Fi Sample

TABLE OF CONTENTS
Flying Instructors Manual

Chapter 1
Instructional technique
Introduction
Instilling Confidence
Terms Of Instruction
The Tools of Instruction
Teaching Methodology
Dealing with Previous Student Experience
Chapter 2 Preparation for flight

Before Leaving the Ops Room
Ground Operations
First Time in the Cockpit
TABLE OF CONTENTS
Chapter 3
Visual attitude flying

Primary Teaching Objective
New Airmanship Points
Taxiing
Datum Attitude
Primary Controls
Effect of Speed
Effect of Slipstream
Trimming
Secondary (or further) Effects of Controls
Setting Power
Effect of Power
Effect of Flap
Ancillary Controls
Apron Procedures
TABLE OF CONTENTS
Chapter 4
Visual attitude refinement

Phase Structure
Take-Off and Climb Out
Revision
Straight and Level Flight
Flying to Datums
Cruise Checks
Balanced Flight
Recovery to Base
Accelerating and Decelerating
Selecting Flap
TABLE OF CONTENTS
Chapter 5
Climbing, descending and medium tuRNs

Phase Structure
Maintaining the Normal Climb
Revision
Entering and Levelling-Off from the Normal Climb
Medium Turns
Climbing at Best Rate and Best Angle
Normal Descent
Glide Descent
Cruise Descent
Recovery to Base
Revision Start of Second Lesson
Climbing and Descending Turns
The Base Leg Turn
Controlling Rate of Descent
Flying to an Aiming Point
Centreline Control
Recovery to Base
TABLE OF CONTENTS
Chapter 6 Stalling AND SLOW FLIGHT

Phase Structure
Revision
Setting up for the Stall
Flight at Slow Speed
Recognising the Incipient Stall
Recognising the Fully Developed Stall
Recovering from the Stall
Stalling in the Approach Configuration
Chapter 7 THE NORMAL CIRCUIT
Phase Structure
The Normal Circuit
The Normal Circuit Pattern
Crosswind Technique
TABLE OF CONTENTS
Chapter 8 circuit emergencies

Aim
The Take-Off Safety Brief (TOSB)
Engine Failure After Take Off (EFATO)
Engine Failure Downwind
Other Emergency Handling Requirements
Chapter 9
additional circuit types and procedures

Phase Structure
The Glide Circuit
The Flapless Circuit
The Low Level Circuit
The Short Field Take-Off
The Short Field Landing
The Stop and Go Landing
The Standard Overhead Join
TABLE OF CONTENTS
Chapter 10
advanced techniques
Phase Structure
Revision
Steep Turns
Recovery from a Stall in the Turn
The Collision Avoidance Turn
Recovery From Visual Unusual Attitudes
Steep Gliding Turns
Compass Turns
Chapter 11
forced landings without power

Determining Wind Direction
Field Selection
The Forced Landing Pattern
Principles of Emergency Handling
Emergency Handling
Further Forced Landing Techniques
Emergency Descent Techniques
Sideslipping
TABLE OF CONTENTS
Chapter 12
spinning and unusual attitudes

Phase Structure
Spin Prevention
The Fully Developed Spin
Advanced Unusual Attitudes
Chapter 13
basic instrument flying

Phase Structure
Revision
Spatial Disorientation
Basic Principles of Instrument Flying
Limited Panel Instrument Flying
Simulated Instrument Circuit and Approach
Scanning Exercises
TABLE OF CONTENTS
Chapter 14
VFR Navigation
Phase Structure
Preparation
Pre-Flight
Starting The First Leg
Fixing Procedure
Turning Point Procedure
Correcting Time Errors
Correcting Position Errors
Maintaining Track after an Error Correction
Intentional Deviation from Track
Diversion Procedure
Uncertain of Position Procedure
Lost Procedure
TABLE OF CONTENTS
Chapter 15
radio navigation and radar services

Wind Calculations
VFR Chart Preparation
Choosing a Facility
Instrument Fit
NDB Navigation - RMI
VOR Navigation - OBI
VOR Navigation - HSI
Radar Services
Appendix A GPS Navigation
Chart and Route Preparation
VFR GPS Navigation
Chapter 16
low FLYING and precautionary landings

