AMC1 SFCL.330(b) FI(S) – Training course

CAA ORS9 Decision No. 1

(a) GENERAL

(1) The aim of the FI(S) training course is to train SPL holders to the level of competence defined in point SFCL.325.

(2) Throughout the training course, its content and structure should allow the student instructor to develop safety awareness by teaching the knowledge, skills and attitudes relevant to the FI(S) task including at least the following:

(i) refresh the technical knowledge of the student instructor;

(ii) train the student instructor to teach:

(A) the ground subjects and air exercises; and

(B) how to access all related sources of information;

(iii) ensure that the student instructor’s flying is of a sufficiently high standard; and

(iv) teach the student instructor the principles of basic instruction and to apply them at all training levels.

(3) With the exception of the section on teaching and learning, all the subject details contained in the ground and flight training syllabus is complementary to the SPL course syllabus.

(4) The FI(S) training course should give particular stress to the role of the individual in relation to the importance of human factors in the man-machine interface as well as in the instructor-student interaction during theoretical knowledge instruction. Special attention should be paid to the applicant’s maturity and judgement including an understanding of adults, their behavioural attitudes and variable levels of education.

(5) During the training course, the applicants should be made aware that their own attitudes are key to flight safety. Identifying and avoiding complacency and improving safety awareness should be a fundamental objective throughout the training course. It is of major importance for the training course to aim at giving applicants the knowledge, skills and attitudes relevant to a flight instructor’s task.

(b) CONTENT

The training course consists of two parts:

(1) PART 1 — THEORETICAL KNOWLEDGE INSTRUCTION

Part 1 includes the training specified in points (ii) and (iii) of point SFCL.330(b)(1).

The content of the teaching and learning part of the FI(S) course, as established in AMC1 SFCL.325, should be used as guidance to develop the syllabus for the training specified in point SFCL.325(b)(1)(ii).

(2) PART 2 — FLIGHT INSTRUCTION

Part 2 includes the training specified in point SFCL.330(b)(1)(iv) and, as applicable, point SFCL.330(b)(2).

(i) General

(A) The air exercises are similar to those of the SPL training course but with additional items designed to cover the needs of a flight instructor.

(B) The numbering of exercises should be used primarily as an exercise reference list and as a broad instructional sequencing guide. Therefore, the demonstrations and practices need not necessarily be given in the order listed. The actual order and content will depend upon the following interrelated factors:

(a) the applicant’s progress and ability;

(b) the weather conditions affecting the flight;

(d) the instructional technique considerations;

(e) the local operating environment; and

(f) the applicability of the exercises to the aircraft type.

(C) At the discretion of the instructors, some of the exercises may be combined whereas some other exercises may be done in several flights.

(D) It follows that student instructors will eventually be faced with similar inter- related factors. They should be shown and taught how to develop flight lesson plans, taking these factors into account, so as to make the best use of each flight lesson, combining parts of the set exercises as necessary.

(ii) Briefings and debriefings

(A) The briefing normally includes a statement of the aim and a brief allusion to principles of flight only if relevant. An explanation is to be given of exactly which air exercises are to be taught by the instructor and practised by the student during the flight. It should include how the flight will be conducted with regard to who is to fly the aircraft and what airmanship, weather and flight safety aspects currently apply. The nature of the lesson will govern the order in which the constituent parts are to be taught.

(B) The five basic components of the briefing will be:

(a) the aim;

(b) the air exercise(s) (what, and how and by whom);

(d) check of understanding; and

(e) airmanship.

(C) After each exercise, the student instructor will debrief the FI(S) in the role of the student pilot. The debriefing is to evaluate:

(a) whether the objectives have been fulfilled;

(b) whether the errors are minor or major;

(d) whether the student pilot has reached the required level of competence or the exercise must be done again.

The FI(S) instructor will validate the debriefing.

(iii) Planning of flight lessons

The development of lesson plans is an essential prerequisite of good instruction and the student instructor is to be given supervised practice in the development and practical application of flight lesson plans.

(iv) General considerations

(A) The student instructor should complete flight training in order to practise the principles of basic instruction at the SPL level. During this training, the student instructor occupies the seat normally occupied by the FI(S).

