E F11 AIRBUS PILOT INSTRUCTOR COURSE A320 Issue...

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FLIGHT CREW TRAINING PROGRAM

AIRBUS PILOT INSTRUCTOR COURSE

TABLE OF CONTENTS

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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

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INTRODUCTION

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01 - GENERAL

The objective of the Airbus Pilot Instructor Course 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 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 synthetic flight instruction for type ratings and the instruction required for multi-crew co-operation. Upon successful completion of the course, a recommendation will be made to the customer that the TRI STUDENT can be issued with a TRI rating (simulator), subject to any national licensing authority requirements. Prior to exercising the privileges of this rating, Airbus will recommend a period of supervision for the successful TRI STUDENT. This period could be anything from the conduct of 1 simulator session under supervision, to a complete transition course under supervision. The recommendation will be tailored to meet perceived individual TRI STUDENT needs. It is not mandatory but recommended.

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 an approved TRTO 3. Have at least 1500 hours flying experience on multi pilot aero planes 4. 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 n ecessarily completed before the beginning of the Airbus Pilot Instructor Course and could be done after the full and successful completion of the Airbus Pilot Instructor Course.

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03 - COURSE MODULES OBJECTIVES

a) Type rating instructors Foundation module: The objective is to give the candidate instructor some materials to teach areas relevant to trainees’ usual weaknesses. Core module: The objective is to develop the ability to train aviation based knowledge, skills and at titude, including human factors. Type specific module: The objective is to develop the core training skills in the type technical environment. The module is designed to give adequate training to the applicant in theoretical knowledge instruction, flight instruction and synthetic flight instruction in order to instruct for the corresponding airbus aircraft type Airborne phase: The objective is to develop the training skills to the base training environment. APT phase: The objective is for qualified instructor to deliver the latest Airbus Pilot Transition (APT) course. b) Non type rating instructor: Initial Operating Experience (IOE) Instructor The objective is to develop the training competencies of an aircraft commander selected by his airline to conduct line training under supervision The applicant should perform the Ground Phase (Foundation + Core Course) of the Airbus Pilot Instructor Course, and the FFS FIF session prior to delivering IOE/LIFUS. Ground School Instructor The applicant should perform the Core Course of the Airbus Pilot Instructor Course prior to delivering ground school training, and have completed the relevant APT ground phase, including the System test.

04 - KEY POINTS, DEFINITIONS AND OBJECTIVES

a) Restricted TRI:

If the TRI(A) training is carried out in a flight simulator only, the TRI(A) rating will be restricted to exclude emergency/abnormal procedure training in an a ircraft. To remove this restriction the holder of a TRI(A) rating shall perform the airborne phase of APIC. The successful student (completion of the foundation, the core course, the type specific course and the FIF FFS) 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 an Airbus type rating, including the planning, briefing, training, assessment

and de-briefing of technical and non-technical skills.

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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 the issue of an 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)). b) Unrestricted TRI:

For the restricted TRI having successfully completed the APIC airborne phase the restriction is removed.

c) SFI:

The successful student (completion of the foundation, the core course and the type specific course) 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 an Airbus type rating, including the planning, briefing, training, assessment

and de-briefing of technical and non-technical skills. Upon successful completion of the course, the student will be eligible for the issue of: SFI authorization The privileges of the holder of an SFI (A) authorization are to carry out synthetic flight instruction for type rating, and t he instruction required for multi-crew cooperation (see JAR-FCL 1.261 (d), Appendix 1 t o JAR-FCL 1.261 (d) and AMC FCL 1.261 (d)). Where indicated in the documentation a reference to TRI also includes SFI d) Compliance with JAR FCL JAR FCL extracts: Conducted on a complete type rating course at least 3 hours of flight instruction related to the duties of a TRI on the applicable type of aeroplane and/or flight simulator under the supervision and to the satisfaction of a TRI notified by the Authority for this purpose. This requirement from JAR FCL 1.365 is fulfilled by the successful completion of the final FFS check of the initial course or the transition course.

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05 - COURSE DESCRIPTION

IOE

Foundation 2 days Core course

5 days FFS FIF 1 day

Initial TRI

Foundation 2 days

Core course 5 days Ground

2 days FFS sessions 6 sessions

Airborne FFS FIF + Flight

2 days Initial restricted TRI

Foundation 2 days


2 days FFS sessions 6 sessions FFS FIF

1 day Initial SFI

Foundation 2 days


2 days FFS sessions 6 sessions

Airbus Pilot Transition Training

APT training 3 days

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06 - COURSE DOCUMENTATION

Trainees will be provided with the following support material: • Trainee's booklet, including the course syllabus (FCTP) • Instructor media DVD • APIC 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

07 - CRITERIA OF PROFICIENCY

a. FOUNDATION MODULE

At 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 COURSE

Two 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 INITIAL

Two 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.

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FOUNDATION MODULE

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01 - GENERAL

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

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

* APT: Airbus Pilot Transition

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CORE MODULE

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01 - GENERAL

The objective is to develop the ability to train aviation based knowledge and skills and attitudes, 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.

02 - CORE MODULE FOOTPRINT

DAY 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 exercises 01:00 • Receiving and giving criticism 01:30

DAY 5 • Reporting writing 01:00 • Exercises 04:00 • Closure 01:00

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TYPE SPECIFIC MODULE INITIAL

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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 knowledge instruction; flight instruction and synthetic flight instruction in order to instruct for the Airbus (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 of a T RI (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 applicable aeroplane type, or a similar type as agreed by the Authority, of which not more than 15 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 a pplicant for the initial issue of an SFI (MPA) Authorization shall: 1. Hold or have held a professional flight crew license 2. Have completed the simulator content of the applicable type-rating course at an approved TRTO 3. Have at least 1500 hours flying experience on multi pilot aeroplanes 4. Have passed a proficiency check in accordance with JAR-FCL 1.240 5. Have successfully completed approved Core Instructor Competencies (Teaching and Learning)

training

C. OBJECTIVES

See INTRODUCTION

02 - COURSE PREPARATION For clarity and ease of reference, the following terminology will be used in the course documentation, and during the conduct of the course: TRI TUTOR TRI course tutor or tutor/s TRI STUDENT TRI under training (TRI STUDENT A or B as necessary) TRAINEE TRI tutor when performing the role of trainee

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A.

