SAMPLE LONG BRIEFINGS AND PRE-FLIGHT BRIEFINGS This appendix provides templates for ...

120 Pages·2011·0.58 MB·English

C1 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

Appendix C to CAAP 5.14-2(0) – SAMPLE LONG BRIEFINGS AND PRE-FLIGHT BRIEFINGS
This appendix provides templates for the LB and PFBs applicable to each of the flight component
training elements.

The level of detail supplied is insufficient for flying school use, as flying school and aeroplane
specific techniques are not included. CASA recommends that Chief Flying Instructor (CFI) provides
clear and detailed guidance on the techniques required to be used in their flying school during flight
operations.

This appendix contains templates which detail the CASA recommended structure to be used for the
development of LB and PFBs. To provide further assistance, sample Briefing templates numbered 1
to 25 are also provided which contain the titles and basic content of the briefings applicable to the
training elements listed in Appendix A. Elements 1 to 9 are covered in some detail. Elements 10 to
25 are presented as templates only. Where a CFI chooses to use this material, aircraft type and
operator specific detail will have to be developed and included.

The pre-flight briefings are designed to review the practical significance of the topics presented in
the LB relating to the air exercise and also introduce the concept of what the student will see, feel,
hear and do. There should be no new topics introduced in the PFB. If during the presentation of the
PFB the student cannot recall the material and its practical application presented in the LB, then the
instructor must consider re-training the student before proceeding with the flight sequence.
Advice when developing a briefing
Spaced Learning
• Do not conduct drawn out briefings as a trainee’s span of attention rarely exceeds 40-50
minutes
• Structure the briefing to provide a break after 40 - 50 minutes
• A difficult subject is best taught over a number of briefings
Primacy and Recency
• Carefully prepare the introduction and motivation content presented in the opening
minutes of a briefing
• Give a preview of the content of each briefing
• Summarise the important points at the end of the briefing
Active Learning
• To check that learning has occurred include questions on the briefing material that
stimulate thought, i.e. include lesson objectives which should be quizzed during and at
the completion of the briefing
• Include material in the briefing that has practical significance
• Remember the briefing is not just a theory lesson
Meaningful Material
• Pitch the briefing at the trainee’s level – not yours
• Present the information in a logical sequence
• Always move from the known to the unknown i.e. begin with what the student already
knows or has experienced
Draft only: August 2011
APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C2

Motivation
• Use motives that are real to the trainee
• Use multiple motives
• Provide for early success in learning new material
Over-learning
• Write briefing content which require trainee’s to recall previous learning
• Include appropriate revision at the start of the briefing
Threat and Error Management
The development of a specific long or pre-flight briefing must include appropriate strategies
designed to manage the threats and errors encountered in any particular lesson. These strategies
must also consider the human performance and limitations appropriate to the safe conduct of a
flight. For additional guidance refer to CAAP 5.59-1(0) and the Day Syllabus Section 2 Unit C7,
Section 1.13, Section 2 Unit C6 Manage Flight and Section 3 Amendment to Day VFR Syllabus.
Airmanship
Each briefing must include Airmanship items relevant to the exercise to be flown. TEM and other
human factor items are part of the Airmanship topic. Airmanship is, however, a broader topic
and one that is essential to impart in order to engender a safe, professional and courteous attitude
towards flying.
Draft only: August 2011
C3 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

LONG BRIEFING – Template

Title NAME OF THE LESSON

Aim

Provide a brief, meaningful and practical description of the lesson

Introduction and Motivation
• Explain from a practical piloting viewpoint why it is important to be able to achieve the
aim of the lesson
• Explain the ‘practical significance’ of the lesson as it relates to flying an aircraft
• Relate how this lesson follows a sequence to the previous and future lessons

Duration and Content
• Advise the planned duration and lesson content with a break after approximately
45 minutes

Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.

Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.

Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required

Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
Draft only: August 2011
APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C4

The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise

Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve

Emergency procedures
• Present the actions to be taken in the event of any real emergency

Human Factors, TEM and Airmanship Considerations
• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight, weather, other traffic, airspace
• Lookout
• Clock-code
• Situational awareness
• Assess situation and make decisions
• Set priorities and manage tasks
• Maintain effective communications and interpersonal relationships
• Handing over/taking over
• Smooth use of controls, engine handling
• Any airmanship considerations specific to the lesson
• Actions to be taken in the event of any real emergency, etc.

Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainee should reflect back on the developmental involvement of the student during the delivery of
the brief and ensure that any perceived deficiencies are reviewed.

Draft only: August 2011
C5 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

PRE- FLIGHT BRIEFING – Lesson Plan Template

Title NAME OF THE LESSON

Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus (Aeroplanes)
performance criteria and standards for the particular flight sequence being introduced. Question the
student briefly on the practical application of the exercise.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAM’s
This is a good opportunity to check the student’s knowledge of automatic terminal information
services (ATIS)/forecasts, actual observations and understanding of visual meteorological conditions
(VMC) and overall weather suitability for the exercise.

It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant Notice to Airmen (NOTAMs).

Aircraft Considerations
This is the instructor’s opportunity to check the student’s aircraft preparation including MR,
serviceability, fuel planning, loading and performance.

Administration
This is generally just a quick reference to any general sign out requirements or introduction of a new
administrative procedure e.g. sign out for life jackets and Emergency Locator Transmitter (Survival)
(ELTs).

Draft only: August 2011
APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C6

Start up and Taxi (I will/you will)
The instructor should clearly define the expectations on the student for the ground handling
depending on how advanced the student is into the syllabus. Threat and error and emergency
procedures relevant to the start procedure and taxiing should be briefly mentioned.

Departure (I will/you will)
The instructor should clearly define the expectations on the student for take-off and departure
depending on how advanced the student is into the syllabus. Again, threat and error and emergency
procedures should be briefly mentioned.

Air Exercise (I will/you will)
Present the practical application of what the air exercise will involve. The instructor should
determine if the trainee can recall the knowledge required to perform the air exercise. Training aids
should be utilised to provide the best possible picture to the student. Usually the main body of the
white board or screen is utilised here and the other dot points might sit well to the side, as prompts,
to avoid distraction from the visual presentation.

This briefing is a practical briefing on what the student will see, feel, hear and do and detailed
reference to academic principles is unnecessary.

The Demonstrate – Direct – Monitor (DDM) concept should be clearly reemphasised so the student
knows what is expected in the lesson.

Return to Base (I will/you will)
Again, the instructor should clearly define the expectations on the student for the return to land
depending on how advanced the student is into the syllabus. This may be an opportunity to practice
something previously learned or requiring remedial training or introduction to some thing to be
covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.

Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.

Draft only: August 2011
C7 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

PRESENTATION LAYOUT
The board or screen layout is best utilised when there is as little clutter as possible. The content of
the pre-flight briefing should not be written, however the sub-division dot points can be placed to the
side to assist the trainee to recall the content and to keep the briefing structure logically sequenced.

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

Draft only: August 2011
APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C8

Sample Long and Pre-Flight Briefings
INDEX
Number Training Elements Page

1 Preparation for flight long briefing 9
2 Daily inspection 12
3 Taxiing long briefing 14
4 Straight and level 17
5 Climbing and descending 23
6 Medium turns 33
7 Climbing and descending turns 38
8 Effects of controls 44
9 Stalling 49
10 Spinning 56
11 Take–off, circuit and landing 60
12 Go-around 64
13 Flapless landings 68
14 Short take-off and landing 72
15 Crosswind take-off and landing 76
16 Steep turns 80
17 Steep descending turns 84
18 Instrument flight 88
19 Forced landings 92
20 Engine failure after take-off 96
21 Precautionary search and landing 100
22 Fire drills 104
23 System malfunction 108
24 Navigation 112
25 Night circuits 116
Draft only: August 2011
C9 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

1. PREPARATION FOR FLIGHT – Long Briefing

Aim
To introduce the trainee to the aviation environment, teach the actions to be taken by a pilot to
ensure that their aircraft is airworthy and prepared for flight, and the actions required before and
after the flight.