(B) The instructor providing this instructor training is normally taking over the role of the student pilot.

(C) It is to be noted that airmanship is a vital ingredient of all flight operations. Therefore, in the following air exercises, the relevant aspects of airmanship are to be stressed at the appropriate times during each flight.

(D) The student instructor should learn how to identify common errors and how to correct them properly, which should be emphasised at all times.

(v) Long briefings and air exercises

Exercise 1: Familiarisation with the sailplane

(a) Objective

To advise the student instructor on how to familiarise the student with the sailplane which will be used for the training and to test the student’s position in the sailplane for comfort, visibility, and ability to use all controls and equipment. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing and exercise

The student instructor has to:

(1) present the type of sailplane which will be used;

(2) explain the cockpit layout: instruments and equipment;

(3) explain the flight controls: stick, pedals, airbrakes, flaps (if available), cable release, undercarriage (if available);

(4) check the position of the student on the seat for comfort, visibility, ability to use all controls;

(5) explain the use of the harness;

(6) demonstrate how to adjust the rudder pedal;

(7) explain the differences when occupying the instructor’s position; and

(8) explain all checklists, drills, and controls.

Exercise 2: Procedure in the event of emergencies

(a) Objective

To advise the student instructor on how to familiarise the student with the use of the parachute and how to explain the bail-out procedure in case of emergency. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing and exercise

The student instructor has to:

(1) explain how to handle the parachute with care (transport, storage and drying after use);

(2) demonstrate the adjustment of the parachute harness;

(3) aid the student to perform the adjustment of the parachute harness;

(4) demonstrate the attachment of the static line of the parachute (may be simulated);

(5) explain the bail-out procedure (especially from a sailplane in unusual attitude);

(6) practise the bail-out procedure;

(7) explain the procedure for landing with a parachute in normal conditions and with a strong wind; and

(8) demonstrate and practise parachute landing fall drills.

Exercise 3: Preparation for flight

(a) Objective

To advise the student instructor on how to explain all the operations to be completed prior to flight. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the need for a pre-flight briefing;

(2) the structure and the content of this briefing;

(3) which documents are required on board;

(4) which equipment is required for a flight;

(5) how to handle the sailplane on the ground, how to move it, how to tow it out and how to park it;

(6) how to do the pre-flight external and internal checks;

(7) the procedure for verifying in-limits mass and balance; and

(8) the pre-launch checks (checklist).

The student instructor has to demonstrate:

(1) the need for a pre-flight briefing;

(2) that the required documents are on board;

(3) that the equipment required for the intended flight is on board;

(4) how to handle the sailplane on the ground, move it to the start position, tow it out and park it;

(5) how to perform a pre-flight external and internal check;

(6) how to verify in-limits mass and balance;

(7) how to adjust harness as well as seat or rudder pedals;

(8) the pre-launch checks;

(9) how to advise the student pilot in performing the pre-flight preparation; and

(10) how to analyse and correct pre-flight preparation errors as necessary.

(d) Debriefing

Exercise 4: Initial experience

(a) Objective

To advise the student instructor on how to familiarise the student with being in the air, with the area around the airfield, to note the student’s reactions in this situation, and to draw the student’s attention to safety and look-out procedures. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the area around the airfield;

(2) the need for looking out; and

(3) the change of aircraft control.

The student instructor has to:

(1) show the noteworthy references on the ground;

(2) analyse the reactions of the student; and

(3) check that the student looks out (safety).

(d) Debriefing

Exercise 5: Primary effects on controls

(a) Objective

To advise the student instructor on how to:

(1) demonstrate the primary effects of each control with the help of visual references;

(2) train the student pilot to recognise when the sailplane is no longer in a normal attitude along one of the axes and to return to the normal attitude;

(3) train continuous and efficient look-out during these exercises; and

(4) analyse and correct errors and student pilot mistakes as necessary.

(b) Briefing

The student instructor has to explain:

(1) the definitions of the axes of a sailplane;

(2) the look-out procedures;

(3) the visual references along each axis;

(4) the primary effects of controls when laterally level;

(5) the relationship between attitude and speed;

(6) the use of flaps; and

(7) the use of airbrakes.