The Descent into Low Flying
The Effect of Wind
Reversal Turns
The Precautionary Landing
TABLE OF CONTENTS
Chapter 17
night flying
Ground Operations
Take-Off
Visual-Instrument Balance
Night Circuits
The Go-Around
Night Navigation
TABLE OF CONTENTS
CHAPTER 3: VISUAL ATTITUDE FLYING
Introduction
Taxiing
Datum Attitude
Primary Controls
Effect of Speed
Trimming
Secondary (or further) Effects of Controls
Setting Power
Effect of Power
Effect of Flap
Ancillary Controls
Apron Procedures
Visual Attitude Flying

Introduction
This is a key phase, and a very busy one, which is normally taught
during one lesson. In the syllabus these lessons are normally called
Effects of Controls 1 and 2. However, we have named this chapter
differently to emphasise the real aim of the lessons. You will teach
taxiing and ground operating procedures but the heart of the lesson is
attitude flying hence the name of this chapter. Attitude flying is the
foundation of all visual and instrument flying that follows teach it
well, and you will lay the firm basis for all future flying skills. Make a
hash of it, and you will be coping with the problem for months.
Because this phase involves so many teaching points it is easy to forget
the primary teaching objective. Read it now. Notice that it says nothing
about ancillary controls or secondary effects or even taxiing. The
phase is, first and foremost, concerned with teaching visual attitude
flying. Indeed, there is little point progressing further until the student
has grasped the concept.
If he finishes the phase able to select, hold and trim to an attitude
you will have done well. Compared with this essential skill, the other,
secondary, exercises are relatively unimportant.

By the end of this phase the student will be able to select, hold and trim
to the datum attitude.
Issue 1
3.2

Taxiing
Emphasise the need to care for the brakes. Long, fast taxiing with
much use of brake will heat the discs considerably. In extreme cases
this could reduce braking effectiveness in the event of a rejected takeoff.
Handing-over and Taking-over Control
Emphasise the correct procedure until it become second nature. Before
taking control from you, the student must first place his feet lightly
on the rudder pedals with one hand on the control column or yoke
and the other on the power lever before saying I have control. When
relinquishing control he must immediately remove his hands from the
controls before saying you have control.
Instruct the student on the procedure for following-through. On the
command follow me through the student should place his hands and
feet lightly on the controls. Emphasise that he must not attempt to
make control inputs or resist your inputs. The sole purpose of followingthrough is to appreciate the size and direction of the inputs you are
making with the primary flying controls. On your command relax the
student must immediately take his hands and feet off the controls.
Be aware that it is a very common instructor error to forget to say
relax after a period of following-through!
Lookout
Stress the need for frequent, regular and thorough scans of all
quadrants. Throughout the lesson emphasise the effectiveness of your
own scan by locating and reporting contacts using the clock code.
Issue 1
3.3
Changing Power
Stress the importance of treating the engine with respect. All power
changes should be made using smooth, steady and moderate power
lever movements.
Throughout these early exercises the mixture control should be kept
fully rich.
Limitation-Operation-Indication
Emphasise that the selection of all performance limited services (in this
case flap) is always governed by the Limitation-Operation-Indication
procedure.
Taxiing
Demonstrate moving off. Reduce power to idle before releasing
the brakes. Apply the minimum amount of power necessary to get
the aircraft moving. As soon as you start to move test both brakes for
normal response but dont stop the aircraft.
Teach taxing. Demonstrate an appropriate taxiing speed. This will
vary according to the airfield conditions. On a rough grass strip taxiing
speed should be kept slow, perhaps no more than a fast walking pace.
On wide, long paved taxiways it may be appropriate to taxi at 10 -15
kts. Taxi speed should never be so fast as to require excessive braking
or produce noticeable cornering forces. Slow down for sharp corners.
Taxi speed is controlled primarily by using appropriate amounts of
power. Changes should be small and measured and the aircraft must be
given time to respond. For aircraft equipped with nosewheel steering,
maintain direction using small applications of pressure on the rudder
pedals. Anticipate slopes by applying or reducing power appropriately.
Allow the student to practise. Watch for any tendency to taxi on the
brakes.
Issue 1
3.4
Maintain a sharp lookout for aircraft and obstructions and keep a

