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AIRBUS PILOT INSTRUCTOR COURSE

TABLE OF CONTENTS

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11.00

11.01 - INTRODUCTION

11.02 - FOUNDATION MODULE

11.03 - CORE MODULE

11.04 - TYPE SPECIFIC MODULE (INITIAL)

11.05 - AIRBORNE PHASE

11.06 - AIRBUS PILOT TRANSITION (APT) TRAINING

INITIAL TYPE RATING INSTRUCTOR COURSE

FLIGHT CREW TRAINING PROGRAM Issue 06 APR 2008

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TABLE OF CONTENTS

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INTRODUCTION

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11.01INTRODUCTION

01 - GENERAL

The objective of the Airbus Pilot Instructor Course is to train to the level of proficiency neces-sary for the issue of a TRI (A) rating. The course is designed to give adequate training to the applicant in theoretical knowledge instruction, flight instruction and synthetic flight instruction in order to instruct for Airbus (see JAR-FCL 1.365). The privileges of the holder of a TRI rating are to instruct license holders for the issue of a multi-pilot aero plane type rating, and the instruction required for multi-crew co-operation. The privileges of the holder of a SFI authorization (Synthetic Flight Instructor) are to carry out syn-thetic flight instruction for type ratings and the instruction required for multi-crew co-operation.

02 - PREREQUISITES

It is the responsibility of the airline : • To select instructor candidates with the level of airmanship and behavior

corresponding to the role and responsibility of an airline instructor.

Type Rating Instructor (TRI)Type Rating Instructor (TRI) - Multi Pilot Aero planes (MPA) - (JAR-FCL 1.365)

Prior to undertaking the Airbus Pilot Instructor Course, an applicant for the initial issue of a TRI (MPA) rating shall have:

1.Completed at least 1500 hours flight time as a pilot of multi-pilot aero planes; 2.Completed within the 12 months preceding the application at least 30 route sectors, to include take-offs and landings as pilot-in-command or co-pilot on the applicable aero plane type, or a similar type as agreed by the Authority, of which not more than 15 sectors may be completed in a flight simulator.

Synthetic Flight Instructor (SFI) Prior to undertaking the Airbus Pilot Instructor Course, an applicant for the initial issue of an SFI (MPA) authorization shall:

1. Hold or have held a professional flight crew license issued by a JAA Member State or a non JAR-FCL license acceptable to the Authority. 2. Have completed the simulator content of the applicable type-rating course at anapproved TRTO 3. Have at least 1500 hours flying experience on multi pilot aero planes4. Have passed a proficiency check in accordance with JAR-FCL 1.240.5. Have completed within a period of 12 months at least three route sectors as an observer on the flight deck of the applicable type (1).

(1) The three route sectors may not be necessarily completed before the beginning of the Air-bus Pilot Instructor Course and could be done after the full and successful completion of the Airbus Pilot Instructor Course.

Initial Operating Experience (IOE) InstructorThe applicant should perform the Ground Phase (Core Course) of the Airbus Pilot Instructor Course, and the FFS FIF session prior to deliver on line training.


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INTRODUCTION

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Ground School InstructorThe applicant should perform the Ground Phase (Core Course) of the Airbus Pilot Instructor Course prior to deliver training, and have completed the relevant System test.


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11.01

03 - COURSE DESCRIPTION

IOE

Initial TRI

Initial Restricted TRI

Initial SFI

Foundation2 days

Core course 5 days

FFS FIF1 day

Foundation2 days

Core course 5 days

Ground2 days

FFS sessions6 sessions

AirborneFFS FIF + Flight

2 days

Foundation2 days

Core course 5 days

Ground2 days


FFS FIF 1 day

Foundation2 days

Core course 5 days

Ground2 days


Airbus Pilot Transition Training

APT training3 days

FLIGHT CREW TRAINING PROGRAM JUN2009Issue 07

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INTRODUCTION

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04 - COURSE DOCUMENTATION

Trainees will be provided with the following support material:• Trainee's booklet, including the course syllabus (FCTP)• Instructor media DVD • Trainee DVD• FCOMs, FCTM, QRH, Jeppesen charts (for type specific course, can be provided by

customers)• Core course materials will be given during the course• A laptop

05 - CRITERIA OF PROFICIENCY

a. FOUNDATION MODULEAt the end of the day 2, a written multiple choice examination will be completed. The minimum level required, to be declared proficient, is never below 80%.

Unsatisfactory examination:Trainee continues the course until the end of the core module.A new satisfactory foundation module will be required before type specific module.

b. CORE COURSEThree boxes are used to record the overall trainee's performance using "Trainee's record" file (see next pages).They are quoted "Satisfactory" or "Unsatisfactory".

c. TYPE SPECIFIC COURSE INITIALThree boxes are used to record the overall trainee's performance using "Trainee's record" file (see next pages).They are quoted "Satisfactory" or "Unsatisfactory".The last FFS session is a check.

d. AIRBORNE PHASE

Refer to airborne chapter.

FLIGHT CREW TRAINING PROGRAM Issue 07 JUN 2009

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FOUNDATION MODULE

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11.02FOUNDATION MODULE

01 - GENERAL

The objective is to give to the candidate instructor some materials to teach areas relevant to trainee's usual weakness.

* APT: Airbus Pilot Transition

DAY 1 DAY 2

• Welcome, introduction 09.30 - 10.10• Flight Crew Licensing 10.10 - 10.40• Instrument Flight Rules 10.50 - 12.10• Airbus cockpit Philosophy 13.30 - 16.00

• Performance review 09.00 - 11.15• Introduction to APT* 11.30 - 12.30• Normal operations 13.15 - 14.15• Abnormal operations 14.15 - 15.15• Test 15.30 - 17.00


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FOUNDATION MODULE

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11.02


FLIGHT CREW TRAINING PROGRAM APR 2008Issue 06

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CORE MODULE

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11.03CORE MODULE

01 - GENERAL

The objective is to develop the ability to train aviation based knowledge and skills and atti-tudes, including human factors.

The successful instructor trainee will have completed the first module of training towards achievement of a TRI (A) rating or SFI authorization.

By the end of the course instructor trainees will be able:

• To recognize the need for adequate subject knowledge.• To learn how to make adequate preparation for the conduct of training.• To develop their confidence to use different training techniques.• To learn how to develop effective relationships with trainees.• To clearly define the objectives of a training session.• To understand trainees needs & how they want to be trained.• To transfer information and key messages effectively and efficiently.• To manage a training session appropriately.• To understand the subject of human factors.• To learn how to manage CRM issues on training sessions.• To be able to manage difficult situations and people effectively.• To assess a trainees performance against a defined standard.• To recognize the importance of making adequate progress reports.• To know how to continuously develop their own training skills.

CORE MODULE FOOTPRINT

1.02DAY 1 DAY 2

• Learning processes and styles 01:30• Training experiences 00:30• Elements of effective training 01:00• Communication 02:30

• Understanding behavior 01:30• Managing behavior 01:30• Training preparation 01:30• Body language 01:30

DAY 3 DAY 4

• Briefing techniques 04:00• Understanding human factors 01:00• Crew resources management 01:00

• Exploring training techniques 01:30• Questioning techniques 01:30• Training exercices 01:00• Receiving and giving criticism 01:30

DAY 5

• Report writing 01:00• Exercices 04:00• Closure 01:00


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CORE MODULE

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TYPE SPECIFIC MODULEINITIAL

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11.04TYPE SPECIFIC MODULE

01 - GENERAL

A. AIMS

The aim of the TRI (A) is to train to the level of proficiency necessary for the issue of a TRI (A)rating. The course is designed to give adequate training to the applicant in theoretical knowl-edge instruction; flight instruction and synthetic flight instruction in order to instruct for the Air-bus (see JAR-FCL 1.365).

B. PREREQUISITES TRI Instructor – Multi Pilot Aeroplanes (MPA) (JAR-FCL 1.365)

Prior to undertaking the APIC Type Specific Module (Initial), an applicant for the initial issue ofa TRI (MPA) rating shall have:

1. Completed at least 1500 hours flight time as a pilot of multi-pilot aeroplanes; 2. Completed within the 12 months preceding the application at least 30 route sectors,

to include take-offs and landings as pilot-in-command or co-pilot on the applicableaeroplane type, or a similar type as agreed by the Authority, of which not more than15 sectors may be completed in a flight simulator

3. Completed approved instructor Core Instructor Competencies (Teaching and Learning) training.

SFI Instructor

Prior to undertaking the APIC Type Specific Module (Initial), an applicant for the initial issue ofan SFI (MPA) Authorization shall :

1. Hold or have held a professional flight crew license2. Have completed the simulator content of the applicable type-rating course at an

approved TRTO3. Have at least 1500 hours flying experience on multi pilot aeroplanes4. Have passed a proficiency check in accordance with JAR-FCL 1.2405. Have successfully completed approved Core Instructor Competencies (Teaching and

Learning) training

C. OBJECTIVES

The successful students will be able to:

• Operate a simulator, qualified and approved in accordance with JAR-STD 1A for the purpose of carrying out flight instruction.

• Carry out instruction for type rating on the Airbus , including the planning, briefing, training, assessment and de-briefing of type technical and non-technical skills.

Upon successful completion of the course, students will be eligible for the issue of:

• Type Rating Instructor rating (multi-pilot aeroplane) (TRI(MPA)) The privileges of the holder of a TRI (MPA) rating are to instruct licence holders for theissue of a MPA type rating, and the instruction required for multi-crew co-operation(see JAR–FCL 1.261(d), Appendix 1 to JAR-FCL 1.261(d) and AMC FCL 1.261(d)).


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OR• Synthetic Flight Instructor

The privileges of the holder of an SFI (A) authorization are to carry out synthetic flightinstruction for type rating, and the instruction required for multi-crew cooperation (seeJAR-FCL 1.261 (d), Appendix 1 to JAR-FCL 1.261 (d) and AMC FCL 1.261 (d)).

Where indicated in the documentation a reference to TRI also includes SFI

For clarity and ease of reference, the following terminology will be used in the coursedocumentation, and during the conduct of the course:

TRI TUTOR TRI course tutor or tutor/sTRI STUDENT TRI under training (TRI STUDENT A or B as necessary)Trainee TRI tutor when performing the role of trainee

02 - COURSE PREPARATION

A. BACKGROUND

This course assumes that the TRI STUDENT has a high level of knowledge of aircraft sys-tems and procedures. The customer is responsible to ensure that the TRI STUDENT has the potential to completethe course successfully.The course is intended for experienced A318/319/320/321 pilots who have assimilated ahigh level of technical knowledge and been selected for training as TRI.It is expected that TRI STUDENTS will spend time preparing for the course in advance.The course is not intended to make good any shortfall in technical knowledge; thosestudents who do not prepare are unlikely to succeed.

The function of the course is to introduce and practice the training skills appropriate to typetransition and check/refresher training.The course syllabus uses selected elements of exercises from a typical A320 Type RatingTransition Course and sessions, to provide the environment for the development of instruc-tional technique.

