking – overtaking aircraft gives way.
- Converging courses – the one with the other on the right gives way.
- Aircraft taking off or landing – have right of way over aircraft taxiing.

Explain the correct use of all controls.

 Adjusting your seat and seat belt.

 Use of power. Avoid high power settings.
 Correct use of power and brakes to regulate speed.

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  ATIS, taxi clearance and standard phraseology will be demonstrated.
 Moving from a parked position.
- Lookout before releasing the brakes.
- Consider using the minimum amount of power required.
- Determine where you want to go and plan the safest route.
 Aeroplane Inertia.
- The effect of inertia on the aircraft to commence taxiing and stopping.
- The effect of the position of the C of G relative to the main wheels.
 Directional control.
- Use of rudder pedals for nose or tail wheel steering.
- Use of differential braking.
 Brakes.
- Testing brakes as soon as aircraft is moving.
- Avoid harsh braking.
- Do not use power against brakes.
 Use of power.
- Speed controlled by power.
- Reduce power before braking.
- Monitor temps and pressures with prolonged idling.
 Visibility.
- In tail wheel aircraft need to turn to clear the path ahead.
- Use of lights to make aircraft more easily seen by other pilots.
 Effect of wind.
- The effects of headwind, tailwind and crosswind on the taxiing aircraft and
the correct use of the controls to assist.
- With tail wheel aircraft stress increased wind effect on directional control
 Instrument checks.
- Need to monitor engine temps and pressures.
- Check compass and directional gyro, turn coordinator and attitude indicator
when taxiing in a known direction, i.e., runway or taxiway.
 Parking considerations under various conditions.
- Restricted space.
- Strong winds.
- Slipstream nuisance and avoidance.

Application

 Demonstrate how to place feet and hands on controls.

 Release park brake.
 Apply sufficient power with throttle to commence moving.
 Reduce power to idle to test brakes.
 Apply sufficient power to re-commence taxi.
 Maintain the taxiway and centreline markings if possible.
 Reduce power to maintain appropriate taxi speed (generally a fast walking pace
as viewed along the wing tip referenced to ground features).
 Hold controls to counter wind effects.
 Steering is not available unless aircraft is moving.
 To stop reduce power to idle use brakes to stop with nose or tail wheel straight.
 Choose a parking position that does not block the taxiway.
 Set parking brake.

Emergency procedures

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  Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and errors.

 Recognise and manage undesired aircraft state.
 Lookout.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainee should reflect back on the
developmental involvement of the student during the delivery of the brief and ensure
that any perceived deficiencies are reviewed.

3. TAXIING (Pre Flight Briefing)

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Taxiing is a ground activity required before every flight and as such does not require a
pre-flight briefing.

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4. STRAIGHT & LEVEL (Long Briefing)

Aim

To understand the aerodynamic principles involved in straight and level (S&L) flight and
how the primary and secondary controls are used in a co-ordinated manner to establish
and maintain S&L flight, at various airspeeds.

Introduction and Motivation

 S&L flight at a constant airspeed, heading, with the aircraft in balance at a

constant altitude provides the most efficient flight path to a destination.
 Pilots spend approximately 80% of their airborne time in S&L; therefore need to
do it correctly and efficiently.
 Constitutes a basic pilot skill and the foundation of other pilot skills to be learnt
during training.
 Essential for passenger comfort and economy of travel.

Duration and Content

 Approximately 1 hour with a 10 minute break after 40 minutes.

 Provide an overview of the lesson content.

Objectives

 Recall the 4 FORCES acting on an aircraft in flight.

 Explain how they are arranged relative to each other.
 Describe how an aerofoil produces LIFT.
 Explain the factors that influence the production of LIFT and DRAG.
 State the LIFT formulae and explain each of its components.
 Explain INDUCED DRAG and the effect that ANGLE of ATTACK has on it.
 Explain how STABILITY is achieved in each of the 3 planes of movement.
 Explain how to BALANCE the aircraft.

Revision

 Name the 3 axis about which an aircraft moves.

 State the primary and secondary/further effects of the flight controls.

 Explain the factors which determine the effectiveness of the primary controls.

Definitions - With the use of diagrams define the following terms:

AEROFOIL, CHORD LINE, CAMBER and MEAN CAMBER LINE, RELATIVE

AIRFLOW, LIFT, DRAG, ANGLE of ATTACK (AoA), STREAMLINE &
TURBULENT AIRFLOW, a COUPLE.

Principles – With the use of diagrams explain the following principles

 WEIGHT
- Acts through C of G.
- Downward toward centre of earth.

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  LIFT PRODUCTION
-BERNOULLI and/or NEWTONIAN Momentum principle.
-TOTAL PRESSURE= STATIC + DYNAMIC PRESSURE.
- AEROFOIL.
- STREAMLINE, TURBULENT & RELATIVE AIRFLOW.
- PRESSURE (distribution around an aerofoil).
- CENTRE of PRESSURE.
- CAMBER.
- ANGLE of ATTACK.
- COEFFICIENT of LIFT.
- LIFT FORMULAE.

 DRAG
- PARASITE – 3 kinds
 Form
 Skin Friction
 Interference
- INDUCED
 By product of generating lift
 Varies with A of A
- TOTAL DRAG
- COEFFICIENT OF DRAG
- DRAG FORMULAE

 THRUST
- produced by engine turning propeller or thrust from jet engine

 DISTRIBUTION OF THE FORCES

- ARRANGEMENT and resultant couple
- TAILPLANE provides a downward force

 STABILITY
- STATIC & DYNAMIC
 Longitudinal Stability
 Lateral Stability
 Directional Stability

Considerations

With the use of diagrams explain the follwing:

 Effect of wind – Select a suitable heading to avoid drift during the exercise.
 Feature – Selection of an easily seen reference feature.
 Visibility – need a natural horizon.
 Consider CTA/R.
 Smooth flying conditions.