healthy distance behind other training aircraft. Keep a much larger
distance from large commercial aircraft especially jet powered
aircraft.
Teach the stopping technique. First reduce power to idle and then
apply the brakes smoothly and symmetrically until the aircraft is
brought to a complete stop. Apply the park brake and then set parking
power.
Taxiing on Semi-Prepared Surfaces
When taxiing on gravel anticipate speed changes to reduce as far as
possible the need to apply large amounts of power. High power settings
can cause the gravel to lift and damage the propeller.
When taxing across a surface change, for example from grass to
tarmac, make the crossing at 45 with the control column fully back.
Datum Attitude
The datum attitude is the aircrafts attitude when stabilised in straight
and level flight at cruise speed. However, the student does not, at this
stage, need to know this.
Teach the student to recognise the datum attitude. Select an area
with a clear, distinct horizon and trim the aircraft to the datum attitude.
Ask the student to describe it. Elicit how and where it intersects
the instrument panel or coaming. Emphasise the importance of
maintaining a constant eye position.
Dont at this stage invite him to hold the attitude. He doesnt yet know
how to use the controls so he might frighten himself if he over-controls.
If the student has difficulty recognising or remembering the attitude,
consider getting him to sketch the key points. He can subsequently use
the sketch as a reminder. Dont do this if he is likely to be airsick.
Issue 1
3.5
Figure 3.1
Datum Attitude - elicit the relationship between horizon and coaming
In some aircraft types the horizon may be very close to the engine
cowling at the datum attitude. If this is the case, elicit how and where
the horizon intersects either side of the nose.
Primary Controls
Teach control of pitch. Trim the aircraft at the datum attitude before
demonstrating the small and smooth control inputs required to make
attitude changes. Emphasise that the aircraft will continue to pitch until
the elevators are returned to neutral, at which point the aircraft will
stabilise at a new pitch attitude. After each pitch change, gently recover
the aircraft towards the datum attitude. Ask the student to tell you
when the datum attitude is reached.
Allow the student to practise, initially by re-selecting the datum attitude
from a small deviation set by you. Start by using nose-down deviations.
This gives the student ample time to practise without you worrying
about losing too much airspeed. Minimise speed changes to keep the
aircraft approximately in trim.
Issue 1
3.6
Re-establish the datum attitude. Demonstrate a small pitch-up and

allow the student to practise by returning the aircraft to the datum
attitude.
Figure 3.2
Use nose-down deviations initially.
Take care to stop pitching before the horizon is lost below the cowling.
The student wont be able to appreciate what you are doing if he cant
see the horizon.
Figure 3.3
Beware losing the horizon when nose-up.
Issue 1
3.7
Consolidate by allowing him to practise under your specific directions.

Make these directions short and concise. For example: pitch down,
stop; pitch up, stop or reselect the datum attitude.
The student will instinctively keep the wings level. It doesnt matter if
he inadvertently applies small amounts of bank; concentrate on pitch
attitudes. He will soon be using elevator and aileron together, and this
exercise has to start from somewhere!
Teach control of roll. Again emphasise smooth and small control
inputs and show that the roll will continue until the ailerons are
returned to neutral. Repeat the demonstration with a larger control
input and demonstrate that the rate of roll varies with the amount of
control input. To avoid alarming the student, limit the bank angle to no
more than 35.
Figure 3.4
Small inputs - small roll rates
Issue 1
3.8
Figure 3.5
Large inputs - large roll rates.
Finish by asking the student to tell you when you are back at the datum
attitude. Allow him to practise deviating from, and returning to, the
datum attitude. If he has difficulty determining wings level encourage him
to look at each wingtip.
Teach control of yaw. Orient the aircraft so that there is an obvious
reference feature on the horizon ahead. Ensure that the student is
following-through on the rudder pedals.
Gently apply rudder and demonstrate that the aircraft yaws in the same
direction as the rudder application. Centralise the rudder and demonstrate
how the aircraft now yaws in the opposite direction until it regains balance.
Show that the aircraft has turned by pointing out the external reference
feature.
Issue 1
3.9
Figure 3.6
Elicit the pedal force required at cruise speed
Whilst you retain control of the control column, and keeping wings
level, allow the student to practise applying rudder under your
direction. Elicit how much force is required to displace the rudder at
cruise speed.
Finally, demonstrate that the motion is relative to the aircrafts axes
and not to the horizon. Bank the aircraft (not more than 35) and apply
rudder. Elicit the direction of yaw.
Issue 1
3.10
Figure 3.7
Yawing motion is relative to the aircrafts axis
Teach the correct sequence for regaining the datum attitude.