B. USE OF ROLE PLAY

TRI TUTORS will play the role of the trainee

It is assumed that this trainee will have assimilated the knowledge from a ground schoolcourse but will have had no exposure to the cockpit environment. The trainee will operate from the appropriate pilot seat, with the non-operating TRI STUDENToccupying the vacant seat and performing in a competent manner.

The trainee will display a range of abilities and behaviours, consistent with the role adoptedfor the session. Errors observed by the TRI STUDENT should be analysed and corrected,concentrating on the underlying problems encountered by the trainee. The TRI STUDENTshould concentrate on root error causes and deficiencies of technique and not simply offeradvice to correct the error symptom.


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C. TRAINING TECHNIQUES

The skills required to deliver type transition and recurrent training include briefing, demonstra-tion (handling), observation, objective analysis, facilitation, feedback and report writing. Theprimary training skills developed in the core instructor competencies (teaching and learning)course will be reinforced with practical examples.

The TRI STUDENT will be expected to prepare simulator briefing, during which the TRITUTOR will examine, selected topics relevant to the simulator session. The TRI STUDENTwill then give a simulator session brief to the trainee. He or she is expected to use all relevantmanuals (FCOM 1, 2, 3, 4; FCTM; QRH; Specific course document). TRI STUDENTS will be required to prepare lessons plans, adapting the information providedin the course session

During the sessions the TRI STUDENT will be required to demonstrate procedures andmanoeuvres, to observe the trainee’s performance, to provide analysis/feedback and write aclear objective trainee’s report. The TRI TUTOR will provide technique training and feedbackfor the TRI STUDENT. The course makes extensive use of video recording and playback tomaximise TRI STUDENT learning.Successful completion of the final check will enable an application for TRI Rating (simulatoronly) to be made. The check is a confirmation that the TRI STUDENT has reached therequired level of competence required for rating issue.

Upon successful completion of the course, a recommendation will be made to the customerthat the TRI STUDENT can be issued with a TRI rating (simulator), subject to any nationallicensing authority requirements. Prior to exercising the privileges of this rating, Airbus will rec-ommend a period of supervision for the successful TRI STUDENT. This period could be any-thing from the conduct of 1simulator session under supervision, to a complete transitioncourse under supervision. The recommendation will be tailored to meet perceived individualTRI STUDENT needs.It is not mandatory but recommended.

D. SUPPORT

TRI STUDENTS will be provided with the following support material:

1) A320 FCOMs2) A320 QRH3) Trainee Booklet including the course syllabus4) All Instructor Media DVD5) Trainee DVD6) Selected relevant Airport Charts7) Course Schedule with relevant contact information 8) A laptop

Using this material, the TRI STUDENT will be expected to start preparing for the simulatorexercises outlined in this syllabus.

The course can be fully customized, in which case items 1, 2 and 6 will be provided by thecustomer.


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Trainees

The 2 trainees will be role played by the TRI TUTOR/S. They will be:

Trainee A

Captain (tutor first name) Crusty

55 years old. 15,000 flying hours. 6,000 hours flying a B737 300/400/500 or equivalent

Trainee B

First Officer (tutor first name) Green

23 years old. 600 flying hours mainly single and light twin piston. No airline experience.Completed ELT.

E. COURSE TIMETABLE & OVERVIEW

The first day involves facilitated discussions of training techniques in addition to the prepara-tion of briefing material for the first simulator session. The TRI STUDENTS will be expectedto prepare a short 20-minute presentation on the following subject:

A review of one human factors related Airbus fly by wire accident

The next 6 days follow the format of 2 hours of briefing and classroom work for the 2 TRI STU-DENTS (except for the final day 6 which has 3 hours), followed by a 4 hour full flight simulator(FFS) session, and finishing with a one-hour de-briefing and re-briefing for the following day.Each TRI STUDENT will in turn, deliver 30 minutes of briefings to the trainee. The main brief-ing topic should require 20 minutes coverage, with the other topic requiring 10 minutes. The TRI TUTOR will analyse these briefings and provide feedback to the TRI STUDENT priorto the Sim session.

Each half of the Sim Session (1:30) will be a practical lesson based on these briefings. TheTRI STUDENT will plan the session and order of events as appropriate. The trainee will fly thesession as briefed; it may be obvious that one or more of the items is causing significant prob-lems to the trainee, necessitating a demonstration from the TRI STUDENT. The exercises arecontinued until either the trainee reaches a satisfactory standard, or the TRI TUTOR decidesto terminate that particular item and to move on to the next.

On completion of the simulator exercise, TRI STUDENT will debrief the trainee, before writinghandover notes. The TRI TUTOR will then debrief the TRI STUDENT.

For this TRI STUDENTS will be provided with mock trainee files.

The emphasis throughout will be on quality of instruction, the accuracy of analysis, and therelevance of any remedial action recommended by the TRI STUDENT, rather than amount ofmaterial covered.


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The list below covers the major items to be covered during each simulator session:

F. SIMULATOR SEATING

There will be 2 TRI TUTORS for each day. The role-play will be split with one TRI TUTORallocated to each trainee (A or B) The simulator sessions will be divided so that the TRITUTOR for the session occupies the PF seat, e.g.

The TRI STUDENT conducting the session occupies the IOS. The other TRI STUDENT occupies the PNF seatNormally each TRI STUDENT will complete 3 consecutive sessions with one trainee (A OR B)Normally the order of events for the TRI STUDENTS will reverse each day, e.g. for FFS 1, TRISTUDENT A will brief first and act as the TRI for the first part of the session, and B for the sec-ond. On the following day TRI STUDENT B will brief first and act as TRI for the first part of thesession, and so on.

FFS 1Cockpit Preparation; Taxi; Normal Take Off; ClimbDescent and Approach preparation; ILS Approaches; Go Around; After landing to shutdown; Auto thrust logic, engagement and disengagement conditions

FFS 2 FBW Protections; Visual Pattern; Crosswind take off and landing; side stick logic, take over methods; windshear recovery

FFS 3 ECAM Handling; Non Precision Approaches; Ground speed mini function;Use of anti ice systems; Fuel leak procedure

FFS 4 Engine-out handling and demonstration; Engine failure between V1 and V2; Engine-out ILS and Go Around; Relight; Rejected Take -Off

FFS 5 Emergency Descent; Dual Hydraulic failures; Handling with abnormal slat/flap configuration

FFS 6 Final Check including engine-out handling

Session FFS x IOS IOS supervision PF PNF

1A TRI STUDENT A TUTOR A TUTOR B TRI STUDENT B

1B TRI STUDENT B TUTOR B TUTOR A TRI STUDENT A


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G. ASSESSMENT

TRI STUDENT progress will be continually assessed throughout the course, and he or shewill only be presented for the Final Check if the Course TRI TUTOR is confident that therequired standard will be achieved.If there is doubt as about successful outcome of the course, the TRI STUDENT will beadvised and any necessary remedial action discussed.For the Final Check the TRI STUDENT will be asked to construct a simulator session andbriefing based on one of the 4 Test Scenarii. The test will begin with a briefing for the exer-cises shown on the test scenario. The simulator exercise will last no longer than 1hour 30 min-utes for each TRI STUDENT. This will be followed by analysis, assessment and feedback ofthe trainee’s performance, including recommendations for further training as appropriate.

03 - TYPE SPECIFIC FOOTPRINT

DAY 1 (ground) DAY 2 (ground)

• Welcome - administrative 00:45• Introduction 01:00• Expectations from the course 00:20• Accident presentation 01:30• Normal procedures 01:00• Briefing guidance 01:00

• Review 00:15• FFS1 briefings 01:30• Abnormal procedures 01:00• Simulator and simulator session 01:30• Exercise 01:00• Assessment and debriefing techniques 01:00

DAY 3 DAY 4

• Briefing 02:00• FFS 1 session 04:00• Debriefing 01:00


DAY 5 DAY 6



DAY 7 DAY 8


• Briefing 02:00• FFS 6 session (check) 04:00• Debriefing 01:00

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11.01INTRODUCTION

Day 1 (Ground)

During introductory discussions ensure the TRI STUDENTS are both prepared to present anAirbus fly by wire accidentEnsure TRI STUDENTS have all the required materials. Escort them as necessary to obtainthe instructor laptop.

Welcome Briefing (0.30) TRI STUDENTS will receive the normal Airbus Welcome Briefing. If the course is to be deliv-ered in customer facilities the welcome briefing should be adapted accordingly.Course Introduction (1.00)

Using the Introduction Section present a short briefing outlining the content and philosophy ofthe course:

Pre-requisites (knowledge and experience)Talk about assumptions and the need for a high level of technical knowledge

Course Objective Be concise and tell them the objective is to prepare them so that they can adapt to any sylla-bus and have the basic tools needed to brief, operate the simulator, observe, teach, demon-strate and debrief.

JAR-FCL RequirementsBriefly introduce the regulation or adapt to local regulations for TRI

Course Method and the use of role-playDescribe the purpose of role-play, for the TUTOR to control the instruction and ensure TRISTUDENTS exposure to different types of trainee.

Describe each role and ensure TRI STUDENTS understand

TUTOR PFTUTOR IOSTRI STUDENTTrainee

Captain Crusty/First Officer Green

Facilitate a brief discussion on the relative challenges that each trainee may present use ofvideo recording and playback.Explain the purpose and use. Ensure the TRI STUDENTS know the tapes will be destroyedVideo will only be used until briefing skills reach the required standard.

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Introduction to the Trainees:

Course MaterialsDescribe each briefly including usage and resolution of any conflicting information (FCOM isthe primary course).

Format and TimingsDiscuss the published programme and outline expectations.For the first 3 sessions at least, briefings will be de-briefed prior to the simulator session.There will be a short introduction each day to clarify any outstanding issues.

Instructor competence standardOutline the purpose of the test but make it clear there will be assessment throughout and TRISTUDENTS will not be entered for the test unless there is a high probability of success.

Hopes and concernsAsk the trainees to write their hopes and concerns (what they do want, what they do not want)about the course and then collect them explaining that they will be used in the final part of thecourseHand out post it notes each (2 colours) – (used in final collective debrief)

EFFECTIVE TRAINING

Question to the TRI STUDENTS:

“Think back to who was a good instructor, have their name in mind. Identify 2 or 3 character-istics and write them down, individually.”

Ask 1 TRI STUDENT to collate the characteristics on a flip chart

Do the same exercise, question:

“Think back to who was a poor instructor, have their name in mind. Identify 2 or 3 character-istics and write them down, individually.”