BACKGROUND

This course assumes that the TRI STUDENT has a high level of knowledge of aircraft systems and procedures. The customer is responsible to ensure that the TRI STUDENT has the potential to complete the course successfully. The course is intended for experienced A318/319/320/321 A330 pilots who have assimilated a high 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; those students who do not prepare are unlikely to succeed. The function of the course is to introduce and practice the training skills appropriate to type transition and check/refresher training. The course syllabus uses selected elements of exercises from a typical A320 A330 Type Rating Transition Course and s essions, to provide the environment for the development of instructional 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 school course but will have had no exposure to the cockpit environment. The trainee will operate from the appropriate pilot seat, with the non-operating TRI STUDENT occupying the vacant seat and performing in a competent manner. The trainee will display a range of abilities and behaviours, consistent with the role adopted for the session. Errors observed by the TRI STUDENT should be analysed and corrected, concentrating on the underlying problems encountered by the trainee. The TRI STUDENT should concentrate on r oot error causes and deficiencies of technique and not simply offer advice to correct the error symptom.

C. TRAINING TECHNIQUES

The skills required to deliver type transition and recurrent training include briefing, demonstration (handling), observation, objective analysis, facilitation, feedback and report writing. The primary 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 TRI tutor will examine, selected topics relevant to the simulator session. The TRI STUDENT will then give a simulator session brief to the trainee. He or she is expected to use all relevant manuals (FCOM 1, 2, 3, 4; FCTM; QRH; Specific course document). TRI STUDENTS will be required to prepare lessons plans, adapting the information provided in the course session During the sessions the TRI STUDENT will be required to demonstrate procedures and manoeuvres, to observe the trainee’s performance, to provide analysis/feedback and w rite a clear objective trainee’s report. The TRI TUTOR will provide technique training and feedback for the TRI STUDENT. The course makes extensive use of video recording and playback to maximise TRI STUDENT learning. Successful completion of the final check will enable an application for TRI Rating (simulator only) to be made. The check is a confirmation that the TRI STUDENT has reached the required level of competence required for rating issue.

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D.

SUPPORT

TRI students will be provided with the following support material:

1) FCOMs 2) QRH 3) Trainee Booklet including the course syllabus 4) Instructor Media DVD 5) APIC Trainee DVD 6) Selected relevant Airport Charts 7) Course Schedule with relevant contact information 8) A laptop

Using this material, the TRI student will be expected to start preparing for the simulator exercises outlined in this syllabus. The course can be fully customized, in which case items 1, 2 and 6 will be provided by the customer.

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.

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E. COURSE TIMETABLE & OVERVIEW

The first day involves facilitated discussions of training techniques in addition to the preparation of briefing material for the first simulator session. The TRI STUDENTS will be expected to 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 STUDENTS (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 briefing 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 prior to the Sim session. Each half of the Sim Session (1:30) will be a practical lesson based on these briefings. The TRI STUDENT will plan the session and order of events as appropriate. The trainee will fly the session as briefed; it may be obvious that one or more of the items is causing significant problems to the trainee, necessitating a demonstration from the TRI STUDENT. The exercises are continued until either the trainee reaches a satisfactory standard or the TRI TUTOR decides to terminate that particular item and to move on to the next. On completion of the simulator exercise, TRI STUDENT will debrief the trainee, before writing handover notes. The TRI TUTOR will then debrief the TRI STUDENT. The emphasis throughout will be on quality of instruction, the accuracy of analysis, and the relevance of any remedial action recommended by the TRI STUDENT, rather than amount of material covered. The list below covers the major items to be covered during each simulator session:

FFS 1 Cockpit Preparation; Taxi; Normal Take Off; Climb Descent 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; Landing with 2 engines inoperative ; Rejected Take -Off

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

FFS 6 Final Check including engine-out handling

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F. SIMULATOR SEATING

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

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

The TRI STUDENT conducting the session occupies the IOS. The other TRI STUDENT occupies the PNF seat Normally 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, TRI STUDENT A will brief first and act as the TRI for the first part of the session, and B for the second. On the following day TRI STUDENT B will brief first and act as TRI for the first part of the session, and so on.

G. ASSESSMENT

TRI STUDENT progress will be continually assessed throughout the course, and he or she will only be presented for the Final Check if the Course TRI TUTOR is confident that the required standard will be achieved. If there is doubt as about successful outcome of the course, the TRI STUDENT will be advised and any necessary remedial action discussed. For the Final Check the TRI STUDENT will be asked to construct a simulator session and briefing based on one of the 4 T est Scenarii. The test will begin with a br iefing for the exercises shown on t he test scenario. The simulator exercise will last no longer than 1hour 30 minutes for each TRI STUDENT. This will be f ollowed by analysis, assessment and f eedback of the trainee’s performance, including recommendations for further training as appropriate.

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03 - TYPE SPECIFIC FOOTPRINT

DAY 1 (ground) DAY 2 (ground) • Welcome - Administrative 00:45 • Introduction 01:00 • Effective training 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 • Simulators 01:00 • Simulator operation 00:30 • Exercise 01:00 • Assessment and debriefing techniques 01:00

DAY 3 DAY 4 • Briefing 02:00 • FFS 1 session 04:00 • Debriefing 01:00

• Briefing 02:00 • FFS 2 session 04:00 • Debriefing 01:00


• Briefing 02:00 • FFS 4 session 04:00 • Debriefing 01:00


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

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DAY 1 (GROUND)

During introductory discussions ensure the TRI STUDENTS are both prepared to present an Airbus fly by wire accident. Ensure TRI STUDENTS have all the required materials. Escort them as necessary to obtain the instructor laptop.

WELCOME – ADMINISTRATIVE (0.45)

TRI STUDENTS will receive the normal Airbus Welcome Briefing. If the course is to be del ivered in customer facilities the welcome briefing should be adapted accordingly.

