A320 Instructor Course Foundation, Core & Type Modules

INITIAL TYPE RATING INSTRUCTOR COURSE
AIRBUS PILOT INSTRUCTOR COURSE A320

FLIGHT CREW TRAINING PROGRAM
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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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11.01INTRODUCTION
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. 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 necessarily 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. Initial Operating Experience (IOE) Instructor The applicant should perform the Ground Phase (Core Course) of the Airbus Pilot Instructor Course, and the FFS FIF session prior to deliver on line training.
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INTRODUCTION
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Ground School Instructor The applicant should perform the Ground Phase (Core Course) of the Airbus Pilot Instructor Course prior to deliver training, and have completed the relevant System test.
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03 - 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 Core course 5 days Ground 2 days FFS sessions 6 sessions FFS FIF 1 day
Initial SFI Foundation 2 days Core course 5 days Ground 2 days FFS sessions 6 sessions
Airbus Pilot Transition Training APT training 3 days
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INTRODUCTION
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04 - COURSE DOCUMENTATION Trainees will be provided with the following support material: Trainee's booklet, including the course syllabus (FCTP) Instructor media DVD Trainee DVD FCOMs, FCTM, QRH, Jeppesen charts (for type specific course, can be provided by customers) Core course materials will be given during the course A laptop 05 - CRITERIA OF PROFICIENCY a. FOUNDATION 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 Three 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 Three 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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AIRBUS PILOT INSTRUCTOR COURSE
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TYPE SPECIFIC MODULE Trainee sticker (Refer to relevant PIR when ticked) UNSATISFACTORY SATISFACTORY Comments* Trainee s signature Instructor s name and signature
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AIRBUS PILOT INSTRUCTOR COURSE INTRODUCTION Issue 07 JUN 2009 11.01 E F11 Page 8

ADDITIONAL TRAINING SESSIONS UNSATISFACTORY SATISFACTORY Comments Trainee s signature Instructor s name and signature Trainee sticker
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11.02FOUNDATION MODULE
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 Welcome, introduction Flight Crew Licensing Instrument Flight Rules Airbus cockpit Philosophy 09.30 - 10.10 10.10 - 10.40 10.50 - 12.10 13.30 - 16.00
DAY 2 Performance review Introduction to APT* Normal operations Abnormal operations Test 09.00 - 11.15 11.30 - 12.30 13.15 - 14.15 14.15 - 15.15 15.30 - 17.00
* APT: Airbus Pilot Transition
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FOUNDATION MODULE
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11.03CORE MODULE
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.
CORE MODULE FOOTPRINT 1.02 DAY 1 Learning processes and styles Training experiences Elements of effective training Communication 01:30 00:30 01:00 02:30 DAY 2 Understanding behavior Managing behavior Training preparation Body language 01:30 01:30 01:30 01:30
DAY 3 Briefing techniques Understanding human factors Crew resources management DAY 5 Report writing Exercices Closure 01:00 04:00 01:00 04:00 01:00 01:00
DAY 4 Exploring training techniques Questioning techniques Training exercices Receiving and giving criticism 01:30 01:30 01:00 01:30
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CORE MODULE
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11.04TYPE SPECIFIC MODULE
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 TRI (MPA) rating shall have: 1. Completed at least 1500 hours flight time as a pilot of multi-pilot aeroplanes; 2. Completed within the 12 months preceding the application at least 30 route sectors, to include take-offs and landings as pilot-in-command or co-pilot on the 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 applicant 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 The successful students will be able to: Operate a simulator, qualified and approved in accordance with JAR-STD 1A for the purpose of carrying out flight instruction. Carry out instruction for type rating on the Airbus , including the planning, briefing, training, assessment and de-briefing of type technical and non-technical skills. Upon successful completion of the course, students will be eligible for the issue of: Type Rating Instructor rating (multi-pilot aeroplane) (TRI(MPA)) The privileges of the holder of a TRI (MPA) rating are to instruct licence holders for the issue of a MPA type rating, and the instruction required for multi-crew co-operation (see JARFCL 1.261(d), Appendix 1 to JAR-FCL 1.261(d) and AMC FCL 1.261(d)).