Ask 1 TRI STUDENT to collate the characteristics on a flip chart

Tell the TRI STUDENT that this defines effective instruction/ineffective training and appropri-ate/inappropriate behavior

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ACCIDENT PRESENTATIONS

Student Presentations

TRI STUDENT A will deliver a 20-minute presentation as follows:

A review an human factors related fly-by-wire Airbus accidents. The presentation should notexceed the allotted time and may include any available tools. e.g:

-White Board-Flip Chart-PowerPoint

Information is available from a variety of sources, including : http://aviation-safety.net Presentation material must be prepared solely by the TRI STUDENTS

The objective of this exercise is to :Evaluate TRI STUDENT presentation skills and provide for a short subsequent discussion (20minutes) about potential weaknesses in crew training, in addition to any areas where effectivecrew training could have prevented the accident.TRI STUDENT B to deliver a 20-minute presentation

PROCEDURES (1.00)

TRI STUDENT B will complete a short review summarizing normal procedures from ‘COCK-PIT PREPARATION’ to ‘CLIMB’ (0:30) as though he is describing the process to a new traineehaving completed only CBT ground training. The TUTOR/S will interrupt as necessary withquestions to check understanding. TRI STUDENT A will complete a similar review describing normal procedures from ‘CRUISE‘to ‘SHUTDOWN’ (0:30)Ask them to use the cockpit panel diagrams as appropriate.The purpose of this is to demonstrate to the TRI STUDENTS the difficulties in simply talkingand describing a familiar sequence of events in a simple way that can be understood by newtrainees.

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BRIEFING GUIDANCE (1:00)Review the information from the Core Instructor Competencies (teaching and learning)Course:

WhoThe audience. Describe the potential population, experience levels, abilities and the possibil-ity that they have not been carefully selected

WhyNeed for the training and developing training objectives. Do they want to train? Be aware thatmotivations are wide-ranging and sometimes non-existent

WhatThey must know, should know, and need to know. Governed by the course syllabus material.There is some limited flexibility to adapt to the trainee’s needs, but all topics must be coveredin accordance with the approved course

WhereVenue. Ensure any health and safety requirements are fully understood. Know the limitationsand functionality of any venue

WhenHow Long. It is important for trainees to know how long the training will last. They have per-sonal needs and should have clear expectations.

HowTell them what, tell them, and tell them what you’ve told them.Visual aids

Explain the purpose of the briefing for this course (normally each TRI STUDENT briefs 2 top-ics and the briefings are split between 2 TRI STUDENTS – Use a session guide as example)

General guidance on the construction and planning of briefings- Session objectives

• Key points• Use of available tools• White Board• Cockpit mock up• Laptop presentations (not for this course)

- Setting the Scene • Managing Body Language• Tone• Sitting or standing• Use of language • English as a second or third language – challenges• Speak slowly• Check understanding• Reinforce key points• Timekeeping

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General points to consider- Arrive on time- Prepare room if necessary- First contact with trainees. Allow 5 min to get to know each other.- Questions from previous sessions or more general if 1st session- Introduce session as per FCTP- Explain objectives- Explain DATA- Compute performance where necessary- Review the exercises sequentially - Emphasise the key points for each exercise- Finish the briefing about 10 min prior start of session- On the whiteboard:

• Draw pictures, diagrams RA/THRER than text• Use appropriate colours; avoid writing sentences in red

- Address both trainees- Ask questions- Refer to approved documents only

Day 1 – Briefing Preparation for FFS 1

The TRI STUDENTS will prepare a brief of approximately 30 minutes duration for FFS 1, based on the FFS1 session guide. They should be encouraged to order the briefing to suit them, and to insert additional briefing items if they feel that to do so will make the detail flow more effectively.

TRI STUDENT B - Normal procedures: T/OFF sequence and A/THR

TRI STUDENT A - Normal procedures: ILS approach and go around

They should be encouraged to order the briefing to suit them, and to insert additional briefing items if they feel that to do so will make the detail flow more effectively. The briefings should be constructed to use only the white board and cockpit panels.

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TR 0111.01INTROD UCTIO

Day 2 (Ground)

REVIEW (00:15)

Ask the TRI STUDENTS how their preparation has gone. Answer any questions and ensure once again that they understand what is required.

BRIEFINGS FOR FFS 1 (1:30)

TRI STUDENTS will conduct 30-minute briefings for FFS 1. The purpose of this exercise is to practice briefing technique and make any refinements prior to the final briefing for FFS 1 to be given prior to the session.Record and de-brief the exercise in sequence.Emphasise any positive aspects of the TRI STUDENT performance. Ask them what they will do differently next time. Limit negative comments as much as possible.Having already discussed the briefing for FFS 1 on day 1, the presentation should flow rea-sonably well. You are looking for technical accuracy, style, content and effective time man-agement. The TRI STUDENT will almost certainly have difficulty fitting the briefing into the time available.

ABNORMAL PROCEDURES (1:00)

Review the philosophy of abnormal procedure handling. Talk about Airbus or customer pro-cedures as applicable and clarify PF/PNF roles.

Use of ECAM- Limitations to use

• Not always showing appropriate procedure. E.g. Fuel leak• Cross check with system display

- Common errors in use

Use of FCOM and QRH, facilitate a discussion about:- Landing Configuration and Approach speeds- Emergency Procedures- Abnormal Procedures- On Ground Emergency Evacuation- Landing distances – discuss margins / use of auto brake- Summaries- OEB’s, TR’s

Ensure the TRI STUDENTS have a clear sequence in mind for ECAM handling and the man-agement of abnormal and emergency situations.

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LUNCH (1:00)

SIMULATORS (1.00)The purpose of this is to review the operation of simulators as follows:

- Approvals and Documentation- Role- Design, including safety systems- Limitations- The basic functions – key points- The purpose and use of the simulator session guide. Using the PPT, cover the following topics:

SIMULATOR OPERATION (0:30)- Approvals and Documentation- Role- Design, including safety systems- Limitations. No combinations of failures, respect FCTP- The basic functions – key points- Safety Briefing

• How to stop the simulator• Location of fire extinguisher• Location of emergency exits• Escape routes• How to call maintenance

- Setting up• Cleaning headsets and masks• Initial IOS setup subject to session requirements• Use of harnesses, headsets, sound, motion

- Session Conduct• Use of FREEZE functions• Use of speed up functions• Instructor responsibility during REPOS • Setting the scene after REPOS• Appropriate commentary• Need for breaks • Time management• Ending the session• Resets• Tech Log – use of DRTOOL

Remind them that the simulator is the most powerful tool available to the instructor, and if used incorrectly has the ability to demoralise and destroy the trainee. Many trainees are apprehensive of simulators, due to past experiences, and the TRI STUDENTS must do every-thing possible to utilise the device in a positive manner so as to encourage and develop trainee skills. Explain the value of simulator session guides – but point out that they must learn the fundamentals of simulator operation first.Ensure they know that a safety briefing is mandatory before entering in a simulator for the first time. Ensure they know how to perform the setup, reposition, and flight plan copy.

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EXERCISE (1:00)

Explain to the TRI STUDENTS that one of the main challenges of training is to take complex topics and present them in a simple and uncomplicated manner.

Tell them they have 30 minutes in which to prepare a short 10-minute presentation on one of the following subjects:

- FBW engine failure above V1, rotation technique.- FBW crosswind landing technique, or GPWS recovery-

The presentation should be directed towards a pilot with no technical knowledge of the air-craft, as though he/she is part of a team assessing the potential purchase of a FBW Airbus. Emphasis should be on practical application and the operational advantages of the system, plus detailed information on flying techniques.

Allow them the use of any available material, including extracts from the FCTM.

The briefing should be done on a white board.

ASSESSMENT AND DEBRIEFING TECHNIQUES (1.00)

A review of the tools and skills required assessing and improving trainee performance: Organization Observation Listening Note taking Intervention Proficiency standards Session Objectives Planning the de-brief

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Training Techniques - Revision

Using the PPTRevise the 3 elements of training:

Knowledge Skill Attitude =Competence

Question to the TRI STUDENTS: Describe a technique to train knowledge?Answer: Show, tell

Question: What about a technique to train skill?Answer: Show, tell

Question: Ok yes but is there another way, what about an active training method that does not involve showing or telling? Use a practical example (e.g. riding a bike) Allow a discussion to develop, but this should be revision, so the answer isAnswer: They figure it out (facilitation)

Tell the trainees: Ok now we have 2 teaching techniques the important thing is to decide when to use each

Question: What about knowledge, we have said we normally instruct knowledge, but can we facilitate?Answer: Try to find an example to show how exhausting facilitation could be when the trainees do not have the knowledge.

Question: So what about skill?Answer: Either technique can be used and may be appropriate in different situations.

Question: So what about attitude? Can we tell someone to change his or her attitude?Answer: Use the example of teenagers, ask the TRI STUDENTS how effective it is to tell them to change behaviour/ attitude. Talk about examples, e.g. ‘ joy riders’ (young people who steal cars and drive them at high speed).

Ask why telling them to change their behaviour does not work?Tell them that, although they may know what they are doing is socially unacceptable, within their peer group they believe it is the right thing to do at the time.

Make a link to CRM in aviation with an experienced captain who refuses to discuss actions in abnormal procedures with his co-pilot. Give an example of telling and ask how effective this will be?

Give an example of facilitation in handling the captain

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Summarise saying that the vast majority of accidents have a human element. As design reliability improves the only way to drive down the accident rate is to address the human element, in particular behaviour. To do this requires development of facilitation skills.

Tell them they will have opportunities to practice facilitation throughout the remainder of the course, both in the simulator and in debriefs.

SHOW VIDEO

ASSESSMENT AND DEBRIEFING

A short discussion about the tools needed to assess and debrief trainees. Encourage the TRI STUDENTS to think about root causes rather than symptoms. The key to this is effective observation, listening organization and note taking.

Remind the TRI STUDENTS that the session guide constructed is just a guide and contains objectives to be achieved. Nothing should prevent them changing a plan if it becomes neces-sary to reinforce some lessons. The TRI is in command of the session. Encourage them to intervene and change the sequence of events as necessary to respond to the needs of the trainee.

Assessment is always necessary to measure performance against a prescribed standard and the learning objectives. Every effort must be made to build trainee confidence whilst ensuring that praise is justified.

Talk about the general structure and timing of a debrief.

Identify instructional and facilitative techniques and the uses of each. There is no point in facilitating when the trainee does not have the knowledge or self-awareness to arrive at the desired conclusion.

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Talk briefly about behavioral markers and the CRM assessment and development systems

- Session Management- Observational skills- Note taking (trainees memorize the content of the session, TRI STUDENTS must use

notes- Recurrent Errors- Information for debriefing- Structure and Timing (Give the trainees a short break – compose notes)- Facilitate Introduction – add to this- Do they have any questions- Objectives achieved or not – (trainees will now be ready to listen)- Highlight positive trends and things done well- Session Review including

• Items to be improved• Analysis• Ask questions to confirm understanding

- Concentrate on causes not symptoms- Behavior and CRM

• Use of facilitative techniques• Behavioral Markers

- Timing (Maximum 30 minutes)- Reports and Proficiency Standards- Anticipate the following session and define the next meeting

Note: Ensure they have a copy of and are familiar with the Airbus CRM standards.

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Briefing Topics

TRI STUDENT BTake off sequence and ATHR

TRI STUDENT A ILS approach and go around

Note : Each TRI STUDENT will conduct the entire session plan.