INTRODUCTION (1.00)

Using the Introduction Section present a short briefing outlining the content and philosophy of the course: Pre-requisitesTalk about assumptions and the need for a high level of technical knowledge

(knowledge and experience)

Course ObjectiveBe concise and tell them the objective is to prepare them so that they can adapt to any syllabus and have the basic tools needed to brief, operate the simulator, observe, teach, demonstrate and debrief.

Briefly introduce the regulation or adapt to local regulations for TRI. JAR-FCL Requirements

Describe the purpose of role-play, for the TUTOR to control the instruction and ensure TRI STUDENTS exposure to different types of trainee.

Course Method and the use of role-play

Describe each role and ensure TRI STUDENTS understand:

TUTOR PF TUTOR IOS TRI STUDENT Trainee

Captain Crusty/First Officer Green Facilitate a brief discussion on the relative challenges that each trainee may present.

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Introduction to the Trainees:

Describe each briefly including usage and resolution of any conflicting information (FCOM is the primary course).

Course Materials

Discuss the published programme and outline expectations. Format and Timings

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.

Outline the purpose of the test but make it clear there will be assessment throughout and TRI STUDENTS will not be entered for the test unless there is a high probability of success.

Instructor competence standard

EFFECTIVE TRAINING (0.20)

Question to the TRI STUDENTS: “Think back to who was a poor instructor, have their name in mind. Identify 2 or 3 characteristics.”

Do the same exercise, question: “Think back to who was a good instructor, have their name in mind. Identify 2 or 3 characteristics.”

Tell the TRI STUDENT that this defines effective instruction/ineffective training and appropriate/ inappropriate behavior.

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ACCIDENT PRESENTATIONS (1.30)

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 not exceed the allotted time and may include any available tools. e.g:

- White Board - Flip Chart

Information is available from a variety of sources, including : Presentation material must be prepared solely by the TRI STUDENTS.

http://aviation-safety.net

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

LUNCH (1.00)

NORMAL PROCEDURES (1.00)

TRI STUDENT B will complete a s hort review summarizing normal procedures from ‘COCKPIT PREPARATION’ to ‘CLIMB’ (0:30) as though he is describing the process to a ne w trainee having completed only CBT ground training. The TUTOR/S will interrupt as necessary with questions 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 talking and describing a familiar sequence of events in a simple way that can be understood by new trainees

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BRIEFING GUIDANCE (1:00)

Review the information from the Core Instructor Competencies (teaching and learning) Course:

The audience. Describe the potential population, experience levels, abilities and the possibility that they have not been carefully selected.

Who

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

Why

They 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 covered in accordance with the approved course.

What

Venue. Ensure any health and safety requirements are fully understood. Know the limitations and functionality of any venue.

Where

How Long. It is important for trainees to know how long the training will last. They have personal needs and should have clear expectations.

When

Tell them what, tell them, and tell them what you’ve told them. How

Visual aids. Explain the purpose of the briefing for this course (normally each TRI STUDENT briefs 2 topics 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 rather than text • Use appropriate colours; avoid writing sentences in red

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

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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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.

FFS 1 BREIFINGS (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. Having already discussed the briefing for FFS 1 on day 1, the presentation should flow reasonably well. You are looking for technical accuracy, style, content and effective time management. The TRI STUDENT will almost certainly have difficulty fitting the briefing into the time available.

Limit negative comments as much as possible.

ABNORMAL PROCEDURES (1:00)

Review the philosophy of abnormal procedure handling. Talk about Airbus or customer procedures 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 management 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 ev erything 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 aircraft, 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 PPT Revise 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 is Answer: They figure it out (facilitation) Tell the trainees: Ok now we have 2 t eaching 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. DEMO FACILITATION (VIDEOS) ASSESSMENT AND DEBRIEFING A short discussion about the tools needed to assess and debr ief 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 necessary 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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FFS 1

LFZZ 33010KT CAVOK 20/10 Q1010

WEATHER

INIT PAGE FLT NBR

[Airline ID] 201 FROM TO ALTN LFZZ LFZZ LFLL CO RTE ALTN / CO RTE AIBAIB1 AIBLYS CRZ FL CRZ TEMP FL 070 0° C CI TROPO 30 36090 TRIP WIND TRIP DIST - 15 kt 92 Nm

ZFW

INIT NEXT PAGE

54 t 119 000 lbs ZFWCG 32.7 %

FOB 11 t 24 200 lbs GW 65 t

143 200 lbs

RWY COND DRY AIR COND ON ANTI ICE OFF

NOTES SID: MOU 1N

Time

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AP

FD

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INIT GATE C2 1 - PRELIMINARY COCKPIT

PREPARATION

2 - ENGINE START / AFTER START

3 - TAXI 0:50 4 - TAKEOFF V V

5 - SID CLIMB FL 120 V V V 6 - A/THR DEMO 7 - DES - STAR V V V 8 - ILS APPROACH V V 9 - LANDING INIT TAKEOFF

1:20 10 - TAKEOFF V V 11 - ILS APPROACH V V 12 - GO AROUND V V 13 - ILS APPROACH V V 14 - LANDING 15 - AFTER LANDING 16 - TAXI

1:50 17 - PARKING

Briefing Topics

Takeoff sequence and ATHR TRI STUDENT B

ILS approach and go around TRI STUDENT A

Note

: Each TRI STUDENT will conduct the entire session plan.

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FFS 1 SESSION PREPARATION

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, takeoff side stick position, rotation technique • ILS approach, stabilised and decelerated. • GO AROUND procedure • Auto Thrust logic.

B. NEW EXERCISES / REFERENCES

EXERCISES FCOM QRH

• NORMAL PROCEDURES PRO-NOR-XX NP

• AUTO THRUST LOGIC DSC-22_30

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 - stabilized and decelerated followed by a landing or GA.