Consolidate all you have taught so far by allowing the student to use all
three controls to regain the datum attitude.
First demonstrate the correct sequence. Disturb the aircraft from the
datum and demonstrate how the datum attitude is regained by first,
rolling wings level, then pitching to the datum attitude and finally
holding it.
Allow the student to practise several times by giving him control after
displacing the aircraft from the datum attitude. Emphasise that the
recovery sequence roll-pitch-hold is always the same.
Issue 1
3.11
Figure 3.8
First roll wings level
Figure 3.9
then pitch to and hold the attitude
Finally, introduce the need to re-establish good lookout each time

the aircraft returns to a stable attitude. Lookout technique is formally
taught in the next lesson but begin the habit early by insisting on good
lookout soon as the datum attitude is established. Allow plenty of
practice of this fundamental concept.
Issue 1
3.12
Effect of Speed
During the next two parts of the sequence, the aircrafts trim will
change significantly. Keep the aircraft in trim, but dont teach the
trimming technique.
Elicit the effect of speed on the primary controls. Increase speed
by starting a gradual descent. Keep the power lever closed to eliminate
the complication of slipstream. This will use quite a lot of altitude so, if
the weather doesnt allow it, leave cruise power set.
Give control to the student and tell him to pitch, roll and stop as you
direct. Take back control and ask him how the controls felt at the
higher speed.
Emphasise the learning points: the controls are crisper, firmer and more
effective. Now ask the student to apply rudder while you keep control of
the control column. Take back control of the rudder and ask him how
the rudder felt. Emphasise the learning point: the rudder is harder to
apply at higher speed.
Figure 3.10
Controls are crisper, firmer and more effective, but pedal forces are higher.
Issue 1
3.13
Decelerate the aircraft approximately to glide speed (avoid activating

the stall warning). Reduce power to avoid slipstream effects.
Give control to the student and again direct him to pitch, roll and stop.
Take back control and ask him to describe how the controls feel at
low speed. Emphasise the learning points: the controls are sloppy but
effective. Repeat the process for the rudder and elicit that the pedals
are much easier to move at lower speed.
Figure 3.11
Controls are sloppy but effective, rudder pedal forces are lighter
Now, while the lighter forces are still at the forefront of his mind,
quickly move on to the effect of slipstream.
Issue 1
3.14
Elicit the differing effects of slipstream on the primary controls. Apply
full power and raise the nose to keep the speed low. Ask the student
to apply rudder. Emphasise the learning point: the rudder is hard to
apply even at low speed. Repeat the exercise for ailerons and elevator.
Ask the student to describe the feel of both controls. Emphasise the
learning points: the elevator is more effective but the ailerons remain
sloppy.
Figure 3.12
Prop slipstream does not influence the ailerons.
Issue 1
3.15
Trimming
Until now the aircraft may or may not have been in trim, it didnt
matter provided the out-of-trim forces werent uncomfortable. Indeed
some purists argue that it is better for the aircraft to be out of trim
because only in this condition can you be certain that the student is
actively holding the selected attitude!
However, from this point on you will insist that the aircraft is kept in
trim on all occasions. Like attitude flying, trimming is a fundamental
skill upon which all other flying techniques are based.
Teach the student how to trim the aircraft. You may alter speed
to put the aircraft naturally out of trim, but this isnt essential. By
whatever means, put the aircraft out of trim by an easily detectable
amount but not so much that it is uncomfortable to hold the datum
attitude.
Ask the student to hold the datum attitude and elicit the stick force and
input required to hold the attitude. Whilst he has control, slowly re-trim
the aircraft until he can no longer feel the out-of-trim force. Students
are sometimes slow to recognise the in-trim condition, so if you are
using an electric system, re-trim using a series of short blips to avoid
passing through the trimmed condition.
When he can no longer feel an out-of-trim force, emphasise that you
have now coarse trimmed the aircraft.
Now teach fine trimming. Take control and direct the students attention
to the attitude. Show that you are relaxing your grip on the control
column. Point out that, with the aircraft not yet fine trimmed, it will
deviate slowly from the selected attitude. Re-select the datum attitude
and fine trim. Explain that you are using the electric trim in a series
of short inputs. Demonstrate that with the aircraft fine trimmed it will
maintain the selected attitude even with your hands off the controls.
Issue 1
3.16
Emphasise three points:

