Draftcaap5 14 2 Appc Parte1

C1 APPENDIX C to CAAP 5.
14-2(0): Flight Instructor Training (Aeroplane)
Appendix C to CAAP 5.14-2(0) – SAMPLE LONG BRIEFINGS AND PRE-FLIGHT BRIEFINGS

This appendix provides templates for the LB and PFBs 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 Chief Flying Instructor (CFI) provides
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 LB and PFBs. 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 LB relating to the air exercise and also introduce the concept of what the student will see, feel,
hear and do. There should be no new topics introduced in the PFB. If during the presentation of the
PFB the student cannot recall the material and its practical application presented in the LB, 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
• Carefully prepare 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
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
Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C2

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 and 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 Syllabus Section 2 Unit C7,
Section 1.13, Section 2 Unit C6 Manage Flight and Section 3 Amendment to Day VFR Syllabus.
Airmanship
Each briefing must include Airmanship items relevant to the exercise to be flown. TEM and other
human factor items are part of the Airmanship topic. Airmanship is, however, a broader topic
and one that is essential to impart in order to engender a safe, professional and courteous attitude
towards flying.

C3 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)
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
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 and 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.

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 Day VFR syllabus (Aeroplanes)
performance criteria and standards for the particular flight sequence being introduced. Question the
student briefly on the practical application of the exercise.
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; and
• 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 automatic terminal information
services (ATIS)/forecasts, actual observations and understanding of visual meteorological conditions
(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 Notice to Airmen (NOTAMs).
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 Emergency Locator Transmitter (Survival)
(ELTs).


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 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 Demonstrate – Direct – Monitor (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, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their 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.

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


Sample Long and Pre-Flight Briefings
INDEX
Number Training Elements Page
1 Preparation for flight long briefing 9

2 Daily inspection 12
3 Taxiing long briefing 14
4 Straight and level 17
5 Climbing and descending 23
6 Medium turns 33
7 Climbing and descending turns 38
8 Effects of controls 44
9 Stalling 49
10 Spinning 56
11 Take–off, circuit and landing 60
12 Go-around 64
13 Flapless landings 68
14 Short take-off and landing 72
15 Crosswind take-off and landing 76
16 Steep turns 80
17 Steep descending turns 84
18 Instrument flight 88
19 Forced landings 92
20 Engine failure after take-off 96
21 Precautionary search and landing 100
22 Fire drills 104
23 System malfunction 108
24 Navigation 112
25 Night circuits 116

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.

• 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 MR 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
Definitions
Principles, Considerations and Application

Present the ‘practical application’ of:
• FITNESS – Is the trainee physically and mentally fit for flight;
• FLIGHT AUTHORISATION – Show the procedure for authorising a flight;


• THE AIRCRAFT STRUCTURE – Use a model to identify and name the parts of the
airframe;
• AIRCRAFT and ENGINE SYSTEMS – Use a cockpit picture to show the flying controls
engine controls, etc. These controls can be reviewed at the aircraft;
• MAINTENANCE RELEASE – Purpose and how to determine maintenance required,
hours available, un-serviceability’s;
• DOCUMENTS - required to be on board, Aircraft Flight Manual (AFM), MR;
• COCKPIT LAYOUT – Show the student the controls, instruments, etc;
• FLIGHT PLANNING- Route, aircraft loading and performance, weather, airspace, fuel
required;
• HUMAN FACTORS, THREAT AND ERROR MANAGEMENT and AIRMANSHIP –
Discuss the meaning and importance of the terms;
• 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;
• AIRCRAFT POSITION - for starting, stones and propeller damage, soft surface may bog
the nose wheel, other aircraft or buildings, use of “clear Prop” warning;
• APPROACHING THE AIRCRAFT – look at the general appearance of the aircraft, oil
or fuel leaks evident on the ground, inflation of tyres;
• AIRCRAFT FLIGHT MANUAL – Purpose and contents;
• CHECKS – Discuss the reasons why pilots do a series of ‘checks’, advise how to use the
‘checklist’;
• FUEL - Determining type, amount required, amount in tanks, contamination checks,
refuelling process;
• OIL - Determining type, amount required, method of checking, how to add oil;
• DAILY INSPECTION - Purpose and conduct of the inspection;
• PRE-FLIGHT INSPECTION – Purpose, how to conduct the pre-flight checks in
accordance with the aircraft approved flight manual checklist;
• AIRCRAFT CLEANLINESS – Advise the location of aircraft cleaning equipment,
importance of aircraft presentation and correct method of cleaning a windscreen;
• STUDENT COMFORT - seat position enables student to reach all controls while
comfortably seated at correct attitude eye height;
• COCKPIT ORGANISATION – Arrange maps/documents and equipment in a safe,
orderly and accessible location;
• SLIPSTREAM – cautious use of power when parked or taxiing in sensitive areas or
proximity to other aircraft/buildings;
• TAXIWAY- suitable for the aircraft type, clear of other aircraft and position of
obstructions noted;
• 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; and
• POST FLIGHT INSPECTION and ADMINISTRATION – conduct a post flight
inspection of the aircraft, enter any defects on MR and complete administrative actions.