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FFS 1 SESSION GUIDE 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, takeoff 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 ILS approach Stabilised. 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 in the FCTM. For the first session, the trainees perform a preliminary and a complete cockpit preparation. Initially you can help your trainees when the configuration is incorrect but after a few 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 are open. 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 ensure good 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 to maintain your own situation awareness and the distance to the airport appropriate for a descent and approach without wasting time. Descent and Approach Arrival Radar vectors should give the trainees some time to settle down before making the Approach. Final vectors should allow for a 30° - 40° intercept heading. Encourage awareness of the TO WPT and flight plan sequence.

Typical briefing

1- Start on time, room ready 2- Remaining questions from the previous day 3- Objectives of the session and expected performance 4- Session DATA review: Weather

Airport Aircraft

5- Performance DATA check: Flaps setting, speeds, Flex Temp… 6- Session global review including key points review for each exercise 7- Answer any questions on the exercises briefed 8- Finish on time (10mn before session) 9- Manage a break before entering the simulator

Typical debriefing

1- Start debriefing after a short break 2- Request trainees feelings 3- Announce first if objectives are reached or not 4- Point out positive items first. Be open-minded 5- Review all exercises, give remedies, answer questions 6- CRM Standards are to be taken into account 7- Prepare next session, syllabus, documentation, next meeting time

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FFS 1 TUTOR NOTES GENERAL

Ensure the TRI STUDENTS have an opportunity to ask questions before starting their briefings, to clear up any uncertainties. Arrange the video so you can see the white board and STUDENT. Try to make a note of any interesting aspects of behaviour or body language. At this stage pay close attention to style and delivery as well as technical content. The briefing may overrun the planned time of 30 m inutes. Allow a small overrun for this session but emphasize to the TRI STUDENTS the need for good time management. The STUDENTS 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 and therefore appropriate from both trainees, typical for this stage of training. The role-play should not compromise the conduct of the session. Complete the cockpit preparation at normal speed as a competent pilot so as not to waste time, but make some minor mistakes. For the IOS Tutor, give positive instruction and guidance in setting the IOS, appropriate levels of commentary, when to intervene. The emphasis at this stage is on telling the TRI STUDENTS when to act and how to act. Try to allow the TRI STUDENT to manage the session as much as possible. Excessive tutor interventions can reduce the value of the exercise.

DEBRIEF AND PREPARATION The TRI STUDENTS will deliver a s hort debrief after the session. Ensure that they identify the key learning points and test learning and summarise the session. The TRI TUTOR will then debrief the TRI STUDENTS. Offer advice and encouragement and k eep criticism to a minimum. Try to use open questions to enable self-learning. Remember that the workload for the TRI STUDENTS is now extremely high and they will be feeling considerable pressure. The TRI STUDENTS must begin work on their briefing for the conduct of FFS 2. This session deals with FBW protections, visual patterns and crosswind take-off/landing. An experienced Airbus FBW pilot should feel comfortable with these subjects.

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FFS 2


WEATHER

FLIGHT DATA FLT NBR


ZFW

FUEL & LOAD

54 t 119 000 lbs ZFWCG 32.7 %

FOB 11 t 24 200 lbs GW 65 t

143 200 lbs


NOTES SID: MOU 1N

Time

EVENTS

AP

FD

ATH

R

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-FPA

INIT HOLDING POINT 1 - COCKPIT SETUP FOR

TAKEOFF BY TRI STUDENT

2 - TAKEOFF V V 3 - SID - CLIMB FL 120 V V V 4 - DEMO NORMAL, ALTN

LAW AND PROTECTIONS V

5 - DES - STAR V V V 6 - SIDESTICK PRIORITY

(DEMO) V V

7 - ILS APPROACH V V 1:00 8 - LANDING

INIT TAKEOFF 9 - TAKEOFF - CROSSWIND V V 10 - VISUAL CIRCUIT (ILS

ASSISTED) V V

11 - GO AROUND V V 12 - VISUAL PATTERN (ILS

ASSISTED) V V

1:20 13 - LANDING - CROSSWIND INIT TAKEOFF 14 - TAKEOFF - REACTIVE

WINDSHEAR V V

15 - VISUAL APPROACH (ILS ASSISTED) - EXTEND DOWNWIND

V V

16 - WINDSHEAR ON APPROACH

V V

17 - GO AROUND V V 18 - VISUAL CIRCUIT V V

1:50 19 - LANDING

Briefing Topics

Long - FBW protections Short - Reactive windshear recovery

TRI STUDENT A

Long - Visual Pattern Short - Crosswind take-off and landing

TRI STUDENT B

Note


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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 circuit. • Takeoff and landing with crosswind. • Windshear detection - Reactive


EXERCISES FCOM QRH

• NORMAL & ALTN LAW - PROTECTIONS PRO-SUP-27

• TAKING OVER FLIGHT CONTROLS PRO-NOR-SOP-01

• VISUAL CIRCUIT PRO-NOR-SOP-20

• LANDING PRO-NOR-SOP-22 PRO-SUP-27

NP

• TAKEOFF AND LANDING WITH CROSSWIND PRO-NOR-SOP-12 PRO-NOR-SOP-22

PRO-SUP-27

• WINDSHEAR PRO-ABN-80 PRO-SUP-27

C. SUPPORT


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

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FFS 2 SESSION GUIDE 1 Cockpit preparation, engine start, after start, taxi and before takeoff setup done by TRI 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 stability in pitch (no back

pressure required to maintain altitude) • Steep turns 45° b ank 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 auto/thrust 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 40° - Spiral stability

STUDY OF ALTERNATE LAW Insert 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 Alternate Law. Stress that it is the pilot’s responsibility to remain within the normal flight envelope at all times. This is especially important when Normal Law is not available. Simulated stall recovery training is the exception to this recommendation. - 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

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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 with the FCU altitude set to maximum to avoid nuisance warnings. Roll Fly 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 Speed Select 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 past VMO the aircraft pitches up, ask the trainee to select full nose down, there should be small increase in speed, on release of the side stick the aircraft will pitch up. Pitch Apply thrust to stop the speed drop and show the pitch attitude upper limit. The IAS will decrease rapidly so as soon as they see the limit at 30º - push forward on the side stick to show the 15º limit. Select idle thrust and level off. Low Speed Note, when α floor activates, ask the trainee to disconnect A/THR for the purpose of the demo. 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 target between α prot and α max. Ask the trainee to apply full back stick, the aircraft will not stall. Fly with maximum bank and note that it is possible to manoeuvre. Do the exercise again but when α floor engages ask the trainee to apply full back stick as for a GPWS recovery.