The student instructor has to demonstrate:

(1) the visual references in flight;

(2) the primary effect of the elevator;

(3) the relationship between attitude and speed (inertia);

(4) the primary effect of rudder on the rotation of the sailplane around the vertical axis;

(5) the primary effect of ailerons on banking;

(6) the effect of airbrakes (including changes in pitch when airbrakes are extended or retracted);

(7) the effects of flaps (provided the sailplane has flaps);

(8) the look-out procedures during all the exercises;

(9) how to advise the student pilot to recognise the primary effects of each control; and

(10) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 6: Co-ordinated rolling to and from moderate angels of bank

(a) Objective

To advise the student instructor on secondary effects of controls and on how to teach the student to coordinate ailerons and rudder in order to compensate for the adverse yaw effect. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the secondary effects of controls;

(2) the adverse yaw effect;

(3) how to compensate for the adverse yaw; and

(4) the further effect of the rudder (roll).

The student instructor has to demonstrate:

(1) the adverse yaw effect with a reference on ground;

(2) the further effect of the rudder (roll);

(3) the coordination of ruder and aileron controls to compensate for the adverse yaw effects;

(4) rolling to and from moderate angles of bank (20 to 30 °) and returning to the straight flight;

(5) how to advise the student pilot to coordinate ailerons and rudder; and

(6) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 7: Straight flight

(a) Objective

To advise the student instructor on how to train the student to maintain straight flight with a constant heading without slipping and skidding. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) how to maintain straight flight;

(2) the different air speed limitations;

(3) the pitch stability of the sailplane; and

(4) the effect of trimming.

The instructor student has to demonstrate:

(1) maintaining straight flight;

(2) inherent pitch stability;

(3) the control of the sailplane in pitch, including use of trim with visual references and speed;

(4) how to perform the instrument monitoring;

(5) the control of level attitude with visual references;

(6) the control of the heading with a visual reference on the ground;

(7) the look-out procedures during all the exercises;

(8) how to advise the student pilot to maintain straight flight; and

(9) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 8: Turning

(a) Objective

To advise the student instructor on how to teach students to fly turns and circles with a moderate constant bank of about 30 ° with constant attitude (speed) and coordinated flight. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the forces on the sailplane during a turn;

(2) the need to look out before turning;

(3) the sequences of a turn (entry, stabilising and exiting);

(4) the common faults during a turn;

(5) how to turn on to selected headings, use of compass; and

(6) the use of instruments (ball indicator or slip string) for precision.

The student instructor has to demonstrate:

(1) the look-out procedure before turning;

(2) entering a turn (correction of adverse yaw);

(3) the stabilisation of a turn (keeping the attitude and compensating the induced roll);

(4) the exit from a turn;

(5) the most common faults in a turn;

(6) turns on to selected headings (use landmarks as reference);

(7) the use of instruments (ball indicator or slip string) for precision;

(8) how to advise the student pilot to fly a turn or circle with a moderate bank; and

(9) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 9a: Slow flight

(a) Objective

To advise the student instructor on how to improve the student’s ability to recognise inadvertent flight at critically low speeds (high angle of attack) and to provide practice in maintaining the sailplane in balance while returning to normal attitude (speed). Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the characteristics of slow flight; and

(2) the risks of stalling.

The student instructor has to check that the airspace below the sailplane is free of other aircraft before starting the exercise.

The student instructor has to demonstrate:

(1) a controlled flight down to critically high angle of attack (slow air speed), and draw the attention of the student to the nose up attitude, reduction of noise, reduction of speed;

(2) a return to the normal attitude (speed);

(3) how to advise the student pilot to recognise inadvertent flight at critically low speeds;

(4) how to provide practice in maintaining the sailplane in balance while returning to normal attitude; and

(5) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 9b: Stalling

(a) Objective

To advise the student Instructor on how to improve the student’s ability to recognise a stall and to recover from it. This includes stall from a level flight and stalls when a wing drops. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the mechanism of a stall;

(2) the effectiveness of the controls at the stall;

(3) pre-stall symptoms, recognition and recovery;

(4) factors affecting the stall (importance of the angle of attack and high speed stall);

(5) effect of flaps if any on the sailplane;

(6) the effects of unbalance at the stall safety checks;

(7) stall symptoms, recognition and recovery;

(8) recovery when a wing drops; and

(9) approach to stall in the approach and in the landing configurations;

(10) recognition and recovery from accelerated stalls.