WEATHER 33R 330/10 kt CAVOK 20/10 QNH 1010 QFE 981

INIT PAGE

CO RTE FROM / TO TRIP DISTAIBAIB1 LFZZ / LFZZ 92 Nm

ALTN CO RTE TRIP WINDAIBLYS - 15 kt

FLT NBR ALTN(Airline ID) 201 LFLL

LAT LONG ALTN DISTN 46 24.4 E 004 01.3 85 Nm

COST INDEX FL TO ALTN30 FL 110

CRZ FL TEMP TROPOFL 070/ 0°C 36090

INIT NEXT PAGE

GW 65 t143 200lb CG 30.3 % FOB 11 t

24 200 lb

ZFW 54 t119 000 lb ZFWCG 32.7 %

NOTES RWY COND DRY AIR COND ON ANTI ICE OFF

SID : MOU 1N

CFM IAEPERF PAGE

LFZZ 33R / GW 180 tPERF PAGE

V1 138 TOGA V1 137 TOGA

VR 138 48 FLEX VR 138 49 FLEX

V2 141 V2 139

FLAPS 1+F FLAPS 1+F

PERF PAGE PERF PAGE

V1 TOGA V1 TOGA

VR FLEX VR FLEX

V2 V2

FLAPS FLAPS

Tim

e EVENTS

AP

FD

ATH

R T

RK

-FPA

INIT GATE : C2

1 - PRELIMINARY COCKPIT PREPARATION2 - ENGINE START / AFTER START3 - TAXI

0:50 4 - TAKE OFF v v5 - SID / CLIMB FL 120 v v v6 - A/THR DEMO7 - DES - STAR v v v8 - ILS APPROACH v v9 - LANDING

INIT TAKE OFF

1:20 10 - TAKE OFF v v11 - ILS APPROACH v v12 - GO AROUND v v13 - ILS APPROACH v v14 - LANDING15 - AFTER LANDING16 - TAXI

1:50 17 - PARKING

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01 - SESSION OBJECTIVE :

• Proficient use of SOP’s and task sharing throughout a normal flight sequence.• Demonstration of A/THR logic in normal operation.• Practice decelerated and stabilised ILS approaches using FD’s.• Practice GA.

02 - TRAINING TOPICS :

A. REVIEW :

• Cockpit preparation• Seat adjustment, armrest, lights• Oxygen masks• Audio: hand mike, headset, RMP, ACP.• Taxi• NWS, brake check, flight control check, take off side stick position, rotation technique• ILS approach, stabilised and decelerated.• GO AROUND procedure• Auto Thrust logic

B. NEW EXERCISES / REFERENCES :

C. SUPPORT :

• FCOM / QRH - FCTM.

03 - SESSION PROFICIENCY CRITERIA :

• Knowledge of SOP’s.• Ability to handle the aircraft in Normal Law.• Ability to fly an ILS approach – stabilised and decelerated followed by a landing or GA.

FFS 1 SESSION PREPARATION

EXERCISES FCOM QRH• NORMAL PROCEDURES 3.03.XX / 4.05.XX 3.XX• AUTO THRUST LOGIC 1.22.30


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02.04

1 : First flight of the day. Copy the flight plan in Simulator’s memory.Explain the use of:

- Safety equipments (fire extinguishers, escape ropes, torch)- Seat adjustment, armrest, lights- Oxygen masks- Audio: hand mike, headset, RMP, ACP.

3 : First FFS handling. Review:- NWS, taxi, brake check, flight control check, take off side stick position, rotation

technique

6 : AUTO-THRUST LOGIC DEMO:- Disconnection / reengagement with associated FMA / ECAM announcements.- Demonstrate thrust is available beyond CLB detent.

7 : Change weather: Visibility 8 Km / ceiling 1000 ft.

8,11 : ILS approach Stabilised.

13 : ILS approach Decelerated

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FFS 1 - ADDITIONAL INFORMATION

COCKPIT PREPARATION

Detailed information on preparing the cockpit for departure is to be found in FCOM 3 and inthe FCTM. For the first session, the trainees perform a preliminary and a complete cockpitpreparation. Initially you can help your trainees when the configuration is incorrect but after afew sessions they should be able to do it themselves.

Try to focus your attention on the trainees and keep the IOS inputs as simple as possible

Create realism by ensuring the aircraft is at the gate, the cockpit is correctly set, doors areopen.Set the environment according to the session guide.Try to simulate the normal sequence of events, e.g. fuel loading, pax boarding, doors closing,final load information.

Task sharing and areas of responsibility may need to be clear explanation. Encourage ensuregood crew communication and crosschecking.

Listen to the briefing to make sure you understand what is said.

He will be in the loop at all times.

TAKE-OFF AND INITIAL CLIMB

Common error :

• Runway wasted during line-up and initial power setting.• Aircraft held on the brakes during power application.• Use of nosewheel steering tiller during take-off roll.• Not starting the CHRONO.• FMA callouts incomplete, late, or missed.• FMA callouts not acknowledged.• “Thrust set” call missed or made before parameters stabilised and checked.• Half forward stick not applied.• “Positive climb” call made without confirming on altimeter and VSI• Forward side stick above 100 kts, and consequent over controlling at rotation.


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Climb Try not to freeze the simulator position, much better to give a sequence of vectors.Try tomaintain your own situation awareness and the distance to the airport appropriate for adescent and approach without wasting time.

Descent And Approach

Arrival

Radar vectors should give the trainees some little time to settle down before making theApproach. Final vectors should allow for a 30° - 40° intercept heading. Encourage awarenessof the TO WPT and flight plan sequence.

Typical briefing

1- Start on time, room ready2- Remaining questions from the previous day3- Objectives of the session and expected performance4- Session DATA review:

WeatherAirportAircraft

5- Performance DATA check: Flaps setting, speeds, Flex Temp…6- Session global review including key points review for each exercise7- Answer any questions on the exercises briefed8- Finish on time (10mn before session)9- Manage a break before entering the simulator

Typical debriefing

1- Start debriefing after a short break2- Request trainees feelings3- Announce first if objectives are reached or not4- Point out positive items first. Be open-minded5- Review all exercises, give remedies, answer questions6- CRM Standards are to be taken into account7- Prepare next session, syllabus, documentation, next meeting time




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GENERAL

Ensure the TRI STUDENTS have an opportunity to ask questions before starting their brief-ings, to clear up any uncertainties.

Arrange the video so you can see the white board and STUDENT. Try to make a note of anyinteresting aspects of behaviour or body language. At this stage pay close attention to styleand delivery as well as technical content.

The briefing may overrun the planned time of 30 minutes. Allow a small overrun for this ses-sion but emphasise to the TRI STUDENTS the need for good time management. The STU-DENTS will almost certainly be nervous.

TUTOR SESSION HANDLING

As this is the first exposure to the simulator in the course role-play should be consistent andtherefore appropriate from both trainees, typical for this stage of training. The role-play shouldnot compromise the conduct of the session.

Complete the cockpit preparation at normal speed as a competent pilot so as not to wastetime, but make some minor mistakes.

For the IOS Tutor, give positive instruction and guidance in setting the IOS, appropriate levelsof commentary, when to intervene. The emphasis at this stage is on telling the TRI STU-DENTS when to act and how to act. Try to allow the TRI STUDENT to manage the sessionas much as possible. Excessive tutor interventions can reduce the value of the exercise.

DEBRIEF AND PREPARATION

The TRI STUDENTS will deliver a short debrief after the session. Ensure that they identifythe key learning points and test learning and summarise the session.

The TRI TUTOR will then debrief the TRI STUDENTS. Offer advice and encouragement andkeep criticism to a minimum. Try to use open questions to enable self-learning. Rememberthat the workload for the TRI STUDENTS is now extremely high and they will be feeling con-siderable pressure.

The TRI STUDENTS must begin work on their briefing for the conduct of FFS 2. This sessiondeals with FBW protections, visual patterns and crosswind take-off/landing. An experiencedAirbus FBW pilot should feel comfortable with these subjects.

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TRI STUDENT A Long - FBW protectionsShort - Reactive windshear recovery

TRI STUDENT B Long - Visual Pattern Short - Crosswind take-off and landing


WEATHER 33R 330/10 kt CAVOK 20/10 QNH 1010 QFE 981

INIT PAGE






CRZ FL TEMP TROPOFL 070 / 0°C 36090

INIT NEXT PAGE

GW 65 t143 200 lb CG 30.3

%% FOB 11 t24 200 lb

ZFW 54 t119 000 lb ZFWCG 32.7 %


SID : MOU 1N

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V2 141 V2 139

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1 - COCKPIT SETUP FOR TAKE OFF BYTRI STUDENT

2 - TAKE OFF v v3 - SID - CLIMB FL 120 v v v4 - DEMO NORMAL, ALTN LAW

AND PROTECTIONSv

5 - DES - STAR v v v6 - SIDESTICK PRIORITY (DEMO) v v7 - ILS APPROACH v v

1:00 8 - LANDING

INIT TAKE OFF

9 - TAKE OFF - CROSSWIND v v10 - VISUAL PATTERN (ILS ASSISTED) v v11 - GO AROUND v v12 - VISUAL PATTERN (ILS ASSISTED) v v

1:20 13 - LANDING - CROSSWIND

INIT TAKE OFF

14 - TAKE OFF - REACTIVE WINDSHEAR v v15 - VISUAL APPROACH (ILS ASSISTED) -

EXTEND DOWNWINDv v

16 - WINDSHEAR ON APPROACH v v17 - GO AROUND v v18 - VISUAL PATTERN v v

1:50 19 - LANDING


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• Introduction to Envelope protections.• Practice visual approaches and landings.


A. REVIEW :

• Normal & Alternate law, Protections. Side stick logic – Take Over procedure.• Visual Pattern.• Take off and landing with crosswind.• Windshear detection – Reactive


C. SUPPORT :



• Understanding of Normal & Alternate Law protections and take over procedure.• Ability to fly visual patterns, to take off and land with crosswind.• Ability to fly the windshear recovery manoeuvre.


EXERCISES FCOM QRH• NORMAL & ALTN LAW - PROTECTIONS 3.04.27• TAKING OVER FLIGHT CONTROLS 3.03.01• VISUAL PATTERN 3.03.20• LANDING 3.03.22 / 3.04.27 3.00• TAKE OFF AND LANDING WITH CROSSWIND 3.03.12 / 3.03.22 / 3.04.27

• WINDSHEAR 3.02.80


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1 : Cockpit preparation, engine start, after start, taxi and before take off setup done byTRI STUDENT to save time. Copy the flight plan in Simulator’s memory.

4 : STUDY OF NORMAL LAW• FD’s and A/THR off, demonstrate the stability in pitch.

- Level flight with speed variation- In climb and descent (pitch attitude ± 5°)

• FPA on: explain relationship between pitch attitude and flight path.• Turn with 30° bank angle: demonstrate turn coordination and stabilityIn pitch (no back pressure required to maintain altitude)• Steep turns 45° bank angle: demonstrate that above 33° of bank, the stability is

lost and backpressure is required to maintain altitude.