DEMONSTRATION OF ALTERNATE LAW

Roll Demonstrate 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 not include that a fully developed stall in a FBW aircraft. Visual circuit Insist on a go around 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 around 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 Landing It is an important concept that the aircraft should be aligned with the center line of the runway during the landing. If the trainees have problems landing, check they are looking at the far end of the runway during the flare. Go Around Ensure the trainees are aware of Go-around procedure before they have to carry it out. Some procedures have speed limits and bank angle constraints built into them so give them guidance 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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The briefing for FFS 2 should be well managed. Knowledge in this area should be good, but the TRI STUDENTS will need to think carefully about the mechanics of demonstrating FBW protections. They have guidance in the session preparation notes. If things don’t work perfectly in the simulator, allow them some time to think around the problem before intervening. This is an important session for the students to learn the importance of matching their words to simulator behavior. 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 in their preparation. Tell them that a high level of technical knowledge is expected and it will be constantly 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 the environment. Respond to the instruction you receive. Give each student a least 2 items to debrief. 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 crosswind 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 must retain control and determine how to overcome the problems. The TRI STUDENTS may be keen to demonstrate from a seat; allow this if they suggest it. They will need some help in setting the simulator. The session should flow reasonably well.

DEBRIEF AND PREPARATION The TRI STUDENT’S debrief should focus on t he important elements, be r easonably structured 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 during FFS 2 are recovery from Alpha Floor in clean and configuration 3; recovery from stall warning in 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 trainees. FFS 2 c onsists of normal procedures, Non Precision Approaches, simple ECAM procedures. The TRI STUDENTS should be told to assemble their own session to cover the syllabus of instrument approaches and simple failures, and to consolidate previous lessons. They should have 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 and the Airbus philosophy. The other character is a new inexperienced co-pilot. Both make typical errors.

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FFS 3

LFZZ 29010KT 5000 RA OVC006 8/6Q1003

WEATHER

FLIGHT DATA FLT NBR


ZFW

FUEL & LOAD

54 t 119 000 lbs ZFWCG 32.7 %

FOB 11 t 24 200 lbs GW 65 t

143 200 lbs

RWY COND WET AIR COND ON ANTI ICE ON

NOTES SID: MOU 1N

Time

EVENTS

AP

FD

ATH

R

TRK

-FPA



2 - TAKEOFF V V 3 - FLAP AUTO RETRACTION

DEMO V V V

4 - SID CLIMB V V V 5 - ECAM DEMONSTRATION V V V 6 - DES - STAR V V V 7 - VOR APP MANAGED V V V V 8 - GO AROUND FROM MDA V V V 9 - NDB APPROACH

SELECTED - OVC 010 V V V V

1:00 10 - LANDING V V INIT TAKEOFF 11 - TAKEOFF V V 12 - ECAM HANDLING V V V 13 - VOR APPROACH

MANAGED V V V V

1:30 14 - LANDING V V INIT TAKEOFF 15 - TAKEOFF V V 16 - FUEL LEAK V V V 17 - RADAR VECTORS V V V 18 - LOC APPROACH V V V V

1:50 19 - LANDING V V

Briefing Topics

Long - Managed Non Precision Approaches Short - ECAM handling

TRI STUDENT B

Long - Fuel leak procedure Short - Selected non precision approach

TRI STUDENT A

Note


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• Introduce and practice SOPs and task sharing during: - Practice Non precision approaches Selected & Managed. - Practice Fuel Leak Procedure - Practice good communication according to CRM standard.


A. REVIEW

• Use of anti-ice systems.


EXERCISES FCOM QRH

• ECAM HANDLING PRO-ABN-01

• AUTO RETRACTION DSC-27-30

• NON PRECISION APPROACH PRO-NOR-SOP-19 PRO-NOR-SRP-01 FMS-70

NP

• FUEL LEAK PROCEDURE PRO-ABN-28 ABN

C. SUPPORT


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

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FFS 3 SESSION GUIDE 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)

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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. - Wrong task sharing and communication

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

ROLE PLAY - SESSION HANDLING

During the briefing the tutor shall provide the TRI student with the CRM standard form, and advise them to use it as required during the debriefing. The idea is to follow up on the CRM assessment initiation during the core course and to ensure continuity in the practice. The trainee captain tries to disrupt the briefings with a flat refusal to accept the benefits of TRK/FPA for the non-precision. He does not see the need to try and adapt to new ideas having flown HDG/VS for the last 10 years on his previous type. The TRI tutor should role play an obvious communication problem during the ECAM management, and ensure there will be a debriefing using the appropriate CRM standard form. 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 prioritizing correctly, and have a clear strategy of the remedial training that may be needed.

DEBRIEF AND PREPARATION

The TRI STUDENTS should by now be reasonably confident in the de-brief, and the way they handle the trainee. Don’t forget the emphasis on training to proficiency; encourage the TRI STUDENTS to give praise as well as criticism and to end the debrief on a positive note. Make sure they also debrief on the CRM issues, using the appropriate CRM standard forms. FFS 4 is the first major failure handling exercise, with engine failures. TRI STUDENTS should be left to prepare the session. Encourage them to use the tools provided. Do not provide all information on request and make them search the FCOM QRH and FCTM as appropriate. Mandatory Exercises - Non-Precision Approach (Selected)

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REVIEW

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

NEXT SESSION ROLE PLAY

At FFS4 and after, swap TRI STUDENTS, this will ensure that they can experience both characters and seats.