Not applicable.

• Fitness for flight
• Weather
• Lookout for taxiing aircraft or ground vehicles
• Any additional airmanship considerations specific to the lesson
Assessment
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.


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.

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; and
• To provide for efficient operations.

• 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 MR
• 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.

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 MR, all items, endorsements and certifications on parts
1, 2 and 3 and provides advice of flight hours remaining before scheduled service is
required
• Unserviceabilities recorded on the maintenance will provide advice to other pilots and
items requiring rectification to the engineers
Not applicable.

• Recognise and manage threats and errors
Assessment
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

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

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; and
• Application of the techniques presented in this briefing will provide safety of operations
at aerodromes.

• The lesson will take approximately 1 hour with a break after 45 minutes
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; and
• 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;

• ATIS, taxi clearance and standard phraseology will be demonstrated;
• Moving from a parked position:
º Lookout before releasing the brakes;
º Consider using the minimum amount of power required;
º Determine where you want to go and plan the safest route;
• Aeroplane Inertia:
º The effect of inertia on the aircraft to commence taxiing and stopping;
º The effect of the position of the C of G relative to the main wheels;
• Directional control:
º Use of rudder pedals for nose or tail wheel steering;
º Use of differential braking;
• Brakes:
º Testing brakes as soon as aircraft is moving;
º Avoid harsh braking;
º Do not use power against brakes;
• Use of power:
º Speed controlled by power;
º Reduce power before braking;
º Monitor temps and pressures with prolonged idling;
• Visibility:
º In tail wheel aircraft need to turn to clear the path ahead;
º Use of lights to make aircraft more easily seen by other pilots;
• Effect of wind:
º The effects of headwind, tailwind and crosswind on the taxiing aircraft and the
correct use of the controls to assist;
º With tail wheel aircraft stress increased wind effect on directional control;
• Instrument checks:
º Need to monitor engine temps and pressures;
º 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:

º Restricted space;
º Strong winds; and
º 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

• Lookout
• Actions to be taken in the event of any real emergency
Assessment
3. TAXIING – Pre-Flight Briefing

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

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

• S and 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 and 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

• Approximately 1 hour with a 10 minute break after 40 minutes
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 and TURBULENT AIRFLOW, a
COUPLE.


Principles
With the use of diagrams explain the following principles:
• WEIGHT
º Acts through C of G
º Downward toward centre of earth
• LIFT PRODUCTION
º BERNOULLI and/or NEWTONIAN Momentum principle
º TOTAL PRESSURE= STATIC + DYNAMIC PRESSURE
º AEROFOIL
º STREAMLINE, TURBULENT and RELATIVE AIRFLOW
º PRESSURE (distribution around an aerofoil)
º CENTRE of PRESSURE
º CAMBER
º ANGLE of ATTACK
º COEFFICIENT of LIFT
º LIFT FORMULAE
• DRAG
º PARASITE – 3 kinds
− Form
− Skin Friction
− Interference
º INDUCED
− By product of generating lift
− Varies with AoA
º TOTAL DRAG
º COEFFICIENT OF DRAG
º DRAG FORMULAE
• THRUST
º produced by engine turning propeller or thrust from jet engine
• DISTRIBUTION OF THE FORCES
º ARRANGEMENT and resultant couple
º TAILPLANE provides a downward force
• STABILITY
º STATIC and DYNAMIC
− Longitudinal Stability
− Lateral Stability
− Directional Stability

Considerations
With the use of diagrams explain the following:
• 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; and
• Smooth flying conditions.
Application
AIR EXERCISE - DEMONSTRATIONS and 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
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
Explain the use of mnemonics’ such as PAST and ALAP for configuring to and maintaining straight
and level.