Application

AIR EXERCISE - DEMONSTRATIONS & STUDENT PRACTICE

 The air exercise is planned to take not less than 1 hour

 Power settings from the aircraft flight manual to achieve selected airspeeds
 Flying standards in accordance with Day VFR Syllabus
 Use of ALAP work cycle and PAST

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Explain the term POWER + ATTITUDE = PERFORMANCE in relation to the following
cruise configurations and with use of a model and diagrams show the student the
correct technique for transition from one configuration to another.

PRE-ENTRY - Select reference feature, heading, altitude and Lookout

Normal Cruise Slow Cruise Fast Cruise

Explain the use of mnemonics’ such as PAST and ALAP for configuring to and
maintaining straight and level.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout/Clock-code/traffic.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainee should reflect back on the
developmental involvement of the student during the delivery of the brief and ensure
that any perceived deficiencies are reviewed.

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4. STRAIGHT & LEVEL (Pre- Flight Briefing)
Aim/Application

To fly the aircraft S&L at normal, slow and fast cruise airspeeds, while maintaining a
constant heading, altitude and with the aircraft in balance.

Human Factors, TEM & Airmanship Considerations

Ask the student to recall some of the relevant TEM and airmanship points from below.

 Recognise and manage threats and errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout/Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Weather and NOTAM’s

Discuss basic weather considerations for the day and aerodrome serviceability.

Aircraft Considerations

Discuss the aircraft inspection, loading and the fuel and oil state.

Administration

Discuss general sign out requirements and administrative procedures for the flight

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

I Will
 Pre-Flight the aircraft
 Make all radio calls
 Conduct the take-off. You will follow me through

You Will
 Observe me conduct the pre-flight
 Start the aircraft using the checklist
 Taxi the aircraft with assistance from me
 Conduct the Pre-takeoff check using the checklist

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Departure

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

I Will
 Climb the aircraft (you will follow me through).
 Make all radio calls.
 Manage any threat or error.

You Will
 Follow through the climb.

Straight and Level Air Exercise.

The instructor should as much as possible draw on the student’s knowledge from the
long brief to establish the following:

 Use of power settings from the aircraft flight manual to achieve selected
airspeeds.
 Flying standards to satisfy the Day VFR Syllabus.
 Pre manoeuvre checks including lookout and reference features.
 Use of ALAP work cycle and PAST.

The presentation medium, whether it is white board or power point presentation, should
be simple and uncluttered. Aircraft models should be orientated with diagrams.

Explain the use of mnemonics’ to Maintaining Straight and Level.

PRE-ENTRY - Select reference feature, heading, altitude and Lookout.

Normal Cruise Slow Cruise Fast Cruise

Power Attitude Power Attitude Power

Attitude Lookout Attitude Lookout Attitude
Speed Attitude Speed Attitude Speed
Trim Performance Trim Performance Trim

Stability demonstration
LONGITUDINAL - PITCH plane
LATERAL - ROLLING plane
DIRECTIONAL - YAWING plane

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I Will
 Demonstrate in turn S&L normal, slow and fast cruise
 Demonstrate stability.
 Use DDM instructional technique throughout the lesson

You Will
 Practice in turn S&L normal, slow and fast cruise
 Fly the aircraft in S&L back to the aerodrome

Return to Base.

The instructor should clearly define the expectations on the student. The student should
be expected only to be able to fly the cruise; however the instructor may direct the
student through the descent and early stages of arrival. The Instructor should

I Will
 Introduce next lesson - climbing & descending
 Land the aircraft – You will follow me through

You Will
 Fly the aircraft Straight and level back to the aerodrome
 Taxi the aircraft back to the school with assistance
 Shutdown the engine using the checklist

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

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5. CLIMBING (Long Briefing)

Aim

To learn the principles involved in a climb, the factors affecting climb performance and
to enter and maintain a climb with a constant heading, airspeed, in balance and return
to S&L at a nominated altitude.

Introduction and Motivation

 Climbing a basic pilot skill.

 Must climb at least once in every flight.
 To satisfy operational requirements requires specific climb configurations.
 The briefing on DESCENDING will follow this briefing to enable the air exercises
to cover climbing and descending.

Duration and Content

 One hour briefing with a break at approximately 45 minutes.

 Provide an overview of the lesson content.

Objectives

 Explain the arrangement of the 4 forces in a climb.

 Explain the factors which provide the best rate and angle of climb.
 Explain the effect of flap, wind, weight, and altitude on climb performance.

Revision

 What are the 4 forces in S&L.?

 Are the forces in S&L in equilibrium?
 Explain what happens to control effectiveness at high power settings and low
airspeed.
 Explain the entry and maintenance technique for S&L.

Definitions

 POWER
 THRUST
 ANGLE OF CLIMB (AOC)
 RATE OF CLIMB (ROC)
 CRUISE CLIMB

Principles

Explain with the use of diagrams:

 The arrangement of the 4 forces during the climb.

 How best angle of climb is obtained at the IAS for maximum excess thrust.
 How best rate of climb is obtained at the IAS for maximum excess HP.
 How cruise climb provides best distance over the ground for a compromise in
ROC and AOC.

567841325.doc 28
Considerations

Explain with the use of diagrams:

 Factors affecting climb

- Weight.
- Altitude (Temperature and pressure)
- Flap.
- Wind – Headwind/Tailwind.
- Balance – Out of balance - more drag - reduces climb performance.
 Engine Considerations
- Low IAS reduced cooling.
- Use of cowl flaps.
- Use of mixture.