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OR Synthetic Flight Instructor The privileges of the holder of an SFI (A) authorization are to carry out synthetic flight instruction for type rating, and the instruction required for multi-crew cooperation (see JAR-FCL 1.261 (d), Appendix 1 to JAR-FCL 1.261 (d) and AMC FCL 1.261 (d)). Where indicated in the documentation a reference to TRI also includes SFI For clarity and ease of reference, the following terminology will be used in the course documentation, and during the conduct of the course: TRI TUTOR TRI STUDENT Trainee TRI course tutor or tutor/s TRI under training (TRI STUDENT A or B as necessary) TRI tutor when performing the role of trainee
02 - COURSE PREPARATION A. BACKGROUND This course assumes that the TRI STUDENT has a high level of knowledge of aircraft 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 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 Type Rating Transition Course and sessions, 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 root error causes and deficiencies of technique and not simply offer advice to correct the error symptom.
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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 trainees performance, to provide analysis/feedback and write a clear objective trainees 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. 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 1simulator 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. D. SUPPORT TRI STUDENTS will be provided with the following support material: 1) 2) 3) 4) 5) 6) 7) 8) A320 FCOMs A320 QRH Trainee Booklet including the course syllabus All Instructor Media DVD Trainee DVD Selected relevant Airport Charts Course Schedule with relevant contact information 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.
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Trainees The 2 trainees will be role played by the TRI TUTOR/S. They will be: Trainee A Captain (tutor first name) Crusty 55 years old. 15,000 flying hours. 6,000 hours flying a B737 300/400/500 or equivalent Trainee B First Officer (tutor first name) Green 23 years old. 600 flying hours mainly single and light twin piston. No airline experience. Completed ELT.
E. COURSE TIMETABLE & OVERVIEW The first day involves facilitated discussions of training techniques in addition to the 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. For this TRI STUDENTS will be provided with mock trainee files. The emphasis throughout will be on quality of instruction, the accuracy of analysis, and the relevance of any remedial action recommended by the TRI STUDENT, rather than amount of material covered.
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The list below covers the major items to be covered during each simulator session: 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 FBW Protections; Visual Pattern; Crosswind take off and landing; side stick logic, take over methods; windshear recovery ECAM Handling; Non Precision Approaches; Ground speed mini function; Use of anti ice systems; Fuel leak procedure Engine-out handling and demonstration; Engine failure between V1 and V2; Engine-out ILS and Go Around; Relight; Rejected Take -Off Emergency Descent; Dual Hydraulic failures; Handling with abnormal slat/flap configuration Final Check including engine-out handling
FFS 1
FFS 2 FFS 3 FFS 4 FFS 5
FFS 6
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 1A 1B IOS TRI STUDENT A TRI STUDENT B IOS supervision TUTOR A TUTOR B PF TUTOR B TUTOR A PNF TRI STUDENT B 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.