• Lookout/Clock-code/traffic


Assessment
4. STRAIGHT and LEVEL – Pre-Flight Briefing
Aim/Application
To fly the aircraft S and L at normal, slow and fast cruise airspeeds, while maintaining a constant
heading, altitude and with the aircraft in balance.

Ask the student to recall some of the relevant TEM and airmanship points from below:
• Recognise and manage threats and errors;
• Lookout/Clock-code;

Discuss basic weather considerations for the day and aerodrome serviceability.
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
Departure
I Will
• Climb the aircraft (you will follow me through)
• 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; and
• 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 where used.
Explain the use of mnemonics’ to Maintaining Straight and Level.
PRE-ENTRY - Select reference feature, heading, altitude and Lookout.
Power Attitude Power Attitude Power

Attitude Lookout Attitude Lookout Attitude
Speed Attitude Speed Attitude Speed
Trim Performance Trim Performance Trim
Normal Cruise Slow Cruise Fast Cruise


Stability demonstration
LONGITUDINAL - PITCH plane
LATERAL - ROLLING plane
DIRECTIONAL - YAWING plane
I Will
• Demonstrate in turn S and L normal, slow and fast cruise
• Demonstrate stability
• Use DDM instructional technique throughout the lesson
You Will
• Practice in turn S and L normal, slow and fast cruise
• Fly the aircraft in S and 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.
I Will
• Introduce next lesson - climbing and 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
Debrief

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 and L at a nominated
altitude.

• 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

• One hour briefing with a break at approximately 45 minutes
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 and L?
• Are the forces in S and L in equilibrium?
• Explain what happens to control effectiveness at high power settings and low airspeed
• Explain the entry and maintenance technique for S and 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; and
• How cruise climb provides best distance over the ground for a compromise in ROC and
AOC.


Considerations
• Factors affecting climb:
º Weight;
º Altitude (Temperature and pressure);
º Flap;
º Wind – Headwind/Tailwind; and
º Balance – Out of balance - more drag - reduces climb performance;
• Engine Considerations:
º Low IAS reduced cooling;
º Use of cowl flaps; and
º Use of mixture.
Application
AIR EXERCISE - DEMONSTRATIONS and STUDENT PRACTICE
• The air exercise is planned to take not less than one 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
Performance Attitude
Power Speed
Attitude Power
Speed Trim
Trim
BAOC

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

• Lookout
• Clock-code
Assessment
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.
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.




Discuss the basic weather and NOTAM considerations for the day.
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
• Taxi the aircraft
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 and L.
Best Rate, Angle and Cruise Climb exercises conducted in turn using the airspeeds from the AFM.
Flying tolerances to Day VFR Syllabus standards.

Attitude
Lookout
Attitude
Performance Attitude
Power Speed
Attitude Power
Speed Trim
Trim
BAOC
I Will
• Demonstrate in turn each of the climbs
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.
I Will
• Introduce next lesson – turning
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
Debrief


5. DESCENDING – Long Briefing

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 and L flight at different airspeeds, rates of
descent using different power settings and return to S and L flight at a selected altitude.

• 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

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; and
• 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; and
• 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
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

• Lookout/Clock-code



Assessment
5. DESCENDING – Pre-Flight Briefing
Aim/Application
From S and L enter and maintain a glide descent, cruise and approach descent at a nominated rate
and return to S and L at a selected altitude.


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.
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
Departure
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 and L and then resume
normal climb
Application (Air Exercise)

Flying tolerance in accordance with the Day VFR Syllabus.
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
You Will
• Practice in turn the various descents


Return to Base
mentioned.
I Will
You Will
• With assistance fly the aircraft back to the aerodrome
Debrief

6. MEDIUM TURNS – Long Briefing
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.

• 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

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 and L flight?
• Explain the term ‘equilibrium’ of forces as it relates to S and 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;
• TANGENTIAL PATH; and
• 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:
º ANGLE OF BANK;
º IAS;
º RADIUS OF TURN; and
º RATE OF TURN;
• CONTROL IN A TURN:
º A combination of ROLL and YAW;
º Aileron out of turn; and
º Rudder:
− Balanced turn – Position of balance ball;
− Slipping turn; and
− Skidding turn;
• OVERBANK TENDANCY:
º Outside wing travels faster therefore more lift.
Considerations
Explain:
• RATE and RADIUS relationship;
• ADVERSE YAW:
º AILERON DRAG – cause;
º AILERON DRAG - effect of aileron drag on a turn; and
º 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 and L, Climbing and Descending.
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 Right


• Lookout/Clock-code
Assessment
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.