Application

AIR EXERCISE - DEMONSTRATIONS & STUDENT PRACTICE

 The air exercise is planned to take not less than 1 hour.

 Power settings and IAS from the aircraft flight manual to achieve selected climb.
 Flying standards in accordance with Day VFR Syllabus.
 Use of ALAP work cycle and PAST/ASPT.

Review the term POWER + ATTITUDE = PERFORMANCE in relation to the following

climb configurations and with use of a model and diagrams show the student the correct
technique for transition for each climb from one cruise level to another.

PRE-ENTRY - Select reference feature, target altitude and Lookout.

Attitude
Lookout
Attitude
Attitude
Power Performance
Speed
Attitude Power
Speed Trim
Trim

BAOC BROC Cruise Climb

Emergency procedures

Present the actions to be taken in the event of any real emergency.

567841325.doc 29
Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

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5. CLIMBING (Pre- Flight Briefing)
Aim/Application

To be able to enter, maintain and level off from a climb on a constant heading, airspeed
and with the aircraft in balance.

Human Factors, TEM & Airmanship Considerations

Ask the student to recall some of the relevant TEM and airmanship points from below.

 Recognise and manage threats and errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout/Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Weather and NOTAM’s

Discuss the basic weather and Notam considerations for the day.

Aircraft Considerations

Briefly discuss the student’s aircraft preparation including MR, serviceability, fuel
planning, loading and performance.

Administration

Make quick reference to general sign out requirements.

Start up and Taxi

The instructor should clearly define the expectations on the student. It would be
appropriate that the student would perform start and taxi still under instructor direction.

I Will
 Monitor you conducting the daily inspection.

You Will

 Start the aircraft using the checklist.

 Taxi the aircraft.
 Conduct the Pre-takeoff check using the checklist.

567841325.doc 32
Departure.

The instructor should discuss what the student will do through take off and climb. It
would expected that at this stage the student would follow through on take-off and be
directed through parts of the climb when away from high traffic areas.

I Will
 Conduct the take-off.

You Will
 Follow me through the take off.

Air Exercise.

Revision of S&L.

Best Rate, Angle and Cruise Climb exercises conducted in turn using the airspeeds
from the Aircraft Flight Manual (AFM).

Flying tolerances to Day VFR Syllabus standards.

PRE-ENTRY - Select reference feature, target altitude and Lookout.

Attitude
Lookout
Attitude
Attitude
Power Performance
Speed
Attitude Power
Speed Trim
Trim

BAOC BROC Cruise Climb

I Will
 Demonstrate in turn each of the climbs.
 Use DDM instructional technique throughout the lesson.

You Will
 Practice in turn each of the climbs.

Return to Base.

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

567841325.doc 33
I Will
 Introduce next lesson – turning.
 Land the aircraft – You will follow me through.

You Will
 With assistance to change heading (turn) as required, fly the aircraft back to the
aerodrome.
 Follow me through on the approach and landing.
 Taxi the aircraft back to the school.
 Shutdown the engine using the checklist.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

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5. DESCENDING (Long Briefing)

567841325.doc 35
Aim

To understand the principles involved in a descent and the factors which affect descent
performance. To learn how to enter and maintain a descent from S&L flight at different
airspeeds, rates of descent using different power settings and return to S&L flight at a
selected altitude.

Introduction and Motivation

 During flight an aircraft must descend at least once.

 Final approach to land involves a specific descent configuration.
 Different operational requirements require descents at different rates and
airspeeds, with and without power.
 A glide descent is used in the event of an engine failure.

Duration and Content

 One hour briefing with a break at approximately 45 minutes.

 Provide an overview of the lesson content.

Objectives

 Explain the arrangement of forces in a glide.

 Explain the normal application and expected performance of the 2 basic types of
descent (Glide and Cruise).
 Explain the importance of the lift/drag ratio to glide performance and the angle of
descent.
 State the IAS and aircraft configuration required to achieve the best lift/drag ratio
in your training aircraft.
 Explain the effect of wind on the angle and rate of descent.

Revision

 Explain the arrangement of forces in a steady climb.

 What is the effect of a headwind or tailwind on the angle and rate of climb?
 Explain why the aircraft yaws when changes to power are made.
 What is a most important airmanship action by a pilot before commencing a
climb?
 What are the engine considerations during a climb?

Definitions

 ANGLE OF DESCENT (AOD).

 RATE OF DESCENT (ROD).
 GLIDE DESCENT (engine failed or set at idle RPM).
 CRUISE DESCENT.
 APPROACH DESCENT.

Principles

Explain with use of diagrams:

 The arrangement of the forces in a glide descent.

 The importance of lift/drag ratio and effect on angle and rate of descent.

567841325.doc 36
  The use of the correct IAS from AFM to achieve desired performance.

Considerations

Explain with use of diagrams:

 Effect of flaps on ROD and AOD – introduce use in the approach configuration.
 Effect of power on ROD and AOD.
 Effect of weight on ROD and AOD.
 Effect of wind on ROD and AOD.
 Engine considerations during a glide descent – cooling and carburettor ice.

Application (Air Exercise)

The Glide, Cruise and approach exercises are conducted in turn as per the airspeeds
stated in the Aircraft Flight Manual (AFM)

Flying to Day VFR Syllabus standard

PRE-ENTRY - Select reference feature, target altitude and Lookout

Attitude
Lookout
Attitude
Performance
Power Power
Attitude Attitude
Speed Speed
Trim Trim

Approach Descent Cruise and glide Descent

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout/Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.

567841325.doc 37
  Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

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567841325.doc 39
5. DESCENDING (Pre-Flight Briefing)

Aim/Application

From S&L enter and maintain a glide descent, cruise and approach descent at a
nominated rate and return to S&L at a selected altitude.