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FFS 4

LFZZ 30010KT 5000 OVC005 20/10 Q1020

WEATHER

FLIGHT DATA FLT NBR

[Airline ID] 204 FROM TO ALTN LFZZ LFZZ LFLL CO RTE ALTN / CO RTE PAT33R AIBLYS CRZ FL CRZ TEMP FL 070 0° C CI TROPO 30 36090 TRIP WIND TRIP DIST -

ZFW

FUEL & LOAD

54 t 119 000 lbs ZFWCG 32.7 %

FOB 8 t 17 200 lbs GW 62 t

136 700 lbs


NOTES

Time

EVENTS

AP

FD

ATH

R

TRK

-FPA



2 - TAKEOFF V V 3 - ENGINE OUT

FAMILIARIZATION V V

INIT TAKEOFF

0:25 4 - TAKEOFF - ENGINE FAIL AFTER V1

V V

5 - RELIGHT V V V INIT TAKEOFF

1:05 6 - TAKEOFF - ENGINE FAIL AT V2

V V

7 - ILS APPROACH - ONE ENGINE OUT

V V

8 - GO AROUND V V 9 - ILS APPROACH

ONE ENGINE OUT V V

10 - LANDING ONE ENGINE OUT

V V

INIT TAKEOFF

1:45 11 - REJECTED TAKEOFF V V

Briefing Topics

Long - Engine failure between V1 & V2 Short - RTO

TRI STUDENT A

Long - Engine out ILS and GA Short - On ground emergency evacuation

TRI STUDENT B

Note


CFM PERF PAGE


VR 128 51 FLEX

V2 131

FLAPS 2

IAE PERF PAGE


VR 135 50 FLEX

V2 139

FLAPS 2

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

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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


EXERCISES FCOM QRH

• REJECTED TAKEOFF PRO-ABN-10 • ON GROUND EMERGENCY EVACUATION PRO-ABN-90 C2

• ILS APPROACH PRO-SOP-NOR-18

PRO-NOR-SRP-01 FMS-70 NP

• ENGINE FAILURE AFTER V1 PRO-ABN-10 PRO-ABN-70

ABN

• GO AROUND PRO-NOR-SOP-23

PRO-NOR-SRP-01 FMS-80 NP

C. SUPPORT

• FCTM • FCOM / QRH.

03 - SESSION PROFICIENCY CRITERIA

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

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FFS 4 SESSION GUIDE 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 is greater up to V2 + 15 kt). Hands off: observe response of FBW system. Stabilized bank angle 7~9°, spoilers and ailerons deployed, rudder pedals feedback, flying the pitch as adjusted before. 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 fails with damage. 7 Set weather below minimum. Go around must performed in IMC. 9 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, and demonstrate 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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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.

ROLE PLAY - SESSION HANDLING 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 given an opportunity to develop and demonstrate his proficiency. There should be at least one opportunity for the TRI STUDENT to demonstrate from a seat, as this is a t est requirement. Do not tell him when to demonstrate but make the role play clear so he is easily able to judge the correct moment

DEBRIEF AND PREPARATION There should be plenty of material for the TRI STUDENTS to debrief. The TRI should deliver a clear debrief, delivered with conviction, prioritizing on the main areas of weakness. Any remedial training required should be detailed to the tutor at this stage. Re-emphasize 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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FFS 5

LFZZ 24010KT 5000 OVC005 20/10 Q1020

WEATHER

LFLL 27010KT 5000 OVC005 18/11 Q1018

FLIGHT DATA FLT NBR

[Airline ID] 205 FROM TO ALTN LFZZ LFLL LFZZ CO RTE ALTN / CO RTE AIBLYS LYSAIB CRZ FL CRZ TEMP FL 110 - 12 °C CI TROPO 30 36090 TRIP WIND TRIP DIST HD15 95 Nm

ZFW

FUEL & LOAD

54 t 119 000 lbs ZFWCG 32.7 %

FOB 8 t 17 200 lbs GW 62 t

136 700 lbs


NOTES

LFZZ 15L TO LFLL 18L

Time

EVENTS

AP

FD

ATH

R

TRK

-FPA



2 - TAKEOFF 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 V V

6 - APPROACH PREPARATION - LFZZ

V V

7 - ILS APPROACH V V 1:15 8 - LANDING DIRECT LAW V V

INIT TAKEOFF 9 - TAKEOFF V V 10 - AFTER TAKEOFF

IMMEDIATE RETURN V V V

11 - SLATS OR FLAPS LOCKED BY WTB ONCE CLEAN

V V V

12 - APPROACH PREPARATION V V V 1:50 13 - LANDING WITH FLAPS OR

SLATS LOCKED V V

Briefing Topics

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

TRI STUDENT B

Long - Dual HYD failure Short - Emergency Descent (no structural damage)

TRI STUDENT A

Note


CFM PERF PAGE

LFZZ 15 L V1 131 TOGA

VR 140 66 FLEX

V2 142

FLAPS 2

IAE PERF PAGE

LFZZ 15 L V1 120 TOGA

VR 131 68 FLEX

V2 134

FLAPS 2

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

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


A. REVIEW

• NIL


EXERCISES FCOM QRH

• EMERGENCY DESCENT PRO-ABN-80 ABN

• HYD G + Y SYS LO PR SUMMARY PRO-ABN-29 ABN FPE

• LANDING WITH FLAPS OR SLATS JAMMED ABN

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

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FFS 5 SESSION GUIDE 3 No failure inserted.

Trainees perform actions without using the masks. Repeat if necessary.

4 Clearance: proceed direct to MOU. Insert a STRUCTURAL DAMAGE. Repeat EMERGENCY

DESCENT to proficiency. 5 Insert a GREEN + YELLOW RSVR LOW LEVEL. 12 Before preparation, speed restriction: 180 kt.

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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 necessary to consolidate the procedure. Finally insert a failure and allow the trainees to fly the whole descent using oxygen masks to FL100.

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 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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One TRI STUDENT to brief Emergency Descent in full plus slat and flap malfunctions; the other to brief dual hydraulic failures plus a summary brief for the high speed emergency descent. The subject matter is complex and will be a test of prioritization and time management, plus good simulator handling.