Continue to check the student’s development in assessing weather and NOTAMs.
Ask general questions about the aircraft state to confirm safe for flight.
Administration
General sign out requirements.
Start up and Taxi

I Will
• Monitor the ground component
You Will
• Conduct the pre-takeoff check using the checklist
Departure
I Will
• Monitor your take-off
• Assist with traffic and radio
• Continue to point out relevant local features
You Will
• Climb to the training area
Air Exercise
Conduct revision of S and L, Climbing and Descending.

MEDIUM TURNS (through a nominated change of direction).
ENTRY DURING EXIT

Bank Attitude Bank
Performance
Medium turn to Right

I Will
• Demonstrate the turning manoeuvre
• Introduce next lesson at the completion of the lesson
You Will
• Practice the turning manoeuvre
Return to Base
mentioned.
I Will
• Conduct the landing. You will follow me through
You Will
• Fly the aircraft back to the aerodrome
Debrief


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.

• 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

• One and a half hour briefing with a break after approximately 45 minutes
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
• 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; and
• The increased ROD during descending turns.
The considerations
• 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.
Climbing turn
PRE-ENTRY - Select reference altitude, feature and Lookout
ENTRY DURING EXIT

Bank Attitude Bank
Performance
Descending turn
PRE-ENTRY - Select reference altitude, feature and Lookout
ENTRY DURING EXIT

Bank Attitude Bank
Performance
Descending turn to Left Descending turn to Right
Emergency procedures Medium turn to Right

• Lookout
• Clock-code


Assessment
7. CLIMBING and DESCENDING TURNS – Pre-flight Briefing
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.


Check the students 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.
This is the instructors opportunity to check the students aircraft preparation including MR,
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/ELTs etc.
Start up and Taxi


I Will
• Monitor the ground component
You Will
• Conduct the pre-takeoff check using the checklist
Departure
I Will
• Monitor your take-off
• Assist with traffic and radio
• Continue to point out relevant local features
You Will
• Climb to the training area
Air Exercise
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
You Will
• Practice the climbing and descending turning manoeuvres


Climbing turn
ENTRY DURING EXIT

Bank Attitude Bank
Performance
Descending turn
ENTRY DURING EXIT

Bank Attitude Bank
Performance
Return to Base
mentioned.
I Will
• Conduct the landing. You will follow me through
You Will
• Fly the aircraft back to the aerodrome

Debrief


8. EFFECTS OF CONTROLS – Long Briefing

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

• 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

• The planned duration of the lesson is about 60 minutes with a break after approximately
45 minutes
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:
º Airflow around an aerofoil (relative, streamline and turbulent airflow);

º Total Pressure = Static + Dynamic Pressure;

º Pressure distribution around an aerofoil;
º Centre of pressure;
º Camber;
º Angle of attack; and
º Lift Formulae;
• Primary flight controls:
º Centre of gravity;
º Axis of movement;
º Primary effect; and
º Further effect;
• Use and effects of the ancillary controls:
º Flaps;
º Trim;
º Throttle; and
º Mixture.
The considerations
Explain with the use of diagrams/models the:
• Effects of airspeed; and
• 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; and
• Use of flaps.

• Lookout
• Clock-code


Assessment
8. EFFECTS OF CONTROLS – Pre-flight Briefing
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.

• Lookout;
• Clock-code;

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/NOTAMs, actual observations
and weather suitability for the exercise.

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.

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
determine if the trainee can recall the knowledge required to perform the air exercise.
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

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
Debrief

9. STALLING – Long Briefing
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.

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; and
• Ability to safely and confidently manoeuvre the aircraft at slow speeds close to the
ground in preparation for practice in take-off and landing.