Human Factors, TEM & Airmanship Considerations

Ask the student to recall some of the relevant TEM and airmanship points from below.

 Recognise and manage threats and errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout/Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Weather and NOTAM’s

This is a good opportunity to check the student’s understanding of relevant Notam’s

ATIS/forecasts, actual observations and understanding of VMC and overall weather
suitability.

Aircraft Considerations

The student should be able to assess fuel and oil state and conduct the daily inspection.

Administration

General sign out requirements.

Start up and Taxi

The instructor should clearly define the expectations on the student.

I Will

 Make some radio calls.

You Will

 Pre-Flight the aircraft.

 Make some radio calls.
 Start the aircraft using the checklist.
 Taxi the aircraft.
 Conduct the Pre-takeoff check using the checklist.

567841325.doc 40
Departure.

The instructor should clearly define the expectations on the student.

I Will

 Conduct the take-off. You will follow me through.

You Will

 Climb to the training area at Best ROC and practice level off to S&L and then
resume normal climb.

Application (Air Exercise)

Flying tolerance in accordance with the Day VFR Syllabus.

PRE-ENTRY - Select reference feature, target altitude and Lookout.

Attitude
Lookout
Attitude
Power Performance
Attitude Power
Speed Attitude
Trim Speed
Trim

Approach Descent Cruise and glide Descent

I Will
 Demonstrate in turn the various descents.
 Use DDM instructional technique throughout the lesson.

You Will
 Practice in turn the various descents.

Return to Base.

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

I Will
 Land the aircraft – You will follow me through.

567841325.doc 41
You Will
 With assistance fly the aircraft back to the aerodrome.
 Taxi the aircraft back to the school.
 Shutdown the engine using the checklist.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

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6. MEDIUM TURNS (Long Briefing)

567841325.doc 43
Aim

To understand the principles and considerations involved in a medium turn and to learn
how to turn an aircraft onto specific headings using appropriate angles of bank, with the
aircraft in balance while maintaining level flight.

Introduction and Motivation

 A pilot must be able to turn an aircraft to change direction and fly to different
locations and aerodromes.

 Medium turns provide the foundational skill for conducting advanced turning
manoeuvres.

Duration and Content

 One hour briefing with a break at approximately 45 minutes.

 Provide an overview of the lesson content.

Objectives

 Explain the arrangement of the 4 forces in a medium level turn.

 Describe the relationship between angle of bank, airspeed (IAS), radius of turn
and rate of turn.
 Describe the 2 methods employed in aircraft design to counter adverse yaw.
 Describe the instrument indications of a slip and a skid and explain the method
used by the pilot to correct for this condition of unbalanced flight.
 Explain the entry, maintenance and exit technique to be used in the medium
turn.

Revision

 State the primary and secondary effect of aileron and rudder and explain how
they affect the aircraft in flight.

 In level flight what direction does lift act relative to the wing’s span and the
relative airflow.

 How do we balance the aircraft in flight?

 How are the forces arranged in S&L flight?

 Explain the term ‘equilibrium’ of forces as it relates to S&L flight.

Definitions

Provide simple definitions of these topics. Relate them to easily understood concepts
such as a steel nut on the end of a string, or an athlete performing a hammer throw:
 UNIFORM CIRCULAR MOTION described by a turning object.
 INERTIA.
 MOMENTUM.
 CENTRIPETAL FORCE (centre seeking force) provided by holding the string.
 CENTRIFUGAL FORCE (outward force) provided by the mass of the nut.

567841325.doc 44
  TANGENTIAL PATH.
 MEDIUM TURN.

Principles

Explain with the use of diagrams the:

 ARRANGEMENT of the FORCES in a turn.

 LIFT - The TURNING FORCE.

 TURN PERFORMANCE - Explain the 4 variable factors.

- ANGLE OF BANK
- IAS
- RADIUS OF TURN
- RATE OF TURN

 CONTROL IN A TURN
- A combination of ROLL and YAW
- Aileron out of turn
- Rudder
 Balanced turn – Position of balance ball
 Slipping turn
 Skidding turn

 OVERBANK TENDANCY
Outside wing travels faster therefore more lift

Considerations

Explain:
 RATE and RADIUS relationship

 ADVERSE YAW
- AILERON DRAG - cause
- AILERON DRAG - effect of aileron drag on a turn
- AILERON DRAG - Methods of overcoming aileron drag - differential
ailerons, frise ailerons, coupling ailerons with rudder.

 OFFSET SEATING – Use diagram and discuss nose position/attitude to

horizon as seen in left and right turns

Application

Conduct revision of S&L, Climbing and Descending.

Flying tolerance in accordance with the Day VFR Syllabus.

MEDIUM TURNS (through a nominated change of direction).

PRE-ENTRY - Select reference altitude, feature and Lookout.

567841325.doc 45
 ENTRY DURING EXIT
Bank Attitude Bank
Balance Lookout Balance
Backpressure Attitude Backpressure
Performance

Medium turn to Left Medium turn to Right

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout/Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

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6. MEDIUM TURNS (Pre- Flight Briefing)

Aim/Application

To learn the technique to be used to conduct a balanced turn at 30 degrees angle of

bank onto specific headings while maintaining constant altitude.

Human Factors, TEM & Airmanship Considerations

Ask the student to recall some of the relevant TEM and airmanship points from below.

 Recognise and manage threats and errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout/Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Weather and NOTAM’s

Continue to check the student’s development in assessing weather and Notam’s.

Aircraft Considerations

Ask general questions about the aircraft state to confirm safe for flight.

Administration

General sign out requirements.

Start up and Taxi

The instructor should clearly define the expectations on the student.

I Will
 Monitor the ground component.