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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 Test Scenarii. The test will begin with a briefing for the exercises shown on the test scenario. The simulator exercise will last no longer than 1hour 30 minutes for each TRI STUDENT. This will be followed by analysis, assessment and feedback of the trainees performance, including recommendations for further training as appropriate. 03 - TYPE SPECIFIC FOOTPRINT DAY 1 (ground) Welcome - administrative Introduction Expectations from the course Accident presentation Normal procedures Briefing guidance 00:45 01:00 00:20 01:30 01:00 01:00 DAY 2 (ground) Review FFS1 briefings Abnormal procedures Simulator and simulator session Exercise Assessment and debriefing techniques 00:15 01:30 01:00 01:30 01:00 01:00
DAY 3 Briefing FFS 1 session Debriefing DAY 5 Briefing FFS 3 session Debriefing DAY 7 Briefing FFS 5 session Debriefing 02:00 04:00 01:00 02:00 04:00 01:00 02:00 04:00 01:00
DAY 4 Briefing FFS 2 session Debriefing DAY 6 Briefing FFS 4 session Debriefing DAY 8 Briefing FFS 6 session (check) Debriefing 02:00 04:00 01:00 02:00 04:00 01:00 02:00 04:00 01:00
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11.01INTRODUCTION
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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 Briefing (0.30) TRI STUDENTS will receive the normal Airbus Welcome Briefing. If the course is to be delivered in customer facilities the welcome briefing should be adapted accordingly. Course Introduction (1.00)
TUTOR ONLY
Using the Introduction Section present a short briefing outlining the content and philosophy of the course: Pre-requisites (knowledge and experience) Talk about assumptions and the need for a high level of technical knowledge Course Objective Be concise and tell them the objective is to prepare them so that they can adapt to any syllabus and have the basic tools needed to brief, operate the simulator, observe, teach, demonstrate and debrief. JAR-FCL Requirements Briefly introduce the regulation or adapt to local regulations for TRI Course Method and the use of role-play Describe the purpose of role-play, for the TUTOR to control the instruction and ensure TRI STUDENTS exposure to different types of trainee. 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 use of video recording and playback. Explain the purpose and use. Ensure the TRI STUDENTS know the tapes will be destroyed Video will only be used until briefing skills reach the required standard.
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Introduction to the Trainees: Course Materials Describe each briefly including usage and resolution of any conflicting information (FCOM is the primary course). Format and Timings Discuss the published programme and outline expectations. For the first 3 sessions at least, briefings will be de-briefed prior to the simulator session. There will be a short introduction each day to clarify any outstanding issues. Instructor competence standard 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. Hopes and concerns Ask the trainees to write their hopes and concerns (what they do want, what they do not want) about the course and then collect them explaining that they will be used in the final part of the course Hand out post it notes each (2 colours) (used in final collective debrief) EFFECTIVE TRAINING Question to the TRI STUDENTS: Think back to who was a good instructor, have their name in mind. Identify 2 or 3 characteristics and write them down, individually.
TUTOR ONLY TUTOR ONLY
Ask 1 TRI STUDENT to collate the characteristics on a flip chart Do the same exercise, question: Think back to who was a poor instructor, have their name in mind. Identify 2 or 3 characteristics and write them down, individually. Ask 1 TRI STUDENT to collate the characteristics on a flip chart Tell the TRI STUDENT that this defines effective instruction/ineffective training and appropriate/inappropriate behavior
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ACCIDENT PRESENTATIONS Student Presentations TRI STUDENT A will deliver a 20-minute presentation as follows: A review an human factors related fly-by-wire Airbus accidents. The presentation should not exceed the allotted time and may include any available tools. e.g: -White Board -Flip Chart -PowerPoint
TUTOR ONLY
Information is available from a variety of sources, including : http://aviation-safety.net Presentation material must be prepared solely by the TRI STUDENTS The objective of this exercise is to : Evaluate TRI STUDENT presentation skills and provide for a short subsequent discussion (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 PROCEDURES (1.00) TRI STUDENT B will complete a short review summarizing normal procedures from COCKPIT PREPARATION to CLIMB (0:30) as though he is describing the process to a new 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: Who The audience. Describe the potential population, experience levels, abilities and the possibility that they have not been carefully selected Why Need for the training and developing training objectives. Do they want to train? Be aware that motivations are wide-ranging and sometimes non-existent What They must know, should know, and need to know. Governed by the course syllabus material. There is some limited flexibility to adapt to the trainees needs, but all topics must be covered in accordance with the approved course Where Venue. Ensure any health and safety requirements are fully understood. Know the limitations and functionality of any venue When How Long. It is important for trainees to know how long the training will last. They have personal needs and should have clear expectations. How Tell them what, tell them, and tell them what youve told them. 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 RA/THRER than text Use appropriate colours; avoid writing sentences in red - Address both trainees - Ask questions - Refer to approved documents only Day 1 Briefing Preparation for FFS 1 The TRI STUDENTS will prepare a brief of approximately 30 minutes duration for FFS 1, based on the FFS1 session guide. They should be encouraged to order the briefing to suit them, and to insert additional briefing items if they feel that to do so will make the detail flow more effectively. TRI STUDENT B - Normal procedures: T/OFF sequence and A/THR
TRI STUDENT A - Normal procedures: ILS approach and go around They should be encouraged to order the briefing to suit them, and to insert additional briefing items if they feel that to do so will make the detail flow more effectively. The briefings should be constructed to use only the white board and cockpit panels.