PROTECTIONS: demonstrate:• Pitch attitude Limitations• Bank angle (67°) • G load (2.5 g)• High angle of attack

- VLS minimum allowed speed- Vαprot (auto trim stops / nose down)- Vα Floor (angle of attack and autothrust function)- Vα Max (Full aft stick)

• The aircraft is fully protected in case of emergency pull up: Intruder, terrain obstacle avoidance.

• High speed (VMO or MMO)- Warning – pilot authority is reduced, nose up demand- Maxi bank angle 45°- Spiral stability

STUDY OF ALTERNATE LAWInsert ADR 1 + 2 FAULT.trainee will take control again after switching AIR DATA to CPT or F/O accordingly.Demonstrate Alternate Law :Note :Depending on the failures, reduced protections may not always be available in Alter-nate Law. Stress that it is the pilot’s responsibility to remain within the normal flightenvelope at all times. This is especially important whenNormal Law is not available. Simulated stall recovery training is the exception to thisrecommendation.- Stall recovery : in clean and in landing configuration.Restore NORMAL LAW.

9 : Change Wind to 050/20.

14 : Change Wind to 330/10, then insert windshear after rotation for recovery technique

16 : Insert windshear on approach, closest model to touchdown

FFS 2 SESSION GUIDE




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DEMONSTRATION OF NORMAL LAW

Before starting the demonstration ask the trainee to turn the FD's off and select the FPV withthe FCU altitude set to maximum to avoid nuisance warnings..

RollFly turns with 33º bank. Release the side stick once the roll rate is achieved. Fly 45º bank and maintain the altitude.Release the side stick to demonstrate roll back to 33º Try 67º and point out the G load indication on the SD. Mention the increased thrust.

High SpeedSelect IAS above VMO to show the high speed limit at VMO. Disconnect the A/THR and increase the thrust level to CLB. As the speed increases pastVMO the aircraft pitches up, ask the trainee to select full nose down, there should be smallincrease in speed, on release of the side stick the aircraft will pitch up.

PitchApply thrust to stop the speed drop and show the pitch attitude upper limit. The IAS willdecrease rapidly so as soon as they see the limit at 30º - push forward on the side stick toshow the 15º limit. Select idle thrust and level off.

Low SpeedNote, when α floor activates, ask the trainee to disconnect A/THR for the purpose of thedemo.With idle thrust selected ask the trainee to maintain a 5kt decel on the trend vector.Show the auto trim stop at α prot. Continue the decel to α max, observe the gentle descent with idle thrust to maintain a targetbetween α prot and α max.Ask the trainee to apply full back stick, the aircraft will not stall. Fly with maximum bank andnote that it is possible to manoeuvre.Do the ecercise again but when α floor engages ask the trainee to apply full back stick as fora GPWS recovery.

DEMONSTRATION OF ALTERNATE LAW

RollDemonstrate that there is no limit on the bank angle and the response in roll is enhanced.


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Stall Recovery Do not attempt to achieve a fully developed stall due. the simulator flight data does notinclude that of a fully developed stall in a FBW aircraft.

Visual PatternInsist on a go round if not stabilised by 500ft.Common errors:

- Late disconnection of the Auto Pilot or FD’s- Approach not stabilised by 500 ft AGL or a late go round decision.- Overbanking, or flying through final, on a side-step.- High sink rate, shallow approach angle, or “ducking under” during the approach.- Hands not on the Thrust levers below 1000 ft AGL- Continued descent on base leg when below the GS

LandingIt is an important concept that the aircraft should be aligned with the centreline of the runwayduring the landing. If the trainees have problems landing, check they are looking at the far end of the runway dur-ing the flare.

Go AroundEnsure the trainees are aware of Go-round procedure before they have to carry it out. Someprocedures have speed limits and bank angle constraints built into them so give them guid-ance on how to cope with these. Common Errors.

- Does not maintain the speed target ±10 kts- Not announcing FMA- Not knowing, or obeying speed, bank angle, and altitude constraints.- Rotation too slow and / or delayed.- Flap retraction completed before acceleration altitude.- Wrong selection of lateral mode.




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FFS 2 TUTOR NOTES

GENERAL

The briefing for FFS 2 should be well managed. Knowledge in this area should be good, but the TRI STUDENTS will need to think carefullyabout the mechanics of demonstrating FBW protections. They have guidance in the sessionpreparation notes.If things don’t work perfectly in the simulator, allow them some time to thinkaround the problem before intervening. This is an important session for the students to learn the importance of matching their wordsto simulator behaviour. If you suspect a lack of knowledge in what should be familiar areas, probe during the briefing,session and debriefing.If the knowledge is assessed to be poor, remind the TRI STUDENT/S to be very thorough intheir preparation. Tell them that a high level of technical knowledge is expected and it will beconstantly tested particularly in the latter part of the course.

ROLE PLAY - SESSION HANDLING

For this session the role-play may develop as the students become more comfortable in theenvironment. Respond to the instruction you receive. Give each student a least 2 items todebrief.

Examples can be:- The trainee insists on moving the thrust levers to idle only when the main gear lands.- The trainee consistently checks the flare too high and has difficulty performing a cross-

wind landing.- The trainee shows resistance to the value of the FPV during visual approaches.- Any role played resistance to technology (use of FPV) can be continued into the debrief to

see how the TRI STUDENTS respond.

It is likely that these difficulties will cause disruption to the session. The TRI STUDENTS mustretain control and determine how to overcome the problems. The TRI STUDENTS may bekeen to demonstrate from a seat; allow this if they suggest it. They will need some help in set-ting the simulator.The session should flow reasonably well.


The TRI STUDENT’S debrief should focus on the important elements, be reasonably struc-tured and contain any remedial advice so the trainee may continue to progress satisfactorily. It should last no more than 20 minutes. The mandatory exercises to be demonstrated duringFFS 3 are recovery from Alpha Floor in clean and configuration 3; recovery from stall warningin alternate law configuration 2; Visual circuits and go-around. Debrief the TRI STUDENTS.Introduce the idea of proficiency and discuss the possibility of remedial training for the train-ees.

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DEBRIEF AND PREPARATION (END)

FFS 3 consists of normal procedures, Non Precision Approaches, simple ECAM procedures.The TRI STUDENTS should be told to assemble their own session to cover the syllabus ofinstrument approaches and simple failures, and to consolidate previous lessons. They shouldhave identified the trainee’s weaknesses and will wish to correct them.In Trainee role-play, one character is an ex-turboprop Captain, reluctant to accept FBW andthe Airbus philosophy. The other character is a new inexperienced co-pilot. Both make typicalerrors.

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TRI STUDENT BLong - Managed Non Precision ApproachesShort - ECAM handling

TRI STUDENT A Long - Fuel leak procedureShort - Selected non precision approach


WEATHER 33R 290/10 kt 5000m / RA 600 8/6 QNH 1003 QFE 974

INIT PAGE






CRZ FL TEMP TROPOFL 070 / 0°C 36090

INIT NEXT PAGE

GW 65t143 200 lb CG 30.3 % FOB 11 t

24 200 lb

ZFW 54 t 119 000 lb ZFWCG 32.7 %

NOTES RWY COND WET AIR COND ON ANTI ICE ON

SID : MOU 1N

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V2 135 V2 140

FLAPS 3 FLAPS 3

PERF PAGE PERF PAGE

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VR FLEX VR FLEX

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INIT HOLDING POINT

1 - COCKPIT SETUP FOR TAKE OFF BY TRI STUDENT2 - TAKE OFF v v3 - FLAP AUTO RETRACTION DEMO v v v4 - SID CLIMB v v v5 - ECAM DEMONSTRATION v v v6 - DES - STAR v v v7 - VOR APP MANAGED v v v v8 - GO AROUND FROM MDA v v v v9 - NDB APPROACH - SELECTED v v v v

1:00 10 - LANDING v v

INIT TAKE OFF

11 - TAKE OFF v v12 - ECAM HANDLING v v v13 - VOR APPROACH MANAGED v v v v


INIT TAKE OFF

15 - TAKE OFF v v16 - FUEL LEAK v v v17 - RADAR VECTORS v v v18 - LOC APPROACH v v v v



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• Introduce and practice SOPs and task sharing during:- Practice Non precision approaches Selected & Managed.- Practice Fuel Leak Procedure


A. REVIEW :

• Use of anti-ice systems


C. SUPPORT :



• Apply good crew coordination and task sharing.• Proper use of automation.• Confirm the ability to:• Handle the aircraft safely.• Perform Non precision approaches.02.04


EXERCISES FCOM QRH• ECAM HANDLING 3.02.01• AUTO RETRACTION 1.27.50• NON PRECISION APPROACH 3.03.19 / 4.05.70.3.07 / 3.08• FUEL LEAK PROCEDURE 3.03.28 2.00


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TRI STUDENT to prepare the conduct of the session

3 : ARS above 210 kt.

5 : DMC fault PF side - restore.

12 : Eng bleed leak.

16 : Insert leak (imbalance inner > 1.5 t)

FFS 3 SESSION GUIDE




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COMMON ERRORS – NON-PRECISION APPROACHES

- Raw data information not monitored closely throughout approach.- Confusion between managed and selected approaches- NAV accuracy not confirmed or checked.- TO waypoint validity not checked on ND- Navigation aids not manually tuned and course not inserted.- Confusion over use of FD’s and appropriate modes- VAPP not stabilized at FAF.- Incomplete or rushed briefing.- TRACK / FPA selected late.- Aircraft descent preparation late.- Go around altitude set incorrectly.- Going below MDA during a Missed Approach.

COMMON ERRORS – ECAM HANDLING

- No de-selection of manually selected system page when no longer required.- Clearing action without crosscheck.- STATUS page reviewed at the wrong time.- Single ECAM screen, SD pages and STS page not reviewed.


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FFS 3 TUTOR NOTES

GENERAL

The TRI STUDENTS should now have a clear idea of the strengths and weaknesses of thetrainees and should adapt the FFS 3 session accordingly, as well as covering the required syl-labus of precision and non-precision approaches, and simple failures.The briefings and simulator handling should be improving. They should now be able to identifyand debrief the majority of the errors made by the trainees. There may be a tendency for themto examine performance closely and look for minor errors, as they will be keen to demonstratethat they see everything. Concentrate on the areas they consider may require remedial train-ing for the trainee to reach proficiency.

ROLE PLAY – SESSION HANDLING

The trainee captain tries to disrupt the briefings with a flat refusal to accept the benefits ofTRK/FPA for the non-precision and circling approaches. He does not see the need to try andadapt to new ideas having flown HDG/VS for the last 10 years on his previous type.

Possible errors:- Resistance to technology and use of TRK/FPA- Refusal to use TRK/FPA flying all approaches in HDG/VS- Late configuration, high on the profile, chasing from above- Not selecting or monitoring raw data- Poor visual transition at MDA, FD’s remain on and ‘ducks under’ the slope

There should be plenty to debrief. Make sure the TRI STUDENTS are prioritising correctly,and have a clear strategy of the remedial training that may be needed.