JJ
One should not usually fly hands-off.
JJ
Coarse trim first - then fine trim.
JJ
A properly trimmed aircraft will reduce the pilots workload.
Now allow the student to practise by giving him the aircraft out of trim.
Ask him to hold the datum attitude whilst he re-trims. Repeat this
exercise until you are certain that he has grasped the technique.
Consolidate the primary teaching objective. Put the aircraft out
of trim and away from the datum attitude. Allow the student plenty of
practices using the correct technique: SELECT - HOLD TRIM. Once he
can do this remind him to lookout.
Issue 1
3.17
Secondary (Further) Effects of Controls

Demonstrate the relationship between pitch, altitude and speed.
There is no secondary aerodynamic effect of pitch, but it is common to
show the relationship between altitude and speed when pitching. Pitch
down, noting the decrease in altitude and increase in airspeed then
reverse to show the opposite effects.
Figure 3.13
Speed increases, height decreases
Issue 1
3.18
Figure 3.14
Speed decreases, height increases
Demonstrate the secondary effect of bank. The secondary effect

of bank is harder to demonstrate than the secondary effect of yaw,
and is more likely to end in an attitude far removed from the datum.
Consequently, dont use this demonstration to practise recovering from
the spiral descent.
Roll the aircraft to approximately 40. Elicit what happens. The student
should notice that the aircraft is yawing in the same direction as the
bank.
Issue 1
3.19
Figure 3.15
Roll Induces Slip
Figure 3.16
Slip Induces Yaw
Issue 1
3.20
Now, hands-off for demonstration purposes only, show that without

pilot input, the aircraft would continue to roll and yaw, entering a spiral
descent. Demonstrate the standard recovery. Emphasise the familiar
technique which is to roll then pitch to SELECT the attitude then HOLD
and TRIM.
Alternative Method: If the student fails to recognise the yaw, try yawing
the aircraft with the wings level. Establish how the wing moves relative
to the ground. For example, when yawing left, the left wing will be
moving backwards relative to the ground and vice versa. Now while
banked to the left, show that the left wing is moving backwards relative
to the ground. The aircraft must be yawing left.
Demonstrate the secondary effect of yaw and teach the
recovery from the ensuing spiral descent. Next demonstrate the
further effect of yaw by applying rudder from straight and level flight.
The secondary effect is easy to see.
Figure 3.17
Yaw Induces Roll
Issue 1
3.21
Figure 3.18
Roll Induces Slip
Give control early in the spiral to allow him to practise the recovery.
Figure 3.19
Recovery from the spiral descent uses the standard procedure roll then pitch
Issue 1
3.22
Setting Power
Teach the power setting technique. Until this point, you have
operated mostly at cruise power so the student will, subconsciously at
least, be familiar with the engine note at this power setting. Bring it to
his attention. Take control and ask him to memorise it.
Change power setting, emphasising the change in engine note. Slowly
return to the cruise setting. Ask the student to tell you, by engine
note alone, when the engine is back at the cruise setting. Repeat the
exercise. Emphasise how easy it is to set an approximate power without
looking at the tachometer.
Demonstrate the correct power lever handling technique whilst
selecting climb (full) power. Emphasise smooth, steady and moderate
power lever movement. Re-select cruise power, again demonstrating
the correct power lever handling technique. Whilst retaining control of
the primary controls allow the student to practise setting climb power.
Demonstrate selecting slow cruise power. Set it and ask the student to
memorise the engine note. Whilst retaining control increase power and
ask the student to re-select slow cruise power by engine note alone.
Repeat the exercise until the student is comfortable with coarse power
setting. When a suitable opportunity arises teach him to fine tune the
power setting using the tachometer. Elicit the relationship between
power lever movement and RPM ( cm per 100 RPM is a typical value).
Issue 1
3.23
Figure 3.20
Coarse set by engine note. Fine tune using the tachometer.
Issue 1
3.24
Effect of Power
Orient the aircraft so that there is a clear reference feature ahead.
Establish the aircraft straight, level and trimmed at low cruise speed.
Demonstrate the effect of power. With your hands off for
demonstration purposes only, smoothly apply full power. Elicit the
attitude change. Emphasise the learning points: the aircraft pitches up
and yaws.
You may need to stop the pitch-up before the horizon disappears to
allow the student to detect the yaw.
Stabilise the aircraft straight, level and trimmed at high cruise speed.
Reduce power and elicit that the pitch and yaw changes are reversed.
The yaw is best seen when the nose is well below the horizon, so pick
an obvious ground feature.
Figure 3.21
Increasing power will cause pitch up and yaw. Opposite effect when reducing power.
Issue 1
3.25
Teach the student to maintain the datum attitude whilst