ROLE PLAY - SESSION HANDLING TRI STUDENT weaknesses should be apparent by this stage, so any role-play should be tailored to fit the situation. If there are still weaknesses in knowledge, question deeply in your role as trainee; if there are weaknesses in training technique, show poor understanding as a trainee in order to get a better explanation from the TRI STUDENT. It is important to focus on individual needs at this stage, and to develop where necessary to achieve proficiency in the final test. The trainee may fly the session in a reasonably accomplished manner, making only a few minor mistakes. This will be a surprise to the TRI STUDENTS, given trainee performance to date, and it will be interesting to see if there is a tendency to over criticize.

DEBRIEF AND PREPARATION Debrief the TRI STUDENT fully. Highlight any weaknesses and an y possible problems in achieving proficiency in the final test. There is material in the session guide and FCTM. Provide assistance only when the documentation has been properly examined. Make sure they also debrief on the CRM issues, using the appropriate CRM standard forms.

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

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FFS 6

WEATHER

FLIGHT DATA FLT NBR

FROM TO ALTN CO RTE ALTN / CO RTE CRZ FL CRZ TEMP CI TROPO TRIP WIND TRIP DIST

ZFW

FUEL & LOAD

t lbs ZFWCG %

FOB t lbs GW t

lbs

FPLN: refer CO ROUTE

NOTES

Time

EVENTS

AP

FD

ATH

R

TRK

-FPA

Briefing Topics TRI STUDENT A TRI STUDENT B As agreed by the TRI SUPERVISOR. Each TRI STUDENT completes individual lesson plans. The lesson plans must be prepared by each TRI STUDENT and m ust include the four exercises required by the scenario. The lessons plans must be handed over to the trainees and to the TRI SUPERVISOR before the briefing

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

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• ……………………………………………………………………………..

• ……………………………………………………………………………..

• …………………………………………………………………………….. 02 - TRAINING TOPICS

A.

REVIEW

• NIL.

B.

NEW EXERCISES

• ……………………………………………………………………………..

• ……………………………………………………………………………..

C.

SUPPORT / REFERENCES

• FCOM /QRH • FCTM.


• ……………………………………………………………………………..

• ……………………………………………………………………………..

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FFS 6 - TEST SESSION

TEST ITEMS: Sequence is to be defined by TRI STUDENT

SCENARIO 1

- Engine out ILS approach to minima and GA. (long briefing + demo from pilot seat) - Non-precision approach (short briefing) - High speed protections (demo from IOS) - IDG failure

SCENARIO 2

- Engine failure after V1 (long briefing + demo from pilot seat) - Selected non-precision approach one engine out (short briefing) - One Hydraulic system failure - Low speed protections (demo from IOS)

SCENARIO 3

- Engine failure after V1 (long briefing + demo from pilot seat) - Selected non precision approach one engine out - Side-Stick priority (demo from IOS) - RTO and evacuation procedures (short briefing)

SCENARIO 4

- Engine out ILS approach to minima and GA. (long briefing + demo from pilot seat) - Raw data ILS to minima and GA - Flight Director reversion modes, (demo from IOS) - TCAS, or windshear (short briefing)

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TRI FINAL TEST / TRI SIMULATOR TEST

• H = Start time of simulator session

• A four hours session is planned for two TRI STUDENTS

• As a general rule:

H-02h00: TRI SUPERVISOR introduces the check H-01h45: TRI STUDENT A or B starts briefings (00h30) H-01h00: TRI STUDENT B or A starts briefings (00h30) H+00h00: TRI STUDENT A or B starts his session (01h30) H+01H45: TRI STUDENT B or A starts his session (01h30) H+03h30: TRI STUDENT A or B starts his debriefing (max 00h30) H+04h10: TRI STUDENT B or A starts his debriefing (max 00h30) H+04h45: TRI SUPERVISOR starts final debriefing and assessment

Note: If only one TRI STUDENT, sequence starts at H-01h00

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SIMULATOR SEATING

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

TEST

• Simulator Operator: TRI STUDENT A/B, • Pilot Seats: Course Tutor (PF) + TRI STUDENT B/A (PNF) • Observer's Seat: TRI SUPERVISOR Note: If only one TRI STUDENT, it is acceptable for the TRI SUPERVISOR to perform the PNF duties.

TEST • An approved TRI SUPERVISOR will conduct the final test. • Explanations to TRI STUDENTS:

"Your 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 First Officer GREEN but you have not met them before today". So, this training session is to be briefed, performed and debriefed by a new instructor. “You are supposed to be this new instructor” "Your task is to brief Captain CRUSTY and First Officer GREEN for the Engine failure after V1 / Engine out ILS to minima and GA (long briefing) and to conduct this exercise in the simulator from instructor station. In addition, you will have to demonstrate this exercise from the pilot’s seat, if trainee’s performance is low”. Special emphasis must be given on the FBW specificities. "You will be asked also to conduct a short briefing on one other subject, according to the scenario." "In addition, you will be asked to conduct a type specific exercise in the simulator from the instructor station. (demo from IOS) ".

CONTENT OF THE TEST

• A briefing for the test session notified to the student 2 or 3 days preceding the test. - Briefing period will be 30 minutes plus or minus 10 minutes. - Long briefing, (20 min approx) first time briefing - Short briefing (10 min approx) review of key points of briefing already been given

• A simulator safety briefing will be required. • A training session, of approximately 01h30 duration, includes teaching demonstrations from a pilot's

seat and teaching from the instructor station.

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• A TRI STUDENT’s de-brief of the session.

• Assessment and filling of a gradesheet

• Simulator / briefing time management. Note: The TRI STUDENT is to use as the basis of his judgment, the trainee's suitability either to continue

the course or to recommend additional training.

TEST EXERCISES LIST: • The Tutors will select the scenario in agreement with the TRI SUPERVISOR and will advise the

TRI STUDENTS. • Make sure one scenario includes the Engine failure after V1 and the other the Engine out ILS to

minima and GA

TRI STUDENTS TEST PREPARATION:

• The TRI STUDENTS will be required to build a session, according to the assigned scenario including

all exercises. • The student must define the objectives, fill in the references numbers and define the session

proficiency criteria

• The Course Tutor will act as trainee (PF), the other TRI STUDENT as supporting pilot (PNF). the TRI SUPERVISOR may also fulfill the PNF function, but must never do any role play.