The TRI STUDENTS should by now be reasonably confident in the de-brief, and the way theyhandle the trainee. Don’t forget the emphasis on training to proficiency; encourage the TRISTUDENTS to give praise as well as criticism and to end the debrief on a positive note.FFS 4 is the first major failure handling exercise, with Emergency Descents and Dual Hydrau-lic failures plus slat/flap malfunctions. TRI STUDENTS should be left to prepare the session.Encourage them to use the tools provided. Do not provide all information on request andmake them search the FCOM QRH and FCTM as appropriate.

Mandatory Exercises- Non-Precision Approach (Selected)

REVIEWThe course tutor/s should review the TRI STUDENTS progress at this point. Be honest aboutprogress to-date; give praise where appropriate; ensure that where there is doubt aboutprogress there will be a further review after each day. The course is very time limited andthere is little scope for remedial training.

NEXT SESSION ROLE PLAYAt FFS4 and after, swap TRI STUDENTS, this will ensure that they can experience both char-acters and seats.

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TRI STUDENT ALong - Engine failure between V1 & V2Short - RTO

TRI STUDENT BLong - Engine out ILS and GA Short - On ground emergency evacuation


WEATHER LFZZ 300°/10 5 km OVC 005 20/10 QNH 1020 QFE 991

INIT PAGE

CO RTE FROM / TO TRIP DISTPAT33R LFZZ / LFZZ

ALTN CO RTE TRIP WINDAIBLYS -

FLT NBR ALTN[Airline ID] 204 LFLL



CRZ FL TEMP TROPOFL 070 / 0°C 36 090

INIT NEXT PAGE

GW 62 t136 700 lb CG 30 % FOB 8 t

17 200 lb

ZFW 54 t119 000 lb ZFWCG 32.7 %


CFM IAEPERF PAGE




V2 131 V2 139

FLAPS 2 FLAPS 2

PERF PAGE PERF PAGE

V1 TOGA V1 TOGA

VR FLEX VR FLEX

V2 V2

FLAPS FLAPS

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INIT HOLDING POINT

1 - COCKPIT SETUP FOR TAKE OFF BY TRI STUDENT2 - TAKE OFF v v3 - ENGINE OUT FAMILIARIZATION v v

INIT TAKE OFF

0:25 4 - TAKE OFF - ENGINE FAIL AFTER V1 v v5 - RELIGHT v v v

INIT TAKE OFF

1:05 6 - TAKE OFF - ENGINE FAIL AT V 2 v v7 - ILS APPROACH - ONE ENG OUT v v8 - GO AROUND v v9 - ILS APPROACH ONE ENG OUT v v

10 - LANDING ONE ENGINE OUT v v

INIT TAKE OFF

1:45 11 - REJECTED TAKE OFF v v


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• Handling with one ENG OUT• Engine-out ILS approach and go around - manually flown• Rejected Takeoff - EMER EVAC


A. REVIEW :

• Takeoff • ECAM management


C. SUPPORT :

• FCTM.• FCOM / QRH


• Ability to perform rejected Takeoff and EMER EVAC.• Ability to perform a take off with one ENG OUT.• Acceptable engine out procedure knowledge.


EXERCISES FCOM QRHREJECTED TAKE OFF 3.02.10ON GROUND EMERGENCY EVACUATION 3.02.90 7.00ILS APPROACH 3.03.18 / 4.05.70 3.00ENGINE FAILURE AFTER V1 3.02.10 / 3.02.70 2.00GO AROUND 3.03.23 / 4.05.80 3.00


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3 : Freeze POS and ALT at 500 ft after take off.SRS commands satisfied, wings level, side stick released, feet off rudder pedals.Select F/CTL page. Select IDLE thrust on one engine.Adjust pitch attitude to that required by SRS (the current speed or V2, whichever isgreater up to V2 + 15 kt).Hands off: observe response of FBW system. Stabilized bank angle 7~9°, spoilersand ailerons deployed, rudder pedals feedback, flying the pitch as adjustedbefore.Sideslip index is blue now and displays the BETA TARGET.Fly the aircraft. Use continuous rudder input to center the BETA TARGET.Trim out the foot load and observe the flight controls status on F/CTL page.Repeat up to proficiency.

4 : Engine fail with no damage, until acceptable proficiency, if not TRI STUDENT demonstration

6 : Engine fail with damage.

9 : Set weather below minimum. Go around must performed in IMC.

14 : Set weather 3000 m / OVC 300 ft.

11 : Insert engine flame out at 110 kt (TRI STUDENT A).Insert unextinguishable engine fire at 110 kt (TRI STUDENT B).

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ENGINE FAILURE OR FIRE AFTER V1

Do not hesitate to freeze the simulator if an unsafe situation develops during training, anddemonstrate if needed.

Common Errors:- Over rotation on take off leading to speed below V2.- FMA changes not announced.- ß Target not fully centred.- Not trimming the rudder.- ECAM non-reversible actions carried out without proper crew confirmation.- Missed Approach procedure or ATC instructions not accurately followed.- Poor maintenance and monitoring of required track.- Lack of task sharing discipline during manual flight (FCU actions).- Not rotating to correct pitch attitude on go-around.- Not aware of MSA.

REJECTED TAKE-OFF

Common Errors:- Disarming of auto brake due to instinctive manual braking.- ATC and / or Cabin crew not informed.- Reversers remain engaged after aircraft stop.- Omitting to set parking brake on.- Inability to use mechanical seat controls once the aircraft no longer has a source of AC

power.


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FFS 4 TUTOR NOTES

GENERAL

Ask one TRI STUDENT to brief engine failure between V1 and V2, and the other the engine-out approach profile and actions through to an ILS and go-around, ENG OUT landing, RTO &EVAC.


Despite the ease with which the A320 may be flown on one engine , the trainee will haveproblems. Typical errors:

- Over-rotation,- Not using rudder trim,- Centering the b target with trim only,- Over controlling in pitch,- Under rotating during the Go Around,- Not following the Engine Out Go Around profile,- GA TRK when following a missed approach procedure.

Any weak areas must be thoroughly examined. TUTORS ensure the TRI STUDENT is givenan opportunity to develop and demonstrate his proficiency. There should be at least oneopportunity for the TRI STUDENT to demonstrate from a seat, as this is a test requirement.Do not tell him when to demonstrate but make the role play clear so he is easily able to judgethe correct moment


There should be plenty of material for the TRI STUDENTS to debrief. The TRI should delivera clear debrief, delivered with conviction, prioritising on the main areas of weakness. Anyremedial training required should be detailed to the tutor at this stage.

Re-emphasise the necessity of writing clear and precise notes and if necessary a PIR.

- The briefings, conduct of the detail, and debriefings, will by now certainly be indicative of the standard likely to be achieved during the conduct of the final assessment.

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Briefing Topics

TRI STUDENT BLong - Emergency Descent (structural damage)Short - Landing with FLAPS or SLATS jammed by WTB

TRI STUDENT ALong - Dual HYD failureShort - Emergency Descent (no structural damage)


WEATHER LFZZ 240°/10 5km OVC 005 20/10 QNH 1020 QFE 991 LFLL 270°/10 5km OVC 005 18/11 QNH 1018 QFE 988

INIT PAGECO RTE FROM / TO TRIP DISTAIBLYS LFZZ / LFLL 95 Nm

ALTN CO RTE TRIP WINDLYSAIB HD15

FLT NBR ALTN[Airline ID] 205 LFLL



CRZ FL TEMP TROPOFL 110 / - 12°C 36 090

INIT NEXT PAGE

GW 62 t136 700 lb CG 30 % FOB 8 t

17 200 lb

ZFW 54 t 119 000 lb ZFWCG 32.7 %

NOTESRWY COND: DRY - AIR COND: ON - ANTI ICE: OFF LFZZ 15 L TO LFLL 18 L

CFM IAEPERF PAGE

LFZZ 15 L / 180 tPERF PAGE

LFZZ 15 L / 180 t



V2 142 V2 134

FLAPS 2 FLAPS 2

PERF PAGE PERF PAGE

V1 TOGA V1 TOGA

VR FLEX VR FLEX

V2 V2

FLAPS FLAPS

Tim

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INIT HOLDING POINT

1 - COCKPIT SETUP FOR TAKE OFF BY TRI STUDENT2 - TAKE OFF v v

INIT FL 350

3 - EMERGENCY DESCENT v v v

INIT FL 350

4 - EMERGENCY DESCENT - LOSS OF PRESSURIZATION - RESTORE

v v v

5 - HYD G + Y RSVR LOW LEVEL v v6 - APPROACH PREPARATION - LFZZ v v7 - ILS APPROACH v v

1:15 8 - LANDING DIRECT LAW v v

INIT TAKE OFF

9 - TAKE OFF v v10 - AFTER TAKE-OFF IMMEDIATE RETURN

v v v

11 - SLATS OR FLAPS LOCKED BY WTB ONCE CLEAN

v v v

12 - APPROACH PREPARATION v v v1:50

13 - LANDING WITH FLAPS OR SLATS LOCKED

v v


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• Practice Emergency Descent• Practice dual hydraulic failure event• Practice FLAP / SLAT malfunction techniques


A. REVIEW :

• NIL


C. SUPPORT :

• FCTM• FCOM / QRH


• Ability to perform Emergency Descent• Ability to perform Dual Hyd Failure procedure• Ability to handle the aircraft with no flaps or no slats for landing


EXERCISES FCOM QRHEMERGENCY DESCENT 3.02.80 1.00HYD G + Y SYS LO PR SUMMARY 3.02.29 2.00 / 4.00LANDING WITH FLAPS OR SLATS JAMMED 2.00


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3 : No failure inserted.Trainees perform actions without using the masks.Repeat if necessary.

4 : Clearance: proceed direct to MOU. Insert a STRUCTURAL DAMAGE. RepeatEMERGENCY DESCENT to proficiency.

5 : insert a GREEN + YELLOW RSVR LOW LEVEL.

12 : Before preparation, speed restriction: 180 kt.

FFS 5 SESSION GUIDE




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EMERGENCY DESCENT

First repos to FL350 and run through the procedure without inserting a malfunction.

Next, repos and insert a malfunction. Allow the trainee to perform this several times if neces-sary to consolidate the procedure.

Finally insert a failure and allow the trainees to fly the whole descent using oxygen masks toFL100.

FLAP AND SLAT MALFUNCTIONS

There are normally four ways to simulate slats or flaps failures :1. No hydraulic pressure to move.2. No electrical signal to give the order to move.3. Asymmetric movement so locked by the Wing Tip Brake.4. Flap handle inoperative.

Normally, insert slats or FLAPS or SLATS LOCKED BY WTB.

COMMON ERRORS

- Rushing procedure.- Starting approach before completing all procedures.- Selected speed not used immediately at failure recognition.- Wrong VAPP selection on MCDU.- Rough handling.- Use of managed speed on final approach.- Go around procedure not briefed.