Introduction and Motivation
• Aviation safety is dependent upon strict adherence to tried and tested practices and
procedures
• These procedures and practices will not only provide safety of operations but engender
the required ethics of behaviour (airmanship) in the student
• Any deviance from the rules can cause incidents and accidents

Duration and content
• This briefing will cover a number of topics new to the student and will provide the
trainee with a basic knowledge of some operational and safety matters in preparation for
their first flying lesson
• The lesson will be conducted in the classroom and include an inspection of the training
aircraft parked on the aerodrome apron. It does not involve any flying sequence
• It is not expected that the trainee will recall all the information presented as all of it will
be taught in subsequent lessons
• The lesson will take approximately 40 minutes in the classroom, a 10 minute break and
30 minutes at the aircraft
• Trainees are encouraged to ask questions

Objectives
• State the documents that must be on board the aircraft during flight
• Explain the purpose of the MR to determine aircraft serviceability in conjunction with a
daily or pre-flight inspection
• What are the major considerations when moving around the aerodrome apron area?
• What is the significance when a parked aircraft has its rotating beacon or navigation
lights on?
• What is airmanship?

Revision
• Determine the trainee/s background and knowledge in the field of aviation

Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing

Principles, Considerations and Application
Present the ‘practical application’ of:
• FITNESS – Is the trainee physically and mentally fit for flight;
• FLIGHT AUTHORISATION – Show the procedure for authorising a flight;
Draft only: August 2011
APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C10

• THE AIRCRAFT STRUCTURE – Use a model to identify and name the parts of the
airframe;
• AIRCRAFT and ENGINE SYSTEMS – Use a cockpit picture to show the flying controls
engine controls, etc. These controls can be reviewed at the aircraft;
• MAINTENANCE RELEASE – Purpose and how to determine maintenance required,
hours available, un-serviceability’s;
• DOCUMENTS - required to be on board, Aircraft Flight Manual (AFM), MR;
• COCKPIT LAYOUT – Show the student the controls, instruments, etc;
• FLIGHT PLANNING- Route, aircraft loading and performance, weather, airspace, fuel
required;
• HUMAN FACTORS, THREAT AND ERROR MANAGEMENT and AIRMANSHIP –
Discuss the meaning and importance of the terms;
• SAFETY – Moving around the apron, position of the aircraft for starting, awareness of
other aircraft starting and taxiing, meaning of the rotating beacon or navigation lights ON
parked aircraft;
• AIRCRAFT POSITION - for starting, stones and propeller damage, soft surface may bog
the nose wheel, other aircraft or buildings, use of “clear Prop” warning;
• APPROACHING THE AIRCRAFT – look at the general appearance of the aircraft, oil
or fuel leaks evident on the ground, inflation of tyres;
• AIRCRAFT FLIGHT MANUAL – Purpose and contents;
• CHECKS – Discuss the reasons why pilots do a series of ‘checks’, advise how to use the
‘checklist’;
• FUEL - Determining type, amount required, amount in tanks, contamination checks,
refuelling process;
• OIL - Determining type, amount required, method of checking, how to add oil;
• DAILY INSPECTION - Purpose and conduct of the inspection;
• PRE-FLIGHT INSPECTION – Purpose, how to conduct the pre-flight checks in
accordance with the aircraft approved flight manual checklist;
• AIRCRAFT CLEANLINESS – Advise the location of aircraft cleaning equipment,
importance of aircraft presentation and correct method of cleaning a windscreen;
• STUDENT COMFORT - seat position enables student to reach all controls while
comfortably seated at correct attitude eye height;
• COCKPIT ORGANISATION – Arrange maps/documents and equipment in a safe,
orderly and accessible location;
• SLIPSTREAM – cautious use of power when parked or taxiing in sensitive areas or
proximity to other aircraft/buildings;
• TAXIWAY- suitable for the aircraft type, clear of other aircraft and position of
obstructions noted;
• PARKING THE AIRCRAFT – Park in an appropriate location, nose wheel straight,
brakes on or chocked, shutdown in accordance with ‘checklist’, controls locked,
magnetos OFF, master OFF, pitot covers ON and tie-down as required; and
• POST FLIGHT INSPECTION and ADMINISTRATION – conduct a post flight
inspection of the aircraft, enter any defects on MR and complete administrative actions.
Draft only: August 2011