• The TRI STUDENTS must have access to all required facilities and m aterial to enable them to adequately prepare their Lesson Plan.

STANDARD TRI SUPERVISOR BRIEFING: • Invite questions. • State the purpose of the test. • State that the whole exercise will be de-briefed by the TRI SUPERVISOR • 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 must demonstrate from a pilot's seat. • State that the TRI STUDENT is to continue with training to proficiency or until there is no more benefit

from further instruction. • State that the other TRI STUDENT is to act as PNF and be competent but passive. • During debriefing, facilitation technique will be expected. • Check understanding of the test briefing.

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POST TEST ACTIONS:

When starting his final debriefing, TRI SUPERVISOR should use the facilitation technique, to be consistent with the course and the role model.

PASS:

• Complete the grade sheet and Examiners Certificate on the TRI Application Form. • (TRI course on the TRTO file cover will be signed after the FIF sim session) • Brief the student that rating privileges cannot be us ed until endorsed on t he license by the

issuing authority.

Note: This session covers the JAR FCL 1.365 (a) (1) requirement and can also cover the JAR FCL 1.365 (a) (4) requirement if accepted by the licensing authority. If this is not accepted by the issuing authority, a training session under supervision of a T RI designated by this authority must be scheduled.

FAIL:

• Complete the grade sheet and inform trainees office accordingly.

Note: For initial TRI Test, keep in mind the TRI STUDENT's likely lack of training experience

beyond the Core and Type Specific courses.

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01 - TRAINING FOOTPRINT

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

DAY 1 DAY 2 FFS FIF - Right hand seat familiarization (PF) - Base training practice (PNF) - Typical students reactions

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

FLIGHT FIF - Right hand seat familiarization (PF) - Base training practice (PNF)

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

(1) 1:30 per trainee

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FFS FIF


WEATHER

FLIGHT DATA FLT NBR

[Airline ID] 830 FROM TO ALTN LFZZ LFZZ LFLL CO RTE ALTN / CO RTE AIBAIB1 - CRZ FL CRZ TEMP FL 70 0°C CI TROPO 30 36090 TRIP WIND TRIP DIST - 92 Nm

ZFW

FUEL & LOAD

48 t 105 800 lbs ZFWCG 28 %

FOB 10 t 22 000 lbs GW 58 t

127 600 lbs


NOTES F/PLN: Local Flight

Time (1:30)

EVENTS

Part A : Operation of the aircraft AS A PILOT

(PF) from the right hand seat 1 - TRANSIT COKPIT PREPARATION 2 - ENGINE START 3 - TAKE-OFF 4 - VISUAL PATTERN 5 - ILS / VISUAL PATTERN 6 - TOUCH AND GO /

CONTINUE TO PROFICIENCY 7 - IMC TAKE-OFF –ENGINE FAILURE AT T/O 8 - RADAR VECTORS TO ILS APP. MAN

FLIGHT 9 - ONE ENG OUT/ GO AROUND FROM ILS

MINIMA 10 - ONE ENG OUT /VISUAL APPROACH 11 - FULL STOP LANDING Part B : Operation of the aircraft AS AN

INSTRUCTOR (PNF) from the right hand seat CIRCUITS AND APPROACHES PERFORMED

UNTIL SATISFACTORY STANDARD IS REACHED

12 - TAKE-OFF 13 - VISUAL PATTERN 14 - ILS / VISUAL APPROACH 15 - TOUCH AND GO INCLUDING : NORMAL OPERATIONS - TAKE-OFF CONFIG WARNING - OVERCONTROLLING DOWNWIND - NO RETARD - HIGH FLARE – LONG FLOAT - FLAPS 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

IAE PERF PAGE


VR 127 61 FLEX

V2 130

FLAPS 2

CFM PERF PAGE


VR 126 56 FLEX

V2 129

FLAPS 2

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

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FFS FIF SESSION GUIDE 01 - SESSION OBJECTIVES

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

tance 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


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


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FFS FIF SESSION GUIDE (END) 03 - TRAINING TOPICS (END)

e. Error recovery

During this part the Airbus instructor will behave as a student and introduce common student prob-lems 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 pro-gressively during a session he has to recognize the level of stress early enough by removing all pressures to prevent trainee's depression.

The B part is flown with the supervisor instructor playing the role of student in order to expose the instructor candidate to typical trainee reactions and problems (error recovery)

f. Instructor take over


• The trainee instructor must be able to recognize situations when take over becomes neces-sary.

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

be used.

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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:

NOTE: each exercise will be performed until satisfactory standard is reached Right Hand Seat familiarization (Pilot Flying) 1 - TAKE OFF 2 - VISUAL CIRCUIT (OR INSTRUMENT / RADAR PATTERN ACCORDING TO LOCAL CONDITIONS) 3 - TOUCH AND GO 4 - REPORT DOWNWIND Base Training practice (Pilot Non Flying) 5 - FROM DOWNWIND 6 - 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 INOPERATIVE 13 - 1 ENGINE SIMULATED INOPERATIVE GO AROUND FROM REQUIRED DH APPROACH 14 - 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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FLIGHT FIF SESSION GUIDE 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.


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

• 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 control) and t he 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

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FLIGHT FIF SESSION GUIDE (END) 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 t raining policy contained in the FCTP Base Training chapter:

“AIRCRAFT FLIGHT TRAINING BRIEFING” section”.

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APT_EF11

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 • MFTD demonstration • APT welcome briefing • Use of materials • APT documentation • MFTD training sessions study • MFTD sessions review • MFTD self study • FFS syllabus review

DAY 3 • APPI module • Procedure Data Package study • Briefing guides, laptop, medias • Closure

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APT INDOCTRINATION GUIDE

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 s tudy the content of a t rainee documentation bag for a s tandard

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

:

• APT Trainer: demonstration of all possibilities, including shaded area of touch screen, 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.

• APT Trainer sessions: Practice as trainer and trainee. • APT Trainer: 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.

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