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FFS 5 TUTOR NOTES

GENERAL

One TRI STUDENT to brief Emergency Descent in full plus slat and flap malfunctions; theother to brief dual hydraulic failures plus a summary brief for the high speed emergencydescent. The subject matter is complex and will be a test of prioritisation and time manage-ment, plus good simulator handling.


TRI STUDENT weaknesses should be apparent by this stage, so any role-play should be tai-lored to fit the situation. If there are still weaknesses in knowledge, question deeply in yourrole as trainee; if there are weaknesses in training technique, show poor understanding as atrainee in order to get a better explanation from the TRI STUDENT. It is important to focus onindividual needs at this stage, and to develop where necessary to achieve proficiency in thefinal test.The trainee may fly the session in a reasonably accomplished manner, making only a fewminor mistakes. This will be a surprise to the TRI STUDENTS, given trainee performance todate, and it will be interesting to see if there is a tendency to over criticise.


Debrief the TRI STUDENT fully. Highlight any weaknesses and any possible problems inachieving proficiency in the final test. For the FFS 5 briefing preparation, discuss RTO. Thereis material in the session guide and FCTM. Provide assistance only when the documentationhas been properly examined.

MANDATORY EXERCISES:

Landing with flaps or slats locked,G & Y hydraulic system failure,Emergency descent.

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HASE

Briefing Topics

TRI STUDENT A -

TRI STUDENT B -

As required by the TRI Examiner

Each TRI STUDENT will complete individual lesson plans

WEATHER

INIT PAGE

CO RTE FROM / TO TRIP DIST

ALTN CO RTE TRIP WIND

FLT NBR ALTN

LAT LONG ALTN DIST

COST INDEX FL TO ALTN

CRZ FL TEMP TROPO

INIT NEXT PAGE

GW t lb CG % FOB t

lb

ZFW t lb ZFWCG %

NOTES FPLN : Refer CO ROUTE

PERF PAGE PERF PAGE

V1 TOGA V1 TOGA

VR FLEX VR FLEX

V2 V2

FLAPS FLAPS

PERF PAGE PERF PAGE

V1 TOGA V1 TOGA

VR FLEX VR FLEX

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• Engine failure between V1 and V2.• Engine-out ILS approach and go around - manually flown.• Determined by the TRI (E).


A. REVIEW :

• NIL.


C. SUPPORT :



• Control of the aircraft after engine failure to standard for Skill Test.• Engine out handling, ILS and Go Around to standard for Skill Test.• As determined by the TRI (E).


EXERCISES FCOM QRHILS APPROACH 3.03.18 / 4.05.70 3.00GO AROUND 3.03.23 / 4.05.80 3.00


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• TEST ITEMS AS BRIEFED BY THE TRI EXAMINER.

• Items will be specifically allocated by the TRI (E) but will include the following (mandatory)

- ENGINE OUT HANDLING either :

• ENGINE FAILURE BETWEEN V1 AND V2,

OR

• ENGINE-OUT ILS APPROACH AND GO AROUND (MANUALLY FLOWN).

FFS 6 SESSION GUIDE




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CA320

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02.04

FFS 6 - TEST SESSION

TEST ITEMS

SCENARIO 1

- Engine out ILS approach to minima and GA- Managed non precision approach- High speed protections- IDG failure

SCENARIO 2

- Engine failure after V1- Circling Approach from selected non-precision approach- Dual Hydraulic system failure- Low speed protections

SCENARIO 3

- Engine failure after V1- Selected non precision approach- RTO and evacuation procedures- Dual FMGC failure

SCENARIO 4

- Engine out ILS approach to minima and GA- Raw data ILS to minima and GA- Slats and/or flaps failure, including landing in abnormal configuration - Flight Director reversion modes


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TRI FINAL TEST / TRI SIMULATOR TEST

Brief For Final Assessment

- Each TRI STUDENT briefs his allocated session.

Conduct Final Assessment Session

- TRI STUDENT A conducts first 1hr 30 min session, TRI STUDENT B the second.

De-Brief

- TRI STUDENT A de-briefs the trainee in isolation from TRI STUDENT B,- TRI STUDENT B then de-briefs,- TRI STUDENTS make their assessment as to whether the trainee is suitable for the next

phase of training and write short handover notes.

TRI Examiner De-Brief And Final Assessment

- The TRI Examiner will de-brief the TRI STUDENTS and give his final assessment,- (H = START TIME OF SIM),- A 4-hour session will be planned for two TRI STUDENTS,- H - 2:00: TRI Examiner briefs students,- H - 1.45: Briefing for final assessment session.




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OBJECTIVES

Final assessment

SIMULATOR SEATING

Simulator Operator TRI STUDENT A/B,Pilot Seats Course Tutor + B/A, or the TRI Examiner,Observer's Seat TRI Examiner unless required to take a pilot seat.

TEST

Examiner's Notes

An approved TRI Examiner will conduct the final test.

Explanations to STUDENTS:

"Your final session will be with two new candidates that you have been asked to train.They may have the same names as your original candidates, Capt CRUSTY and/or FirstOfficer GREEN but you have not met them before today".

"Captain CRUSTY and/or First Officer GREEN had a problem with their last simulator ses-sion. Although they received a full briefing on Engine Failure at Take-off from their previ-ous instructor because of a technical problem with the simulator they were unable to fly theexercise in the simulator. It has taken a few days to find another simulator session toreplace their original session. You are their new instructor for this session".

"Your task is to brief Captain CRUSTY and First Officer GREEN for the Engine failureexercise and to conduct this exercise in the simulator. They will not need a full briefing onengine failures again but they will need a short briefing on this subject to refresh theirmemory".

"In addition, you will be asked to conduct a full briefing on one other subject and con-duct the associated exercise in the simulator. This subject is new to Captain CRUSTYand First Officer GREEN, they have not been briefed before today".

Duties Student TimeBriefing A/B 0:30/0.30

Exercise conducted by A 1:30

B 1:30

De-briefing A 0:30

B 0:30 TUTO

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FLIGHT CREW TRAINING PROGRAM JUN 2009Issue 07

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Content of assessment

Briefing for the test session notified to the student on the day preceding the test. One of thesubjects to be briefed in full, the other nominated exercises in summary. Briefing period will be30 minutes plus or minus 10 minutes.

Simulator safety briefing will be required.

A training exercise of approximately 1.30 duration to include teaching demonstrations from apilot's seat and teaching from the instructor panel.

Student de-brief of the session.Writing of handover notes.Simulator/briefing time management.Knowledge of JAR-FCL, F & H.

Note :The TRI STUDENT is to use as the basis of his judgement, the trainee's suitability to be pre-sented to a TRI/TRE for the final phase of training and testing.

Test exercise lists

The Examiner will select the scenario and advise the TRI STUDENT as to which items hewishes to be briefed in full and which items may be briefed in summary. In tests conducted bya TRI examiner with an additional course tutor as the trainee, the examiner should nominateexercises to be poorly flown and those requiring demonstration. The TRI STUDENT shouldnot be told which exercises may require demonstration or significant intervention.

Candidate test preparation

- The TRI STUDENTS will be required to include in their Test Lesson Plan, Engine failure between V1 and V2 or Engine out ILS to minima and an Engine-out Go-Around. The TRI STUDENT will be told to expect to demonstrate one of the selected exercises as a result of trainee's inability to complete the exercise satisfactorily.

- Where possible the Course Tutor will act as trainee, but the TRI Examiner may also fulfil this function.

- The TRI STUDENTS must have access to all required facilities and material to enable them to adequately prepare their Lesson Plan.

TUTO

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Standard TRI Examiner Briefing

- Invite questions.- State the purpose of the test.- State that the whole exercise will be de-briefed by the Examiner.- Define the schedule of events.- Efficient time management in both briefing and conduct of the session (max session time

1.30).- State that the TRI STUDENT should treat the trainee appropriately, and not as a Course

Tutor.- State that the TRI STUDENT should demonstrate from a pilot's seat any exercises he/she

feels appropriate.- State that the TRI STUDENT is to continue with training to proficiency or until will not ben-

efit from further input.- State that the other TRI STUDENT is to act as PNF and be competent but passive or

operate the instructor panel as required by the TRI STUDENT under test.- Brief the candidate to take responsibility for the simulator tech log (DR tool as appropri-

ate) both prior to and after the session.- Provide a TRI application form.- Ensure that the TRI STUDENT has the materials and facilities necessary for preparation

of the session.- Check understanding of the test briefing.

Post Test Action

PASS

Complete the Test Report and Examiners Certificate on the TRI Application Form. Brief thestudent that rating privileges cannot be used.

FAIL

Complete the Test Report and Examiners Certificate on TRI Application and Form 252 asappropriate.

Notes :For initial TRI Test, keep in mind the TRI STUDENT'S likely lack of training experiencebeyond the Core and Type Specific courses.

Completion of the engine-out exercise and the 'demonstration' exercise are mandatory; other-wise there is no requirement to complete all of the exercises. Apply the principle of qualityrather than quantity.

'Errors' will be typical of those made by trainees and the trainee's progress will reflect thequality of the instruction given.

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For the Test the TRI STUDENT will be asked to construct a simulator session and briefingbased on one of the 4 Test scenarii. The TRI Examiner will determine the order and priority ofitems and brief the TRI STUDENT accordingly. The TRI Examiner will also brief the student onthe trainees background and progress to-date. The test begins with a briefing, during whichthe TRI STUDENT will brief the trainee for the exercises shown on the test program selected.The simulator exercise must last no longer than 1hour 30 minutes for each TRI STUDENT.This is followed by analysis, assessment and feedback of the trainee pilot's performance tothe trainee pilot, and to include recommendations for further training if appropriate.

TUTO

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AIRBORNE PHASE

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11.05AIRBORNE PHASE

01 - TRAINING FOOTPRINT

This phase MUST be performed on the simulator and aircraft the TRI will be qualified(A320 or A330 or A340)

(1) 1:30 per trainee

DAY 1 DAY 2FFS FIF

- Right hand seat familiarisation (PF)- Base training practice (PNF)- Typical students reactions

Briefing / Debriefing 3:00 FFS session (per trainee) 3:00 (1)

FLIGHT FIF

- Right hand seat familiarisation (PF)- Base training practice (PNF)

Briefing / Debriefing 3:00Flight (per trainee) 0:45


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AIRBORNE PHASEE F11

11.05 +

FFS FIFTAKE-OFF DATA

INIT PAGE ATIS

CO RTE FROM TO TRIP DIST RWY ............. 33 R

AIBAIB1 LFZZ / LFZZ 92 Nm WIND ............ 240°/10 kt

ALTN/CO RTE TRIP WIND VISI ............... CAVOK

- CEILING .......