The student instructor has to check that the airspace below the sailplane is free of other aircraft or traffic before starting the exercise.

The student instructor has to demonstrate:

(1) stall from straight flight;

(2) pre-stall symptoms, recognition and recovery;

(3) stall symptoms, recognition and recovery;

(4) recovery when a wing drops;

(5) approach to stall in the approach and in the landing configurations;

(6) recognition and recovery from accelerated stalls;

(7) stalling and recovery at the incipient stage with ‘instructor induced’ distractions;

(8) how to improve the student pilot’s ability to recognise a stall and to recover from it; and

(9) how to analyse and correct errors as necessary.

Note: Consideration is to be given to manoeuvre limitations and references to the flight manual or equivalent document (for example, owner’s manual or pilot’s operating handbook) in relation to mass and balance limitations. The safety checks should take into account the minimum safe altitude for initiating such exercises in order to ensure an adequate margin of safety for the recovery. If specific procedures for stalling or spinning exercises and for the recovery techniques are provided by the flight manual or equivalent document (for example, owner’s manual or pilot’s operating handbook), they have to be taken into consideration. These factors are also covered in the next exercise.

(d) Debriefing

Exercise 10a: Spin recognition and avoidance

(a) Objective

To advise the student instructor on how to improve the student’s ability to recognise a spin at the incipient stage and to recover from it. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) why a sailplane spins;

(2) how to recognise the symptoms of a spin (not to be confused with spiral dive);

(3) what are the parameters influencing the spin; and

(4) how to recover from a spin.

The student instructor has to check that the airspace below the sailplane is free of other aircraft or traffic before starting the exercise.

The student instructor has to:

(1) demonstrate stalling and recovery at the incipient spin stage (stall with excessive wing drop, about 45 °);

(2) make sure that the student recognises the spin entry;

(3) make sure that the student pilot is able to recover from the spin;

(4) check whether the student still reacts properly if the instructor induces distractions during the spin entry;

(5) demonstrate how to analyse and correct errors as necessary.

Note: Consideration of manoeuvre limitations and the need to refer to the sailplane manual and mass and balance calculations.

(d) Debriefing

Exercise 10b: Developed spins: entry and recovery

(a) Objective

To advise the student instructor on how to recognise a developed spin and to recover from it. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the spin entry;

(2) the symptoms of a real spin and the recognition and identification of spin direction;

(3) the spin recovery;

(4) use of controls;

(5) effects of flaps (flap restriction applicable to type);

(6) the effect of the CG upon spinning characteristics;

(7) the spinning from various flight attitudes;

(8) the sailplane limitations;

(9) safety checks; and

(10) common errors during recovery.

The student instructor has to check that the airspace below the sailplane is free of other aircraft or traffic before starting the exercise.

The student instructor has to demonstrate:

(1) safety checks;

(2) the spin entry;

(3) the recognition and identification of the spin direction;

(4) the spin recovery (reference to flight manual);

(5) the use of controls;

(6) the effects of flaps (restrictions applicable to sailplane type);

(7) spinning and recovery from various flight attitudes;

(8) how to improve the student pilot’s ability to recognise a spin and how to recover from it; and

(9) how to analyse and correct errors as necessary.

(d) Debriefing

Note (exercises 11a to 11c): The student instructor has to teach at least one of the following launch methods: winch launch, aero tow, and self-launch. At least three launch failure exercises should be completed. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

Exercise 11a: Winch launch

(a) Objective

To advise the student instructor on how to teach winch launches and on how to make sure that their student will manage an aborted launch. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the signals or communication before and during launch;

(2) the use of the launching equipment;

(3) the pre-take-off checks;

(4) the procedure for into wind take-off;

(5) the procedure for crosswind take-off;

(6) the safe and adequate profile of winch launch and limitations; and

(7) the launch failure procedures.