You Will
 Pre-Flight the aircraft.
 Make all radio calls.
 Start the aircraft using the checklist.
 Taxi the aircraft.
 Conduct the pre-takeoff check using the checklist.

567841325.doc 48
Departure.

The instructor should clearly define the expectations on the student.

I Will
 Monitor your take off.
 Assist with traffic and radio.
 Continue to point out relevant local features.

You Will
 Conduct the take-off.
 Climb to the training area.

Air Exercise

Conduct revision of S&L, Climbing and Descending.

Flying tolerance in accordance with the Day VFR Syllabus.

MEDIUM TURNS (through a nominated change of direction).

PRE-ENTRY - Select reference altitude, feature and Lookout.

ENTRY DURING EXIT

Bank Attitude Bank
Balance Lookout Balance
Backpressure Attitude Backpressure
Performance

Medium turn to Left Medium turn to Right

I Will
 Demonstrate the turning manoeuvre.
 Use DDM instructional technique throughout the lesson.
 Introduce next lesson at the completion of the lesson.

You Will
 Practice the turning manoeuvre.

Return to Base.

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

567841325.doc 49
I Will
 Introduce next lesson at the completion of the lesson.
 Conduct the landing. You will follow me through.

You Will
 Fly the aircraft back to the aerodrome.
 Taxi the aircraft back to the school.
 Shutdown the engine using the checklist.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

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7. CLIMBING AND DESCENDING TURNS (Long Briefing)

Aim

To understand the principles and considerations involved in climbing and descending

turns and to learn how to turn the aircraft during climb and descent onto specific
headings using appropriate angles of bank, with the aircraft in balance and at a constant
IAS.

Introduction and Motivation

 Climbing and descending turns are an important manoeuvre as they are used to
conduct departures from and arrivals into the circuit pattern.

 Climbing and descending turns are also used during circuit training.

 Descending turns are foundational to conducting steep descending turns later in

training.

Duration and Content

 One and a half hour briefing with a break after approximately 45 minutes.
 Provide an overview of the lesson content.

Objectives

 Explain the effect of angle of bank on climb performance.

 Explain the reason for over banking during a climbing turn and the reason for
under banking in a descending turn.

 Explain the entry, maintenance and exit technique to be used in the medium
turn.

Revision

 Explain how the forces are resolved in a climb.

 Explain how the forces are resolved in a descent.

 How are the forces resolved in medium turn?

Definitions

 Define Rate 1 turn and introduce the student to the rule IAS/10 + 7

The Principles

Explain with the use of diagrams:

 The reduced vertical component of lift during the climb and the effect of the AoB
on the climb performance.

 The increased Induced drag and reduced excess thrust and power.

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  The increased ROD during descending turns.

The considerations

Explain with the use of diagrams:

 The reason why the aircraft has a greater tendency to over bank during the
climbing turn.

 The effect that slipstream will have on rudder requirements.

 The reason why the aircraft has a tendency to under bank during a
descending turn.

Application

Conduct revision of climbing and descending and medium turns.

Flying tolerance in accordance with the Day VFR Syllabus.

Climbing turn

PRE-ENTRY - Select reference altitude, feature and Lookout

ENTRY DURING EXIT

Bank Attitude Bank
Balance Lookout Balance
Backpressure Attitude Backpressure
Performance

Climbing turn to Left Climbing turn to Right

Descending turn

PRE-ENTRY - Select reference altitude, feature and Lookout

ENTRY DURING EXIT

Bank Attitude Bank
Balance Lookout Balance
Backpressure Attitude Backpressure
Performance

Descending turn to Left Descending turn to Right

Medium turn to Right

Emergency procedures

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Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

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7. Climbing & Descending Turns (Pre-flight Briefing)

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Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Ask the student to recall some of the relevant TEM and airmanship points from below.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout/Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Weather and NOTAM’s

Check the student’s knowledge of ATIS/forecasts, actual observations and

understanding of VMC and overall weather suitability for the exercise. Also give
consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student.

I Will
 Monitor the ground component.

You Will
 Pre-Flight the aircraft.
 Make all radio calls.
 Start the aircraft using the checklist.
 Taxi the aircraft.
 Conduct the pre-takeoff check using the checklist.

Departure

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The instructor should clearly define the expectations on the student.

I Will
 Monitor your take off.
 Assist with traffic and radio.
 Continue to point out relevant local features.

You Will
 Conduct the take-off.
 Climb to the training area.

Air Exercise

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.

This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.

The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

I Will
 Demonstrate the climbing and descending turning manoeuvres.
 Use DDM instructional technique throughout the lesson.
 Introduce next lesson at the completion of the lesson.

You Will
 Practice the climbing and descending turning manoeuvres.

Climbing turn

PRE-ENTRY - Select reference altitude, feature and Lookout.

ENTRY DURING EXIT

Bank Attitude Bank
Balance Lookout Balance
Backpressure Attitude Backpressure
Performance

Climbing turn to Left Climbing turn to Right

Descending turn

PRE-ENTRY - Select reference altitude, feature and Lookout.

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 ENTRY DURING EXIT
Bank Attitude Bank
Balance Lookout Balance
Backpressure Attitude Backpressure
Performance

Medium turn to Right

Emergency procedures

Return to Base.

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

I Will
 Introduce next lesson at the completion of the lesson.
 Conduct the landing. You will follow me through.

You Will
 Fly the aircraft back to the aerodrome.
 Taxi the aircraft back to the school.
 Shutdown the engine using the checklist.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

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8. Effects of Controls (Long Briefing)

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Aim

To understand the principles of operation of the primary and ancillary controls and to
learn the primary and further effects of those controls.

Introduction and Motivation

 The correct handling of an aeroplane is crucial for operational efficiency, safety

and passenger comfort.
 The primary flight controls and the ancillary controls are used in all facets of
flight.
 Learning the correct techniques for use of the controls and consolidation of
those techniques will provide the foundational skills for all future exercises.