• The planned duration of the lesson is about one hour with a break after 45 minutes
Objectives
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?;
and
• Explain why the stall is dependent on AoA 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; and
• Position of the centre of pressure and centre of gravity in straight and level flight.
Definitions
• The stall
• Critical angle


• Stall speed
• 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; and
• 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:
º Modified inner wing airflow;
º Stability; and
º Vertical component of thrust;
• Effect of flap on stall speed and symptoms:
º Modified Coefficient of Lift;
º Inclined inner wing chord line; and
º Stability;
• Effect of manoeuvres on stall speed and symptoms:
º Load factor;
º Vsm = Vs x √LF;
º Steep turn; and
º High speed dive pull out;
• Position of Centre of gravity:
º Forward CoG, changed Lift/Weight couple and tailplane force; and
º Aft CoG, changed Lift/Weight couple and recoverability;

• Effect of ice and damage on separation and stall speed:

• Use of aileron and wing drop;
• Design features:
º Washout and stability during the stall;
º Stall strips and their purpose; and
º Effect of slats and slots on stall speed and symptoms.
Application
• 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); and
• Stall during manoeuvre.

• Lookout
• Clock-code
Assessment


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.

• Lookout;
• Clock-code;

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 NOTAMs.
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/ELTs 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

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
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
should be utilised to provide the best possible picture to the student.
lesson.
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); and
• Stall during manoeuvre.


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

NOTE:
Briefings complete only to this point. To be used as examples.
Briefings 10-25 are templates only. To be completed by the Flying School.


10. SPINNING – Long Briefing

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

aim of the lesson

45 minutes
Objectives
• 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.
Revision
• Determine from this revision if the student can progress or if re-training required
Definitions
The Principles

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

• Lookout
• Clock-code
Assessment
10. SPINNING – Pre-flight Briefing
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Lookout;


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

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 NOTAMs.
This is the instructors opportunity to check the students aircraft preparation including MR,
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/ELTs etc.
Start up and Taxi


Air Exercise (I will/you will)

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.

lesson.

mentioned.
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


11. TAKE – OFF, CIRCUIT AND LANDING – Long Briefing

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

aim of the lesson

45 minutes
Objectives
• 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.
Revision
• Determine from this revision if the student can progress or is re-training required
Definitions
The Principles

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C1 APPENDIX C to CAAP 5.

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

Appendix C to CAAP 5.14-2(0) – SAMPLE LONG BRIEFINGS AND PRE-FLIGHT BRIEFINGS

Advice when developing a briefing

Draft only: August 2011

Draft only: August 2011

LONG BRIEFING – Template

Title NAME OF THE LESSON

Provide a brief, meaningful and practical description of the lesson

Introduction and Motivation

Duration and Content

Draft only: August 2011

Human Factors, TEM and Airmanship Considerations

Draft only: August 2011

PRE- FLIGHT BRIEFING – Lesson Plan Template

Title NAME OF THE LESSON

Human Factors, TEM and Airmanship Considerations

Weather and NOTAM’s

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Start up and Taxi (I will/you will)

Departure (I will/you will)

Air Exercise (I will/you will)

Return to Base (I will/you will)

Draft only: August 2011

Draft only: August 2011

Sample Long and Pre-Flight Briefings

1 Preparation for flight long briefing 9

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1. PREPARATION FOR FLIGHT – Long Briefing

Introduction and Motivation

Duration and content

Principles, Considerations and Application

Draft only: August 2011

Draft only: August 2011

Human Factors, TEM and Airmanship Considerations

1. PREPARATION FOR FLIGHT – Pre-Flight Briefing

Draft only: August 2011

2. DAILY INSPECTION – Long Briefing

Introduction and Motivation

Duration and Content

Draft only: August 2011

The Principles, Considerations and Application

Human Factors, TEM and Airmanship Considerations

2. DAILY INSPECTION – Pre-Flight Briefing

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3. TAXIING – Long Briefing

Introduction and Motivation

Duration and Content

Principles and Considerations

Explain the correct use of all controls:

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• Correct use of power and brakes to regulate speed;

• Parking considerations under various conditions:

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• Apply sufficient power to re-commence taxi

Human Factors, TEM and Airmanship Considerations

3. TAXIING – Pre-Flight Briefing

Draft only: August 2011

4. STRAIGHT and LEVEL – Long Briefing

Introduction and Motivation

Duration and Content

Draft only: August 2011

Draft only: August 2011

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