The student instructor has to demonstrate:

(1) the use of the launching equipment;

(2) the pre-take-off checks;

(3) the into wind take-off;

(4) the crosswind take-off;

(5) the safe and adequate profile of winch launch and limitations;

(6) the procedure in case of cable break or aborted launch, launch failure procedures simulated during the winch launch;

(7) how to teach the student pilot to perform safe winch launches;

(8) how to teach the student pilot to manage an aborted launch (different altitudes and speeds); and

(9) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 11b: Aero tow

(a) Objective

To advise the student instructor on how to teach aero towing and on how to make sure that their student will manage an aborted launch. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the signals or communication before and during launch;

(2) the use of the launch equipment;

(3) the pre-take-off checks;

(4) the procedure for into wind take-off;

(5) the procedure for crosswind take-off;

(6) the procedure on tow: straight flight, turning and slip stream;

(7) the recovery from out-of-position on tow;

(8) the procedures in case of launch failure and abandonment;

(9) the descending procedure on tow (towing aircraft and sailplane); and

(10) the reasons for launch failures and abandonment or procedures.

The student instructor has to demonstrate:

(1) the signals before and during launch;

(2) the use of the launch equipment;

(3) the pre-take-off checks;

(4) the procedure for into wind take-off;

(5) the procedure for a crosswind take-off;

(6) the procedures on tow: straight flight, turning and slip stream;

(7) the recovery from out-of-position on tow;

(8) the procedure in case of launch failure and abandonment simulated by releasing the cable at a suitable height, with and without response to a signal from the tow plane;

(9) the descending procedure on tow;

(10) how to teach the student pilot to perform safe aero tow launches;

(11) how to teach the student pilot to manage an aborted launch; and

(12) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 11c: Self launch

(a) Objective

To advise the student instructor on how to teach launching with a self- launching sailplane and on how to make sure that the student will manage an aborted launch. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the engine extending and retraction procedures;

(2) the engine starting and safety precautions;

(3) the pre-take-off checks;

(4) the noise abatement procedures;

(5) the checks during and after take-off;

(6) the into wind take-off;

(7) the crosswind take-off;

(8) the procedure in case of power failure;

(9) the procedure in case of abandoned take-off;

(10) the maximum performance (short field and obstacle clearance) take- off; and

(11) the short take-off and soft field procedure or techniques and performance calculations.

The student instructor has to demonstrate:

(1) the engine extending and retraction procedures;

(2) the engine starting and safety precautions;

(3) the pre-take-off checks;

(4) the noise abatement procedures;

(5) the checks during and after take-off;

(6) the into wind take-off;

(7) the crosswind take-off;

(8) the power failures and procedures;

(9) the procedure in case of abandoned take-off;

(10) the maximum performance (short field and obstacle clearance) take- off;

(11) the short take-off and soft field procedure or techniques and performance calculations;

(12) how to teach the student pilot to perform safe self-launches;

(13) how to teach the student pilot to manage an aborted launch (different altitudes); and

(14) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 12: Circuit approach and landing

(a) Objective

To advise the student instructor on how to teach the student to fly a safe circuit approach and to land the sailplane. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the procedures for rejoining the circuit;

(2) the procedures for collision avoidance and the look-out techniques;

(3) the pre-landing check;

(4) the normal circuit procedures, downwind, base leg;

(5) the effect of wind on approach and touchdown speeds ;

(6) the visualisation of a reference point;

(7) the approach control and use of airbrakes;

(8) the use of flaps (if applicable); and

(9) the procedures for normal and crosswind approach and landing.

The student instructor has to demonstrate:

(1) the procedures for rejoining the circuit;

(2) the procedures for collision avoidance and the look-out techniques;

(3) the pre-landing check;

(4) the standard circuit and contingency planning (for example, running out of height);

(5) the effect of wind on approach and touchdown speeds;

(6) the visualisation of an aiming point;

(7) the approach control and use of airbrakes;

(8) the use of flaps (if applicable);

(9) the procedures for normal and crosswind approaches and landings;

(10) how to teach the student pilot to fly a safe circuit approach;

(11) how to improve the student pilot’s ability to perform a safe landing; and

(12) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 13: First solo flight

(a) Objective

To advise the student instructor on how to prepare their students for the first solo flight.