Duration and Content

 The planned duration of the lesson is about 60 minutes with a break after
approximately 45 minutes.
 Provide an overview of the lesson content.

Objectives
 State the primary flight controls and their respective primary effects and axis
of movement.
 Explain the reason for the further effects of each of the primary flight controls.

 State the pilots lift formula and explain how this relates to the operation of the
controls.

 Explain the effects of propeller slipstream.

 Explain how to correctly trim the aircraft.

 Explain the purpose of the flaps.

 Explain the purpose of the mixture control.

Revision

 Check for any prior basic aeronautical knowledge.

Definitions

 Aerofoil.
 Camber.
 Chord line.
 Relative airflow.
 Angle of attack.
 Centre of gravity.

The Principles

Explain with the use of diagrams/models the basic concepts of lift production with
reference to the following:
 Bernoulli’s theorem and/or Newtonian Momentum principle.
- Airflow around an aerofoil (relative, streamline and turbulent airflow)
-Total Pressure = Static + Dynamic Pressure.

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 - Pressure distribution around an aerofoil.
- Centre of pressure.
- Camber.
- Angle of attack.
- Lift Formulae.
 Primary flight controls.
- Centre of gravity.
- Axis of movement.
- Primary effect.
- Further effect.
 Use and effects of the ancillary controls.
- Flaps.
- Trim.
- Throttle.
- Mixture.

The considerations

Explain with the use of diagrams/models the:

- Effects of airspeed.
- Effects of power and slipstream.

Application

The air exercise will involve instructor demonstration and student practice of the
following:

 Effects and further effects of the primary controls.

 Coordinated use of the controls.
 Effect of airspeed.
 Effect of slipstream.
 Use of trim.
 Use of the throttle.
 Use of the mixture.
 Use of flaps.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

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Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

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8. Effects of Controls (Pre-flight Briefing)

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Aim/Application

To learn how to correctly use the aeroplanes primary and ancillary controls and under
the direction of the flight instructor be able to perform basic flight manoeuvres.

Human Factors, TEM & Airmanship Considerations

Ask the student to recall some of the relevant TEM and airmanship points from below.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Weather and NOTAM’s

Introduce the student to basic concepts of visual flight rules, VMC and the requirement
to make a study of the weather prior to flight. Explain the use of
ATIS/forecasts/Notam’s, actual observations and weather suitability for the exercise.

Aircraft Considerations

Review the students understanding of basic preparation for flight and daily inspection
from the previous lesson. The instructor should provide assistance as required.

Administration

Review the requirements of flight authorisation and general sign out requirements.

Start up and Taxi (I will/you will)

The instructor should clearly define that the expectations on the student for start up and
taxi will be to observe and follow through.

Departure (I will/you will)

The instructor should conduct the take off and departure and explain that the student
will have the opportunity to observe and follow through where it is considered
appropriate.

Air Exercise.

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Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

I will.
 Demonstrate the effects and further effects of the primary controls.
 Demonstrate coordinated use of the controls.
 Demonstrate effect of airspeed.
 Demonstrate effect of slipstream.
 Demonstrate use of trim.
 Demonstrate use of the throttle.
 Demonstrate use of the mixture.
 Demonstrate use of flaps.

You will.
 Practice in turn; each of the above.

Return to Base (I will/you will).

Clearly define the expectations on the student.

I will.
 Demonstrate straight and level which is the next lesson.
 Fly the aeroplane back to the circuit.
 Conduct all radio calls.
 Conduct the approach and landing.
 Taxi back to the apron (you will follow me through).

You will.
 Follow through straight and level.
 Taxi back to the apron with my assistance.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

9. Stalling (Long Briefing)

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Aim

To learn the principles involved in stalling an aircraft, the factors affecting the stall and
be able to recognise the symptoms of the approach, the actual stall and recover with a
minimum height loss.

Introduction and Motivation

Stalling an aircraft in the training sense is a safe and simple exercise because it is
conducted at a safe altitude and in flight configurations where the symptoms are
predictable and relatively minor.
The exercise is important in the sense that the student pilot not only develops the ability
to recover from a stall, but that recognition of an impending stall can be averted such
that an unexpected stall should never occur.
The student will gain skills in the following:
 Ability to recognise stall entry and recover with minimum loss of height.
 Ability to safely and confidently manoeuvre the aircraft at slow speeds close to
the ground in preparation for practice in take off and landing.

Duration and Content

 The planned duration of the lesson is about 1 hour with a break after 45
minutes.
 Provide an overview of the lesson content.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles.
 State the symptoms of an impending stall and the stall itself.
 State the technique for minimum height loss recovery from the stall.

 Explain why aileron should be kept neutral during recovery from a wing drop.

 Explain how the use of flaps and power affect the stall speed and symptoms.

 What design features are built in to your aircraft to help reduce severe stall
symptoms?

 Explain why the stall is dependent on Angle of Attack and not IAS.

Revision

Check the student’s knowledge and understanding of the following:

 Aerofoil definitions relevant to stalling (Leading edge, trailing edge, angle of

attack, chord line, etc).
 Lift formula.
 Position of the centre of pressure and CoG in straight and level flight.

Definitions

 The stall.
 Critical angle.
 Stall speed.

567841325.doc 66
  Load factor.
 Boundary layer.
 Streamline flow.
 Transition point.
 Separation point.
 Turbulent flow.