changing power. There is little point in demonstrating how to hold the
datum attitude while changing power because the student will see and
feel nothing significant.
Give him control of the primary controls and smoothly increase power.
When the aircraft has stabilised at the new speed take control to check
that the student has adequately trimmed the aircraft. Repeat this
exercise increasing and decreasing power until the student is competent
and confident at maintaining the attitude.
Bear in mind that the datum attitude will not correspond with level
flight. So ensure that the speed changes are moderate. Ensure that the
student is attempting to hold the datum attitude and not level flight.
Provided the student has progressed well you can end the sequence by
allowing him to select cruise power whilst maintaining and trimming to
the datum attitude.
Effect of Flap
Throughout this exercise emphasise that every selection of flap is
governed by the Limitation-Operation-Indication procedure. As with
lookout, this procedure must be emphasised repeatedly until it becomes
second nature to the student.
Demonstrate the effect of flap. Establish the aircraft straight and
level, in trim at the slow cruise speed. Now demonstrate the effect of
selecting flaps down.
JJ
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Limitation: check that the speed is below VFE. Point to the ASI
saying: Speed is below [VFE] knots
Operation: select flaps to Take-off. Keep hands off for demonstration
purposes, and point out the transient pitch changes. As speed
reduces point out that the long-term effect is pitch down.
Indication: point out the flap indications.
Issue 1
3.26
Repeat the process for full flap, and then demonstrate the effect of
retracting flap in stages.
Figure 3.22
Flap selection produces transient and long term effects.
Teach the student to hold the datum attitude whilst selecting

all stages of flap. Again there is little point in demonstrating the
technique; allow him to practise. Pay strict attention to LOI and
remember that the aim is to maintain the datum attitude not level
flight.
Issue 1
3.27
Ancillary Controls
Briefly demonstrate how to lean the mixture using the manufacturers
approved technique and allow the student to set full rich. Emphasise
the need for care when leaning!
Briefly allow the student to select alternate air (carburettor heat)
in accordance with the flight manual. If the weather conditions are
conducive to carburettor icing (30C and 30% relative humidity) then
use this to emphasise the importance of using carburettor heat.
The student will have previously selected carburettor heat during the
power checks. If the symptoms occur, emphasise that when the RPM
restores after the initial drop then carburettor icing conditions are
present and carburettor icing is already occurring.
Emphasise that carburettor heat should be used whenever you plan to
use low power settings.
Issue 1
3.28
Apron Procedures
Apron procedures are important but are often neglected. You need to
teach your student the correct procedures for taxiing in, shutting down
and, when convenient, refuelling.
After shutting down carry out an after-flight inspection to check the
condition of the tyres and propeller and for any oil or hydraulic leaks.
Chock or tie-down the aircraft as required.
Teach the post-flight administration and reporting procedures as laid
down in your Company Ops and Training Manuals.
Figure 3.23
Layout of a Typical Apron
Issue 1
3.29
Re-Fuelling Procedure
On the first opportunity teach the refuelling procedures. First decide on
the appropriate amount of fuel to uplift. Most light aircraft are unable to
carry full fuel and a full load.
JJ
Parking brake OFF unless on a slope.
JJ
Double check that you are selecting the correct fuel.
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Mobile phones off, high visibility vest on.
JJ
Earth the aircraft. If there is one on the aircraft, use the proper
earthing point. If there isnt one, find an unpainted bit of metal,
perhaps a tie down ring or a part of the landing gear. Use the
exhaust pipe as a last resort.
JJ
Before opening the filler cap, touch the fuel nozzle to it.
JJ
Remove filler cap and re-fuel taking care to avoid blow-back.
JJ
Once completed make a note of the amount of fuel uplifted to enter