(b) Briefing

The student instructor has to explain:

(1) the limitations of the flight (awareness of local area and restrictions);

(2) the use of required equipment; and

(3) the effect of the CG on the longitudinal stability of the sailplane.

The student instructor has to:

(1) check with another or more senior instructor if the student can fly solo;

(2) monitor the flight; and

(3) debrief the flight with the student.

(d) Debriefing

Exercise 14: Advanced turning

(a) Objective

To advise the student instructor on how to teach steep turns or circles (45 ° banking) at constant attitude (speed) and with the yaw string centred. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the relationship between banking and speed;

(2) how to master steep turns or circles;

(3) the unusual attitudes which can occur (stalling or spinning and spiral dive); and

(4) how to recover from these unusual attitudes.

The student has to demonstrate:

(1) steep turns (45 °) at constant speed and with the yaw string centred;

(2) common errors (slipping and skidding);

(3) unusual attitudes and how to recover from them;

(4) how to teach the student pilot to fly steep turns or circles; and

(5) how to analyse and correct errors as necessary.

(d) Debriefing

Note (exercises 15a to 15c): If the weather conditions during the instructor training course do not allow the practical training of soaring techniques, all items of the air exercises have to be discussed and explained during a long briefing exercise only.

Exercise 15a: Soaring techniques: thermalling

(a) Objective

To advise the student instructor on how to teach the student to recognise and detect thermals, on how to join a thermal and on how to look out, in order to avoid mid-air collisions. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the look-out procedures;

(2) the detection and recognition of thermals;

(3) the use of audio soaring instruments;

(4) the procedure for joining a thermal and giving way;

(5) how to fly in close proximity to other sailplanes;

(6) how to centre in thermals; and

(7) how to leave thermals.

The student instructor has to demonstrate:

(1) the look-out procedures;

(2) the detection and recognition of thermals;

(3) the use of audio soaring instruments;

(4) the procedure for joining a thermal and giving way;

(5) the procedure for flying in close proximity to other sailplanes;

(6) the centring in thermals;

(7) the procedure for leaving thermals;

(8) how to improve the student pilot’s ability to recognise and detect thermals;

(9) how to improve the student pilot’s ability to join a thermal and how to look out; and

(10) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 15b: Soaring techniques: ridge flying

(a) Objective

To advise the student instructor on how to teach the student to fly safely on ridges, to control their speed, and to apply the rules in order to avoid mid- air collisions. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the look-out procedures;

(2) the ridge flying rules;

(3) the recognition of safe and adequate flight path; and

(4) speed control.

(c) Air exercise (if applicable during training and, if possible, at training site) The student instructor has to demonstrate:

(1) the look-out procedures;

(2) the practical application of ridge flying rules;

(3) the recognition of safe and adequate flight path;

(4) speed control;

(5) how to teach the student pilot to fly safely on ridges; and

(6) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 15c: Soaring techniques: wave flying

(a) Objective

To advise the student instructor on how to introduce students to wave flying and to teach them to fly safely at high altitude. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the look-out procedures;

(2) the techniques to be used to access a wave;

(3) the speed limitations with increasing height; and

(4) the risks of hypoxia and the use of oxygen.

(c) Air exercise (if applicable during training and if possible at training site) The student instructor has to demonstrate:

(1) the look-out procedures;

(2) the wave access techniques;

(3) the speed limitations with increasing height;

(4) the use of oxygen (if available);

(5) how to improve the student pilot’s ability to recognise and detect waves;

(6) how to teach the student pilot to fly safely in a wave; and

(7) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 16: Out-landings

Note: If the weather conditions during the instructor training do not allow the practical training of out-landing procedures (a TMG may be used), all items of the air exercise have to be discussed and explained during a long briefing exercise only. Instructors may only teach the safe out-landing exercise after they have demonstrated the practical ability to do so.