The Principles

Explain with the use of diagrams/models the principles of stalling an aircraft with
particular reference to the following:

 Changes in airflow around the aerofoil as the angle of attack increases towards
the stalling angle.
 Pressure distribution around the aerofoil as the angle of attack increases
towards the stalling angle.
 Coefficient of lift increase and AoA/IAS relationship approaching the stall.
 Stagnation point, transition point and separation point approaching the stall.
 Trailing edge - reverse flow and turbulent flow.
 Centre of pressure movement and the lift/weight couple approaching the stall.
 Approach symptoms and stall symptoms.

The considerations

Explain with the use of diagrams/models the factors which affect the stall with particular
reference to the following:

 Effect of weight on stall speed

 Effect of power on stall speed and symptoms.
- Modified inner wing airflow.
- Stability.
- Vertical component of thrust.
 Effect of flap on stall speed and symptoms.
- Modified CL.
- Inclined inner wing chord line.
- Stability.
 Effect of manoeuvres on stall speed and symptoms.
- Load factor.
- Vsm = Vs x √LF
- Steep turn.
- High speed dive pull out.
 Position of Centre of gravity.
- Forward CoG, changed L/W couple and tailplane force.
- Aft CoG, changed L/W couple and recoverability.
 Effect of ice and damage on separation and stall speed.
 Use of aileron and wing drop.
 Design features
- Washout and stability during the stall.
- Stall strips and their purpose.
- Effect of slats and slots on stall speed and symptoms.

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Application

The air exercise will involve instructor demonstration and student practice of the
following:

 Pre-manoeuvre checks.
 Approach to the clean stall and the symptoms.
 Glide recovery.
 Power recovery.
 Recovery from wing drop.
 Stall with power.
 Stall with flap.
 Stall with power and flap (Approach configuration).
 Stall during manoeuvre.

Approach to the stall

Recovery

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.

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  Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

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9. Stalling (Pre-flight Briefing)

Aim/Application

To be able to approach the stall, recognise the symptoms of the impending stall and
recover from the stall in various configurations with a minimum loss of height.

Human Factors, TEM & Airmanship Considerations

Ask the student to recall some of the relevant TEM and airmanship points from below.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Weather and NOTAM’s

Check the student’s knowledge of ATIS/forecasts, actual observations and

understanding of overall weather suitability for the exercise.
Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

Check the student’s aircraft preparation including MR, serviceability, fuel planning,
loading and performance.

Administration

This is generally just a quick reference to any general sign out requirements or
introduction of a new administrative procedure e.g. sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for start and taxi.

I will.
 Observe the start procedure.
 Make some radio calls
You will.
 Conduct the pre-start and start procedure.
 Conduct after start checks.
 Obtain the ATI and make the taxi call (if required)
 Conduct the pre-take off checklist.
 Conduct the take off safety brief.

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Departure.

The instructor should clearly define the expectations on the student for the departure.
Threat and error and emergency procedures should be briefly mentioned.

I will.
 Monitor your actions through the take off and departure.
 Continue to point out local features and assist with traffic awareness.

You will.
 Take off and climb in the circuit.
 Conduct the departure from the circuit area and fly the aeroplane to the
aerobatic area.
 Conduct some revision of climbing and climbing turns while positioning in the
area.

Air Exercise.

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.
The air exercise will involve instructor demonstration and student practice of the
following:

I will.

Conduct each of the following in turn.

 Pre-manoeuvre checks.
 Approach to the clean stall and the symptoms.
 Glide recovery.
 Power recovery.
 Recovery from wing drop.
 Stall with power.
 Stall with flap.
 Stall with power and flap (Approach configuration).
 Stall during manoeuvre.

You will.

In turn, practice each of the above stall sequences under my direction.

Approach to the stall

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Recovery

Return to Base.

Clearly define the expectations on the student for the return. This may be an opportunity
to practice something previously learned or requiring remedial training or introduction to
some thing to be covered in the next lesson. Again, Threat and error and emergency
procedures should be briefly mentioned.

I will.
 Conduct the approach and landing.

You will.
 Fly the aircraft back to the circuit area.
 Conduct the inbound radio broadcast/report.
 Follow me through on the approach and landing.
 Conduct after landing checks
 Taxi back to the apron.
 Conduct the shut down procedure.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

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10. Spinning (Long Briefing)

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Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

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The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.

Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

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10. Spinning (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

567841325.doc 76
Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 77
11. Take – off, Circuit and Landing (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise

567841325.doc 78
The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.

Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 79
11. Take – off, Circuit and Landing (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

567841325.doc 80
Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 81
12. Go-Around (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the

567841325.doc 82
 student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 83
12. Go-Around (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

567841325.doc 84
Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 85
13. Flapless Landings (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

567841325.doc 86
  Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 87
13. Flapless Landings (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and

567841325.doc 88
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 89
14. Short Take-off and Landing (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

567841325.doc 90
The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 91
14. Short Take-off and Landing (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will

567841325.doc 92
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 93
15. Crosswind Take-off and landing (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

567841325.doc 94
The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 95
15. Crosswind Take-off and landing (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

567841325.doc 96
The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 97
16. Steep Turns (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the

567841325.doc 98
 briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 99
16. Steep Turns (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure e.g. sign out for life jackets/ELT’s etc.

Start up and Taxi

567841325.doc 100
The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 101
17. Steep Descending Turns (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

567841325.doc 102
  Include definitions for all new aerodynamic or other terms to be used in the
briefing

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 103
17. Steep Descending Turns (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure e.g. sign out for life jackets/ELT’s etc.