FLT NBR ALTN TEMP............ 13°C

[Airline ID] 830 LFLL DEW POINT . 10°C

LAT LONG ALTN DIST QNH.............. 1013 hPa

N 46 24.4 E 004 01.3 85 Nm QFE .............. 984 hPa

COST INDEX FL to ALTN RWY COND.. DRY

30 FL 110 AIR COND..... ON

CRZ FL/TEMP TROPO ANTI ICE...... OFF

FL 70 / 0°C 36 090

INIT NEXT PAGE PERF PAGEIAE CFM

ZFWCG / ZFW V1 127 126

28% / 48 t

105 800 lb VR 127 126

V2 130 129

BLOCK FUEL10 t

22 000 lb THR F 61 F 56

FLAPS 2

T/O WEIGHT58 t

127 600 lb T/O C.G. %

NOTE :F/PLN :Local flight


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AIRBORNE PHASEA320 E F1111.05

Note : 1.30 per pilot11.05Time(3:00)

- FFS FIF -

PART A : Operation of the aircraft AS A PILOT (PF) from the right hand seat

1 - TRANSIT COCKPIT PREPARATION2 - ENGINE START3 - TAKE-OFF4 - VISUAL PATTERN5 - ILS / VISUAL APPROACH6 - TOUCH AND GO / CONTINUE TO PROFICIENCY7 - IMC TAKE OFF - EFTO8 - RADAR VECTORS TO ILS APP. MAN FLIGHT9 - 1 ENGINE OUT GO AROUND FROM ILS MINIMA

10 - 1 ENGINE OUT VISUAL APPROACH 11 - FULL STOP LANDING

PART B : Operation of the aircraft AS AN INSTRUCTOR (PNF) from the right hand seat

• The FFS is treated in with respect to real aircraft being used for base training; i.e. engine failures are simulated by setting the thrust lever to idle stop.• This part is flown with the supervisor instructor playing the student in order to expose the instructor candidate to typical trainee reactions and problems (error recovery)

CIRCUITS AND APPROACHES PERFORMED UNTIL SATISFACTORY STANDARD IS REACHED12 - TAKE-OFF13 - VISUAL PATTERN14 - ILS / VISUAL APPROACH15 - TOUCH AND GO - GO AROUND

INCLUDING :

NORMAL OPERATIONS :- TAKE-OFF CONFIG WARNING- OVERCONTROLLING DOWNWIND- NO RETARD- HIGH FLARE - LONG FLOAT- FLAP 3 (GPWS)- LONG FLARE- IMMEDIATE GO FROM TOUCH- TOO HIGH ON APPROACH - NO FLARE- LANDING GEAR FORGOTTEN- MISUSE OF RUDDER- OVERCONTROL IN ROLL DURING FLARE- INCAPACITATION

ENGINE OUT OPERATIONS :- WRONG RUDDER INPUTS- MISHANDLED FLARE- FAILURE OF OPERATING ENGINE- FULL STOP LANDING

= mandatory items



AIRBORNE PHASE

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11.05 11.05

01 - SESSION OBJECTIVES

This module is designed to :• provide familiarisation with the operation of the aircraft from the right hand seat with limited

assistance from the trainee• familiarise the instructor candidate with the specific techniques of conducting base training,

and to expose him to typical trainee reactions and problems

02 - TRAINING TOPICS

A. BRIEFING

As much as possible, the FFS will be treated as the real aircraft being used for base training i. e. engine failures are simulated by retarding the respective thrust lever. Ensuing drills will generally be touch drills.Of course, genuine failures might occur during training flights. Examples of these will be introduced using the full capabilities of the simulator and handled using the necessary drills and check-list procedures.In the event of a genuine failure, the action must be made clear during the first take-off briefing i. e. the trainee will assume control of the aircraft clearly calling "I have control" and expecting the response from the Airbus instructor acting as student "You have control".The failure then would be handled using the appropriate abnormal/emergency procedures.

a. General right hand seat familiarization demonstration practice

Normal preparation, explanation of seat controls, adjustments, use of red and white balls to have optimum visual references during low minima approach.

b. Use of FMS

Refer to FCTP Base Training chapter : “AIRCRAFT FLIGHT TRAINING BRIEFING” section.

c. Touch and go


d. Late final descent clearance


FFS FIF SESSION GUIDE


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03 - TRAINING TOPICS (END)

e. Error recovery

During this part the Airbus instructor will behave as a student and introduce common student problems and reactions. The trainee, while noticing the error, should not simply highlight the solution but try to analyse the possible reasons behind it.

The supervisor should be aware of the students receptive state when pointing out errors. It could be better to fly the aircraft or use the AP while summarizing a problem so that the student does not have to divide his attention trying to listen and to fly at the same time. If small errors increase progressively during a session he has to recognize the level of stress early enough by removing all pressures to prevent trainee's depression.

f. Instructor take over


• The trainee instructor must be able to recognize situations when take over becomes necessary.

• In that case, and to avoid side stick interference (dual input) the instinctive disconnect p/b shall be used.

FFS FIF SESSION GUIDE (END)


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NOTE : each exercise will be performed until satisfactory standard is reached.

FLIGHT FIF

Minimum flight time : 0h45 / trainee LH SEAT RH SEAT

DAY GA TG FS NIGHT GA TG FS

Flight time : Flight time :

Weather : Malfunctions :

Right Hand Seat familiarization (Pilot Flying)

1 - TAKE-OFF2 - VISUAL CIRCUIT (OR INSTRUMENT / RADAR PATTERN ACCORDING TO LOCAL CONDITIONS)3 - TOUCH AND GO4 - REPORT DOWNWIND

Base Training practice (Pilot Non Flying)

5 - FROM DOWNWIND6 - VISUAL CIRCUIT (OR INSTRUMENT / RADAR PATTERN ACCORDING TO LOCAL CONDITIONS)7 - TOUCH AND GO

8 - VISUAL CIRCUIT (OR INSTRUMENT / RADAR PATTERN ACCORDING TO LOCAL CONDITIONS)9 - SIMULATED ENGINE FAILURE IN DOWNWIND

10 - 1 ENGINE SIMULATED INOPERATIVE FULL STOP LANDING

11 - TAKE OFF - SIMULATED ENGINE FAILURE (AFTER GEAR RETRACTION AND NOT BEFORE 400’)12 - INSTRUMENT APPROACH TO REQUIRE MINIMUM DH, MANUAL ONE ENGINE SIMULATED

INOPERATIVE13 - 1 ENGINE SIMULATED INOPERATIVE GO AROUND FROM REQUIRED DH APPROACH14 - INCAPACITATION OF LEFT HAND SEAT PILOT

VISUAL CIRCUIT (OR INSTRUMENT/RADAR PATTERN ACCORDING TO LOCAL CONDITIONS)15 - INSTRUCTOR CANDIDATE TAKE OVER

1 ENGINE SIMULATED INOPERATIVE FULL STOP LANDING


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11.05 12.05




AIRBORNE PHASE

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12.0511.05 12.05

01 - SESSION OBJECTIVES

This module is designed to put the instructor candidate at ease when operating real aircraft for base training.Safety is the top priority of this session. All the potential dangerous situations coming from trainee’s wrong reactions or problems have been practised in the simulator. Therefore the supervisor instructor playing the trainee will act as a “good” trainee.

02 - TRAINING TOPICS

A. APPLICABLE REQUIREMENTS :

The base training flight has to be conducted in accordance with the relevant Operation Manual 8.7 Operating procedures, Non Revenue Flight.

B. BRIEFING (1:00) (Refer to FCTP Base Training chapter : “AIRCRAFT FLIGHT TRAINING BRIEFING”)

• The supervisor performs the normal briefing for the training flight, giving special emphasis to the safety during the flight.He will train up to proficiency.

Before the flight, it is important to ensure that when the control is handled from one pilot to the other it is handled over clearly and unambiguously (I have control / You have con-trol) and the instinctive disconnect p/b is used.Also the actions in the event of instructor incapacitation should be covered i.e. declare an emergency and prepare aircraft for an automatic approach and landing (if applicable).

1. During side step manoeuvre with very crisp roll control a possible overcontrol during this exercise can be anticipated.CAUTION : Some civil aviation Authorities have defined a minimum height for such a manoeuvre.

2. Go around from 50 ft :

Similar to a normal go around but taken during the flare.- Apply power while rotating to arrest the sink rate, call for "Go around flaps". The main gear may touch the ground during the manoeuvre.- Check positive climb before retracting gear.

3. Immediate go from touch

When landing roll continuation is not possible.- Select TOGA- Maintain configuration (ignore take-off config warning)- Rotate to 10° pitch and maintain until safely airborne- When above VLS, retract flaps to conf 3 and continue with normal procedure.

• The instructor candidate performs the visual circuit and the touch and go briefing.

FLIGHT FIF SESSION GUIDE


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02 - TRAINING TOPICS (END)

C. FLIGHT

The airplane shall be operated :• in compliance with the relevant Flight Operating Manual

(in particular : Chapter 8.7 Non Revenue Flight)• in compliance with technical and training policy contained in the FCTP Base Training

chapter : “AIRCRAFT FLIGHT TRAINING BRIEFING” section”

FLIGHT FIF SESSION GUIDE (END)


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AIRBUS PILOT TRANSITION TRAINING

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11.06 11.06AIRBUS PILOT TRANSITION TRAINING

01 - GENERAL

The objective of the course is to deliver the latest Airbus Pilot Transition (APT) course.

02 - TRAINING FOOTPRINT

DAY 1 DAY 2

• APT presentation• APT welcome briefing• APT documentation• MFTD sessions review• FFS syllabus review

• MFTD demonstration• Use of materials• MFTD training sessions study• MFTD self study

DAY 3

• APPI module• Procedure Data Package study• Briefing guides, laptop, medias• Closure


11-06.fm


AIRBUS PILOT TRANSITION TRAINING

11.06A320 E F11

DAY 1:

• APT presentation: PPT to present the general philosophy and training philosophy of the course.

• APT Welcome use to present the APT course, including general presentation, the footprint, the documentation and the daily program.

• APT Documentation: show and study the content of a trainee documentation bag for a standard course:

- Trainee’s booklet.- DVDs content (trainees DVD 1, DVD 2 and instructor media DVD).- Action flows booklet.

LFZZ: Presentation of Jeppesen charts to be used during training.FCTP: guided lecture of standard course introduction, including generalities, grade sheets, footprint, ground phase, CBT program, MFTD sessions and Handling phase.

DAY 2:

• MFTD: demonstration of all possibility, including shaded area of touch screen, CBT, Schematics if available, tutorial, and IOS familiarization.

• PDP demonstration with "use of tutorial" and study, then practice as trainee and instructor alternatively, using parts of appropriate lesson plans from ground phase, normal and abnormal.

• MFTD sessions: Practice as trainer and trainee.• MFTD: Monitored self-practice of IOS and PDP.

DAY 3:

• APPI: presentation of APPI, including the objectives of APPI, as "making the risk visible", the user guide study and answering any potential questions.

• PDP: guided self-study for reinforcement of knowledge, with simulated trainees' questions.• Briefing guides: review of all of them following the syllabus, only mention the additional

ones, no study required for APT.• Laptop: Menu of trainees' laptop, including the FM and FOVE explanation if required.• Closure: Questions before being an APT instructor, and feedback if any.

APT INDOCTRINATION GUIDE


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