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Day 2 (Ground) REVIEW (00:15) Ask the TRI STUDENTS how their preparation has gone. Answer any questions and ensure once again that they understand what is required. BRIEFINGS FOR FFS 1 (1:30) TRI STUDENTS will conduct 30-minute briefings for FFS 1. The purpose of this exercise is to practice briefing technique and make any refinements prior to the final briefing for FFS 1 to be given prior to the session. Record and de-brief the exercise in sequence. Emphasise any positive aspects of the TRI STUDENT performance. Ask them what they will do differently next time. Limit negative comments as much as possible. Having already discussed the briefing for FFS 1 on day 1, the presentation should flow 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. 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 - OEBs, TRs 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 everything 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 teaching techniques the important thing is to decide when to use each Question: What about knowledge, we have said we normally instruct knowledge, but can we facilitate? Answer: Try to find an example to show how exhausting facilitation could be when the trainees do not have the knowledge. Question: So what about skill? Answer: Either technique can be used and may be appropriate in different situations. Question: So what about attitude? Can we tell someone to change his or her attitude? Answer: Use the example of teenagers, ask the TRI STUDENTS how effective it is to tell them to change behaviour/ attitude. Talk about examples, e.g. joy riders (young people who steal cars and drive them at high speed). Ask why telling them to change their behaviour does not work? Tell them that, although they may know what they are doing is socially unacceptable, within their peer group they believe it is the right thing to do at the time. Make a link to CRM in aviation with an experienced captain who refuses to discuss actions in abnormal procedures with his co-pilot. Give an example of telling and ask how effective this will be? Give an example of facilitation in handling the captain
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Summarise saying that the vast majority of accidents have a human element. As design reliability improves the only way to drive down the accident rate is to address the human element, in particular behaviour. To do this requires development of facilitation skills. Tell them they will have opportunities to practice facilitation throughout the remainder of the course, both in the simulator and in debriefs. SHOW VIDEO ASSESSMENT AND DEBRIEFING A short discussion about the tools needed to assess and debrief trainees. Encourage the TRI STUDENTS to think about root causes rather than symptoms. The key to this is effective observation, listening organization and note taking. Remind the TRI STUDENTS that the session guide constructed is just a guide and contains objectives to be achieved. Nothing should prevent them changing a plan if it becomes 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
TRK-FPA
WEATHER
Time ATHR
33R 330/10 kt CAVOK 20/10 QNH 1010 QFE 981 INIT PAGE CO RTE AIBAIB1 ALTN CO RTE AIBLYS FLT NBR (Airline ID) 201 LAT N 46 24.4 COST INDEX 30 CRZ FL TEMP FL 070/ 0C 65 t 143 200lb FROM / TO LFZZ / LFZZ TRIP DIST 92 Nm TRIP WIND - 15 kt ALTN LFLL ALTN DIST 85 Nm FL TO ALTN FL 110
EVENTS
AP FD
INIT GATE : C2 1 - PRELIMINARY COCKPIT PREPARATION 2 - ENGINE START / AFTER START 3 - TAXI v v 4 - TAKE OFF v v v 5 - SID / CLIMB FL 120 6 - A/THR DEMO v v v 7 - DES - STAR v v 8 - ILS APPROACH 9 - LANDING INIT TAKE OFF
1:20
0:50
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10 - TAKE OFF 11 - ILS APPROACH 12 - GO AROUND 13 - ILS APPROACH 14 - LANDING 15 - AFTER LANDING 16 - TAXI 17 - PARKING
v v v v
v v v v
RWY COND DRY AIR COND ON ANTI ICE OFF

HASE
NOTES SID : MOU 1N
CFM PERF PAGE LFZZ 33R / GW 180 t 138 138 141 48 TOGA FLEX V1 VR V2
IAE PERF PAGE 137 138 139 TOGA 49 FLEX
Briefing Topics TRI STUDENT B Take off sequence and ATHR TRI STUDENT A ILS approach and go around
V1 VR V2
FLAPS 1+F PERF PAGE V1 VR V2 FLAPS TOGA FLEX
Note : Each TRI STUDENT will conduct the entire session plan.