567841325.doc 104
Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 105
18. Instrument Flight (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

567841325.doc 106
  Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 107
18. Instrument Flight (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

567841325.doc 108
Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 109
19. Forced Landings (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

567841325.doc 110
Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 111
19. Forced Landings (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or

567841325.doc 112
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 113
20. Engine failure after take-off (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

 Check knowledge/understanding of previous lesson/s

 Determine from this revision if the student can progress or is re-training required

567841325.doc 114
Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 115
20. Engine failure after take-off (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

567841325.doc 116
This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 117
21. Precautionary Search & Landing (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

Revision

567841325.doc 118
  Check knowledge/understanding of previous lesson/s
 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 119
21. Precautionary Search & Landing (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

567841325.doc 120
Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 121
22. Fire Drills (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

567841325.doc 122
Revision

 Check knowledge/understanding of previous lesson/s

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 123
22. Fire Drills (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

567841325.doc 124
This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation.
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 125
23. System malfunction (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

567841325.doc 126
Revision

 Check knowledge/understanding of previous lesson/s

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 127
23. System malfunction (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

567841325.doc 128
This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 129
24. Navigation (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

567841325.doc 130
Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 131
24. Navigation (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

567841325.doc 132
This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 133
25. Night Circuits (Long Briefing)

Aim

Provide a brief, meaningful and practical description of the lesson

Introduction and Motivation

 Explain from a practical piloting viewpoint why it is important to be able to

achieve the aim of the lesson.
 Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft.
 Relate how this lesson follows a sequence to the previous and future lessons.

Duration and Content

 Advise the planned duration and lesson content with a break after approximately
45 minutes.

Objectives

The long briefing is a detailed briefing which provides an essential link between
academic principles and the air exercise. It presents the student with aeronautical
theory and the practical application of the principles. The instructor must ensure that
the student achieves the lesson objectives as follows:
 Objectives (Learning Outcomes) may be behavioural objectives (what the
student can do at the completion of the lesson) or knowledge objectives (what
the student knows at the completion of the lesson)
 State clear and specific objectives to ensure that your lesson plan will teach
exactly what you want it to.

 Objectives should not be activities used in the lesson plan but be the learning
outcomes of those activities.

 Objectives should be meaningful, directly measurable so ensure that you will

be able to tell whether these objectives were met or not.

 A good lesson plan will have more than one objective. A long briefing typically
has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the

delivery of the long brief and also through asking a selection of questions at the end.

567841325.doc 134
Revision

 Check knowledge/understanding of previous lesson/s.

 Determine from this revision if the student can progress or is re-training required

Definitions

 Include definitions for all new aerodynamic or other terms to be used in the
briefing.

The Principles

 Present the aerodynamic and other theoretical knowledge required for the
student to understand the practical aspects of the air exercise.

The considerations

 Present the relevant environmental and operational variables that have an

effect upon the exercise.
Application

 Present the practical application of the aerodynamic and theory given in the
briefing, i.e., what the air exercise will involve.

Emergency procedures

 Present the actions to be taken in the event of any real emergency.

Human Factors, TEM & Airmanship Considerations

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Assessment

The trainee should conduct a process of questioning to ensure the lesson objectives
have been met. Questions should be asked in a way that confirms the student
understands the lesson objectives. The trainer should reflect back to the developmental
involvement of the student during the delivery of the brief and ensure that any perceived
deficiencies are reviewed.

567841325.doc 135
25. Night Circuits (Pre-flight Briefing)

Aim/Application

The aim of the exercise should be simple and relevant to the DVFR syllabus
performance criteria and standards for the particular flight sequence being introduced.
Question the student briefly on the practical application of the exercise.

Human Factors, TEM & Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled
and referenced during the rest of the pre flight.

 Recognise and manage threats and manage errors.

 Recognise and manage undesired aircraft state.
 Fitness for flight.
 Lookout.
 Clock-code.
 Situational awareness.
 Assess situation and make decisions.
 Set priorities and manage tasks.
 Maintain effective communications and interpersonal relationships.
 Handing over/taking over.
 Smooth use of controls, engine handling.
 Any airmanship considerations specific to the lesson.
 Actions to be taken in the event of any real emergency.

Some schools prefer to discuss this at the end of the brief to ensure that the concepts
are most recent in the students mind.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual

observations and understanding of VMC and overall weather suitability for the exercise.
It is also an opportunity to recall Airmanship issues, in particular threat of weather,
turbulence and visibility. Also give consideration to any relevant NOTAM’s.

Aircraft Considerations

567841325.doc 136
This is the instructor’s opportunity to check the student’s aircraft preparation including
MR, serviceability, fuel planning, loading and performance.

Administration

This is generally just a quick reference only to any general sign out requirements or
introduction of a new administrative procedure eg sign out for life jackets/ELT’s etc.

Start up and Taxi

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Departure (I will/you will).

The instructor should clearly define the expectations on the student for what he/she will
do; depending on how well advanced the student is into the syllabus. Again, Threat and
error and emergency procedures should be briefly mentioned.

Air Exercise (I will/you will).

Present the practical application of what the air exercise will involve. The instructor
should determine if the trainee can recall the knowledge required to perform the air
exercise. Training aids should be utilised to provide the best possible picture to the
student. Usually the main body of the white board is utilised here and the other dot
points might sit well to the side, as prompts, to avoid distraction from the visual
presentation
This briefing is a practical briefing on what the student will hear, see and do and detailed
reference to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is
expected in the lesson.

Return to Base (I will/you will).

Again, the instructor should clearly define the expectations on the student for what
he/she will do; depending on how well advanced the student is into the syllabus. This
may be an opportunity to practice something previously learned or requiring remedial
training or introduction to some thing to be covered in the next lesson. Again, Threat
and error and emergency procedures should be briefly mentioned.

NOTE: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the Pre-Flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where
competency has been met, improvement can made or remedial training where required.
It is important that the instructor completes progress records at this time and that the
student is aware of that progress report for self preparation and further development.
The next lesson should be briefly discussed whether remedial or progression and the
student should be given clear direction for preparation of the next lesson.

567841325.doc 137
567841325.doc 138