(a) Objective

To advise the student instructor on how to teach students to select an out- landing field, to fly the circuit and how to master the unusual landing situation. Furthermore, the student instructor should learn how to identify student errors and how to correct them properly.

(b) Briefing

The student instructor has to explain:

(1) the gliding range at max glide ratio;

(2) the engine re-start procedures (only for self-launching and self- sustaining sailplanes);

(3) the selection of a landing area;

(4) the circuit judgement and key positions;

(5) the circuit and approach procedures; and

(6) the actions to be performed after landing.

The student instructor has to demonstrate:

(1) precision landings on the airfield;

(2) the gliding range;

(3) the procedures for joining, arrival and circuit at a remote aerodrome;

(4) the selection of an out-landing area;

(5) the procedures for circuit and approach on an out-landing field;

(6) the actions to be performed after landing. The student instructor also has to be trained on:

(7) how to advise the student pilot to do perform a safe out-landing;

(8) how to master an unusual landing situation; and

(9) how to analyse and correct errors as necessary.

(d) Debriefing

Note (Exercises 17a to 17c): If the weather conditions during the instructor training do not allow a cross-country training flight, the items of the air exercise have to be discussed and explained during a long briefing exercise only.

Exercise 17a: Flight planning

(a) Objective

To advise the student instructor on how to plan and prepare a cross-country flight.

(b) Briefing

The student instructor has to explain:

(1) the weather forecast and current situation;

(2) the selection of the amount of water to be carried as a function of the weather forecast;

(3) the method for selecting a task, taking into account the average speed to be expected;

(4) the map selection and preparation;

(5) the NOTAMs and airspace considerations;

(6) the radio frequencies (if applicable);

(7) the pre-flight administrative procedures;

(8) the procedure for filing an ICAO flight plan where required; and

(9) alternate aerodromes and landing areas.

Exercise 17b: In-flight navigation

(a) Objective

To advise the student instructor on how to teach performing a cross-country flight.

(b) Briefing

The student instructor has to explain:

(1) how to maintain track and re-route if necessary;

(2) the altimeter settings;

(3) the use of radio and phraseology;

(4) the in-flight planning;

(5) the procedures for transiting regulated airspace or ATC liaison where required;

(6) the procedure in case of uncertainty of position; and

(7) the procedure in case of becoming lost;

The student instructor has to demonstrate:

(1) maintaining track and re-routing if necessary;

(2) altimeter settings;

(3) the use of radio and phraseology;

(4) in-flight planning;

(5) procedures for transiting regulated airspace or ATC liaison where required;

(6) uncertainty of position procedure;

(7) lost procedure;

(8) use of additional equipment where required;

(9) joining, arrival and circuit procedures at remote aerodrome;

(10) how to teach the student pilot to perform a cross-country flight; and

(11) how to analyse and correct errors as necessary.

(d) Debriefing

Exercise 17c: Cross-country soaring techniques

(a) Objective

To advise the student instructor on the techniques for an efficient cross- country flight.

(b) Briefing

The student instructor has to explain:

(1) the speed to fly at maximal glide ratio;

(2) the speed to fly to maximise the cruise speed (MacCready theory);

(3) how to select the optimal track (efficient use of cloud streets, etc.);

(4) how to calculate the final glide; and

(5) how to perform a safe out-landing.

The student instructor has to demonstrate:

(1) a cross-country flight;

(2) the selection of the optimal track (efficient use of cloud streets, etc.);

(3) methods for determining optimal speed to fly;

(4) use of final glide computers;

(5) how to reduce risk and to react to potential dangers;

(6) how to plan and perform an out-landing;

(7) how to teach the student pilot techniques for an efficient cross- country flight; and

(8) how to analyse and correct errors as necessary.

(d) Debriefing

(vi) Additional training elements for TMG instructional privileges as per point SFCL.330(b)(2))

Additional training for TMG instructional privileges should include, following the principles of briefing, exercise and debriefing as established in points (b)(2)(ii) and (b)(2)(v), the training syllabus set out in point (c) of AMC1 SFCL.150(b).