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FFS 1 SESSION PREPARATION 01 - SESSION OBJECTIVE : Proficient use of SOPs and task sharing throughout a normal flight sequence. Demonstration of A/THR logic in normal operation. Practice decelerated and stabilised ILS approaches using FDs. Practice GA.
02 - TRAINING TOPICS : A. REVIEW : Cockpit preparation Seat adjustment, armrest, lights Oxygen masks Audio: hand mike, headset, RMP, ACP. Taxi NWS, brake check, flight control check, take off side stick position, rotation technique ILS approach, stabilised and decelerated. GO AROUND procedure Auto Thrust logic
B. NEW EXERCISES / REFERENCES : EXERCISES NORMAL PROCEDURES AUTO THRUST LOGIC C. SUPPORT : FCOM / QRH - FCTM. 03 - SESSION PROFICIENCY CRITERIA : Knowledge of SOPs. Ability to handle the aircraft in Normal Law. Ability to fly an ILS approach stabilised and decelerated followed by a landing or GA. FCOM 3.03.XX / 4.05.XX 1.22.30 QRH 3.XX
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FFS 1 SESSION GUIDE 1 : First flight of the day. Copy the flight plan in Simulators memory. Explain the use of: - Safety equipments (fire extinguishers, escape ropes, torch) - Seat adjustment, armrest, lights - Oxygen masks - Audio: hand mike, headset, RMP, ACP. : First FFS handling. Review: - NWS, taxi, brake check, flight control check, take off side stick position, rotation technique : AUTO-THRUST LOGIC DEMO: - Disconnection / reengagement with associated FMA / ECAM announcements. - Demonstrate thrust is available beyond CLB detent. : Change weather: Visibility 8 Km / ceiling 1000 ft. : ILS approach Stabilised. : 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 little 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 1234Start on time, room ready Remaining questions from the previous day Objectives of the session and expected performance Session DATA review: Weather Airport Aircraft Performance DATA check: Flaps setting, speeds, Flex Temp Session global review including key points review for each exercise Answer any questions on the exercises briefed Finish on time (10mn before session) Manage a break before entering the simulator
56789-
Typical debriefing 1234567Start debriefing after a short break Request trainees feelings Announce first if objectives are reached or not Point out positive items first. Be open-minded Review all exercises, give remedies, answer questions CRM Standards are to be taken into account 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.
TUTOR ONLY
The briefing may overrun the planned time of 30 minutes. Allow a small overrun for this session but emphasise 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 short 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 keep 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.