in the aircraft tech log.
Always refuel to ensure an equal distribution of fuel between the left

and right wing if appropriate.
Issue 1
3.30
Lesson Preparation
Allow at least an hour for the briefing, walk-round and start-up.
Check that the student is properly equipped and comfortable with his
equipment before you walk to the aircraft. He should have prepared a
local area map. Check that it covers the appropriate area and is folded
for easy use.
This may be the students first flight in which case he is likely to be
apprehensive. Be as reassuring as possible. Anticipate airsickness by
taking some spare bags with you but dont mention the subject before
flight.
Brief
At this stage everything is unfamiliar to the student. His capacity to
absorb information will be limited so be spare with words and detail.
The phase brief will have covered all the points and the underlying
theory so shape your brief to emphasise the airmanship points and the
lesson outline without re-stating the detail.
Emphasise the primary aim of the lesson: to recognise and hold a visual
attitude. Draw a picture to demonstrate the approximate relationship of
horizon and coaming at the datum attitude. Explain to him that you will
want him to note the precise relationship when airborne.
Very briefly outline the lesson sequence and elicit the hand-over takeover technique.
Issue 1
3.31
Teaching Sequence
1. Demonstrate operations and pre-flight procedures.
Demonstrate booking out, the pre-flight inspection and the pre-start
checks.
2. Demonstrate the hand-over/take-over procedure. Before
engine-start practise the hand-over and take-over procedure and
demonstrate how to follow-though and relax.
3. Lesson exercises. Teach the lesson in the sequence and manner
described in this chapter. When teaching taxiing take care not to
overload the student. If he is tense or under confident, limit his taxi
practice to the easy sections. Be prepared to adapt the sequence if the
student has previous flying or gliding experience. For example it may
be counter-productive to re-teach effects of controls to a student who
has already a few hours of experience. On the other hand, dont be
lulled into a false sense of security. Pay close attention to the students
technique and quickly eradicate any bad habits you notice.
The cruise checks are not formally taught until the next lesson, but you
may be able to use natural opportunities to teach orientation. Relate
obvious geographical features to the airfields location and point them
out on the students map.
4. Demonstrate taxiing on the ramp and parking procedures.
Issue 1
3.32
Post-flight
Teach post-flight documentation and replenishment procedures as
appropriate.
Issue 1
3.33
Common Student Errors

JJ
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Letting the sequence dictate the rate of progress, instead of

adjusting it to suit the students learning rate. This is a busy
lesson but each element is a building block. There is little point in
progressing beyond it until you are satisfied that the student has
grasped both the concepts and skills you are teaching.
Concentrating so much on the sequence and patter that you forget
the aim of the exercise.
Not giving the student sufficient time on the controls. Too much setpiece demonstration and not enough practice.
Not allowing for the students previous experience. If you teach the
effects of the primary controls to a student who already has several
hours experience you will frustrate and alienate him. Adapt the
lesson appropriately.
Failing to locate a clear, distinct horizon. This lesson is all
about attitude flying if you dont have a distinct horizon your
demonstrations and teaching will be worthless.
Paying too much attention forward instead of a full lookout scan.
De-synchronisation of words and actions. You may have perfected
your patter in the crew room, but it is important to synchronise
words and actions in flight. Your patter should comprise short
sentences and sequences of keywords.
Talking whilst the student practises. Dont re-brief and dont talk
whilst the student is practising.
Forgetting to check that the student has trimmed the aircraft. In
such a busy lesson it is easy to forget to take control occasionally to
check the students trimming. Trimming is an essential part of this
exercise so the student must be encouraged to trim frequently.
Forgetting to say relax after a period of following-through.
Issue 1
3.34
Common Instructor Errors