TUTOR ONLY
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FFS 2
TRK-FPA
WEATHER
Time ATHR
33R 330/10 kt CAVOK 20/10 QNH 1010 QFE 981 INIT PAGE CO RTE AIBAIB1 ALTN CO RTE AIBLYS FLT NBR (Airline ID) 202 LAT N 46 24.4 COST INDEX 30 CRZ FL TEMP FL 070 / 0C 65 t 143 200 lb FROM / TO LFZZ / LFZZ TRIP DIST 92 Nm TRIP WIND - 15 kt ALTN LFLL ALTN DIST 85 Nm FL TO ALTN FL 110
EVENTS
AP FD
INIT HOLDING POINT 1 - COCKPIT SETUP FOR TAKE OFF BY TRI STUDENT 2 - TAKE OFF 3 - SID - CLIMB FL 120 4 - DEMO NORMAL, ALTN LAW AND PROTECTIONS 5 - DES - STAR 6 - SIDESTICK PRIORITY (DEMO) 7 - ILS APPROACH 8 - LANDING INIT TAKE OFF 9 - TAKE OFF - CROSSWIND 10 - VISUAL PATTERN (ILS ASSISTED) 11 - GO AROUND 12 - VISUAL PATTERN (ILS ASSISTED) 13 - LANDING - CROSSWIND INIT TAKE OFF 14 - TAKE OFF - REACTIVE WINDSHEAR 15 - VISUAL APPROACH (ILS ASSISTED) EXTEND DOWNWIND 16 - WINDSHEAR ON APPROACH 17 - GO AROUND 18 - VISUAL PATTERN 19 - LANDING
v v v v v v v v v v v v v
LONG E 004 01.3
1:00
TROPO 36090 INIT NEXT PAGE 30.3 %% 32.7 % 11 t 24 200 lb
GW
CG
FOB
v v v v v v v v
1:20
ZFW
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RWY COND DRY AIR COND ON ANTI ICE OFF

HASE
NOTES SID : MOU 1N
v v v v v v v v v v
CFM PERF PAGE LFZZ 33R / GW 180 t 138 138 141 48 TOGA FLEX V1 VR V2
IAE PERF PAGE 137 138 139 TOGA 49 FLEX
1:50
V1 VR V2
Briefing Topics TRI STUDENT A Long - FBW protections Short - Reactive windshear recovery TRI STUDENT B Long - Visual Pattern Short - Crosswind take-off and landing
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FFS 2 SESSION PREPARATION 01 - SESSION OBJECTIVE : Introduction to Envelope protections. Practice visual approaches and landings. 02 - TRAINING TOPICS : A. REVIEW : Normal & Alternate law, Protections. Side stick logic Take Over procedure. Visual Pattern. Take off and landing with crosswind. Windshear detection Reactive
B. NEW EXERCISES / REFERENCES : EXERCISES NORMAL & ALTN LAW - PROTECTIONS TAKING OVER FLIGHT CONTROLS VISUAL PATTERN LANDING TAKE OFF AND LANDING WITH CROSSWIND WINDSHEAR C. SUPPORT : FCOM / QRH - FCTM. 03 - SESSION PROFICIENCY CRITERIA : Understanding of Normal & Alternate Law protections and take over procedure. Ability to fly visual patterns, to take off and land with crosswind. Ability to fly the windshear recovery manoeuvre. FCOM 3.04.27 3.03.01 3.03.20 3.03.22 / 3.04.27 3.03.12 / 3.03.22 / 3.04.27 3.02.80 3.00 QRH
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FFS 2 SESSION GUIDE 1 4 : Cockpit preparation, engine start, after start, taxi and before take off setup done by TRI STUDENT to save time. Copy the flight plan in Simulators memory. : STUDY OF NORMAL LAW FDs 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 bank angle: demonstrate that above 33 of bank, the stability is lost and backpressure is required to maintain altitude. PROTECTIONS: demonstrate: Pitch attitude Limitations Bank angle (67) G load (2.5 g) High angle of attack - VLS minimum allowed speed - Vprot (auto trim stops / nose down) - V Floor (angle of attack and autothrust function) - V Max (Full aft stick) The aircraft is fully protected in case of emergency pull up: Intruder, terrain obstacle avoidance. High speed (VMO or MMO) - Warning pilot authority is reduced, nose up demand - Maxi bank angle 45 - Spiral stability STUDY OF ALTERNATE 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 pilots 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 14 16
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Issue 0602.04