JJ
JJ
JJ
JJ
JJ
JJ
JJ
JJ
JJ
JJ
Letting the sequence dictate the rate of progress, instead of

adjusting it to suit the students learning rate. This is a busy
lesson but each element is a building block. There is little point in
progressing beyond it until you are satisfied that the student has
grasped both the concepts and skills you are teaching.
Concentrating so much on the sequence and patter that you forget
the aim of the exercise.
Not giving the student sufficient time on the controls. Too much setpiece demonstration and not enough practice.
Not allowing for the students previous experience. If you teach the
effects of the primary controls to a student who already has several
hours experience you will frustrate and alienate him. Adapt the
lesson appropriately.
Failing to locate a clear, distinct horizon. This lesson is all
about attitude flying if you dont have a distinct horizon your
demonstrations and teaching will be worthless.
Paying too much attention forward instead of a full lookout scan.
De-synchronisation of words and actions. You may have perfected
your patter in the crew room, but it is important to synchronise
words and actions in flight. Your patter should comprise short
sentences and sequences of keywords.
Talking whilst the student practises. Dont re-brief and dont talk
whilst the student is practising.
Forgetting to check that the student has trimmed the aircraft. In
such a busy lesson it is easy to forget to take control occasionally to
check the students trimming. Trimming is an essential part of this
exercise so the student must be encouraged to trim frequently.
Forgetting to say relax after a period of following-through.
Issue 1
3.35
Performance Standard
The student has a great deal to learn during this lesson and you must
not expect him to achieve everything to an acceptable standard.
However, by the end of this lesson the student should be able to
recognise deviation from the datum attitude and use the taught
technique to regain it. He should also be able to trim in the correct
sense, but may need some instructor input to achieve perfect trimming.
Issue 1
3.36

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TABLE OF CONTENTS

Flying Instructors Manual

Chapter 2 Preparation for flight

Visual attitude flying

Visual attitude refinement

Climbing, descending and medium tuRNs

Chapter 6 Stalling AND SLOW FLIGHT

Chapter 8 circuit emergencies

additional circuit types and procedures

forced landings without power

spinning and unusual attitudes

basic instrument flying

radio navigation and radar services

low FLYING and precautionary landings

CHAPTER 3: VISUAL ATTITUDE FLYING

Visual Attitude Flying

Primary Teaching Objective

Flying Instructors Manual

Visual Attitude Flying

New Airmanship Points

Flying Instructors Manual

Visual Attitude Flying

Flying Instructors Manual

Visual Attitude Flying

Maintain a sharp lookout for aircraft and obstructions and keep a

Flying Instructors Manual

Visual Attitude Flying

Flying Instructors Manual

Visual Attitude Flying

Re-establish the datum attitude. Demonstrate a small pitch-up and

Flying Instructors Manual

Visual Attitude Flying

Consolidate by allowing him to practise under your specific directions.

Flying Instructors Manual

Visual Attitude Flying

Flying Instructors Manual

Visual Attitude Flying

Flying Instructors Manual

Visual Attitude Flying

Teach the correct sequence for regaining the datum attitude.

Flying Instructors Manual

Visual Attitude Flying

Finally, introduce the need to re-establish good lookout each time

Flying Instructors Manual

Visual Attitude Flying

Flying Instructors Manual

Visual Attitude Flying

Decelerate the aircraft approximately to glide speed (avoid activating

Flying Instructors Manual

Visual Attitude Flying

Flying Instructors Manual

Visual Attitude Flying

Flying Instructors Manual

Visual Attitude Flying

Emphasise three points:

One should not usually fly hands-off.

Coarse trim first - then fine trim.

A properly trimmed aircraft will reduce the pilots workload.

Flying Instructors Manual

Visual Attitude Flying

Secondary (Further) Effects of Controls

Flying Instructors Manual

Visual Attitude Flying

Demonstrate the secondary effect of bank. The secondary effect

Chapter 2 Preparation for flight

Visual attitude flying

Visual attitude refinement

Climbing, descending and medium tuRNs

Chapter 6 Stalling AND SLOW FLIGHT

Chapter 8 circuit emergencies

additional circuit types and procedures

forced landings without power

spinning and unusual attitudes

basic instrument flying

radio navigation and radar services

low FLYING and precautionary landings