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FFS 2 - ADDITIONAL INFORMATION 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 33 bank. Release the side stick once the roll rate is achieved. Fly 45 bank and maintain the altitude. Release the side stick to demonstrate roll back to 33 Try 67 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 30 - push forward on the side stick to show the 15 limit. Select idle thrust and level off. Low Speed Note, when 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 prot. Continue the decel to max, observe the gentle descent with idle thrust to maintain a target between prot and 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 ecercise again but when 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 of a fully developed stall in a FBW aircraft. Visual Pattern Insist on a go round if not stabilised by 500ft. Common errors: - Late disconnection of the Auto Pilot or FDs - Approach not stabilised by 500 ft AGL or a late go round decision. - Overbanking, or flying through final, on a side-step. - High sink rate, shallow approach angle, or ducking under during the approach. - Hands not on the Thrust levers below 1000 ft AGL - Continued descent on base leg when below the GS Landing It is an important concept that the aircraft should be aligned with the centreline 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-round 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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FFS 2 TUTOR NOTES GENERAL The briefing for FFS 2 should be well managed. Knowledge in this area should be good, but the TRI STUDENTS will need to think carefully about the mechanics of demonstrating FBW protections. They have guidance in the session preparation notes.If things dont 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 behaviour. If you suspect a lack of knowledge in what should be familiar areas, probe during the briefing, session and debriefing. If the knowledge is assessed to be poor, remind the TRI STUDENT/S to be very thorough 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 STUDENTS debrief should focus on the important elements, be reasonably 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 3 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.
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DEBRIEF AND PREPARATION (END) FFS 3 consists of normal procedures, Non Precision Approaches, simple ECAM procedures. The TRI STUDENTS should be told to assemble their own session to cover the syllabus of instrument approaches and simple failures, and to consolidate previous lessons. They should have identified the trainees 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
TRK-FPA
WEATHER
ATHR AP FD
33R 290/10 kt 5000m / RA 600 8/6 QNH 1003 QFE 974 INIT PAGE CO RTE AIBAIB1 ALTN CO RTE AIBLYS FLT NBR (Airline ID) 203 LAT N 46 24.4 COST INDEX 30 CRZ FL TEMP FL 070 / 0C 65t 143 200 lb FROM / TO LFZZ / LFZZ TRIP DIST 92 Nm TRIP WIND - 15 kt ALTN LFLL ALTN DIST 85 Nm FL TO ALTN FL 110
Time
EVENTS
INIT HOLDING POINT 1 - COCKPIT SETUP FOR TAKE OFF BY TRI STUDENT 2 - TAKE OFF 3 - FLAP AUTO RETRACTION DEMO 4 - SID CLIMB 5 - ECAM DEMONSTRATION 6 - DES - STAR 7 - VOR APP MANAGED 8 - GO AROUND FROM MDA 9 - NDB APPROACH - SELECTED 10 - LANDING INIT TAKE OFF 11 - TAKE OFF 12 - ECAM HANDLING 13 - VOR APPROACH MANAGED 14 - LANDING INIT TAKE OFF 15 - TAKE OFF 16 - FUEL LEAK 17 - RADAR VECTORS 18 - LOC APPROACH 19 - LANDING
LONG E 004 01.3
v v v v v v v
v v v v v v v v
TROPO 36090 INIT NEXT PAGE 11 t 24 200 lb
1:00
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v v v v
GW
CG
30.3 %
FOB
1:30
v v v v v v v v v v v
ZFW
54 t ZFWCG 119 000 lb
32.7 %
RWY COND WET AIR COND ON ANTI ICE ON

HASE
NOTES SID : MOU 1N

1:50
v v v v v v v v v v v v v v
CFM PERF PAGE LFZZ 33R / GW 180 t 124 131 135 3 PERF PAGE 44 TOGA FLEX V1 VR V2 FLAPS
IAE PERF PAGE 134 136 140 3 PERF PAGE V1 VR V2 FLAPS

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V1 VR V2 FLAPS
TOGA 43 FLEX
Briefing Topics TRI STUDENT B Long - Managed Non Precision Approaches Short - ECAM handling TRI STUDENT A Long - Fuel leak procedure Short - Selected non precision approach
V1 VR V2 FLAPS
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FFS 3 SESSION PREPARATION 01 - SESSION OBJECTIVE : Introduce and practice SOPs and task sharing during: - Practice Non precision approaches Selected & Managed. - Practice Fuel Leak Procedure 02 - TRAINING TOPICS : A. REVIEW : Use of anti-ice systems B. NEW EXERCISES / REFERENCES : EXERCISES ECAM HANDLING AUTO RETRACTION NON PRECISION APPROACH FUEL LEAK PROCEDURE C. SUPPORT : FCOM / QRH - FCTM. 03 - SESSION PROFICIENCY CRITERIA : Apply good crew coordination and task sharing. Proper use of automation. Confirm the ability to: Handle the aircraft safely. Perform Non precision approaches.02.04 FCOM 3.02.01 1.27.50 3.03.19 / 4.05.70.3.07 / 3.08 3.03.28 2.00 QRH
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FFS 3 SESSION GUIDE TRI STUDENT to prepare the conduct of the session 3 5 12 16 : ARS above 210 kt. : DMC fault PF side - restore. : Eng bleed leak. : Insert leak (imbalance inner > 1.5 t)
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FFS 3 - ADDITIONAL INFORMATION 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 FDs and appropriate modes VAPP not stabilized at FAF. Incomplete or rushed briefing. TRACK / FPA selected late. Aircraft descent preparation late. Go around altitude set incorrectly. Going below MDA during a Missed Approach.
COMMON ERRORS ECAM HANDLING No de-selection of manually selected system page when no longer required. Clearing action without crosscheck. STATUS page reviewed at the wrong time. Single ECAM screen, SD pages and STS page not reviewed.
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FFS 3 TUTOR NOTES GENERAL The TRI STUDENTS should now have a clear idea of the strengths and weaknesses of 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 The trainee captain tries to disrupt the briefings with a flat refusal to accept the benefits of TRK/FPA for the non-precision and circling approaches. 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. 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, FDs remain on and ducks under the slope There should be plenty to debrief. Make sure the TRI STUDENTS are prioritising correctly, and have a clear strategy of the remedial training that may be needed.
DEBRIEF AND PREPARATION The TRI STUDENTS should by now be reasonably confident in the de-brief, and the way they handle the trainee. Dont 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. FFS 4 is the first major failure handling exercise, with Emergency Descents and Dual Hydraulic failures plus slat/flap malfunctions. TRI STUDENTS should be left to prepare the session. Encourage them to use the tools provided. Do not provide all information on request and make them search the FCOM QRH and FCTM as appropriate. Mandatory Exercises - Non-Precision Approach (Selected) 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
TRK-FPA
WEATHER
ATHR AP FD
LFZZ 300/10 5 km OVC 005 20/10 QNH 1020 QFE 991 INIT PAGE CO RTE PAT33R ALTN CO RTE AIBLYS FLT NBR [Airline ID] 204 LAT N 46 24.4 COST INDEX 30 CRZ FL TEMP FL 070 / 0C 62 t 136 700 lb FROM / TO LFZZ / LFZZ TRIP DIST TRIP WIND ALTN LFLL ALTN DIST 85 Nm FL TO ALTN FL 110
Time
EVENTS
INIT HOLDING POINT 1 - COCKPIT SETUP FOR TAKE OFF BY TRI STUDENT 2 - TAKE OFF 3 - ENGINE OUT FAMILIARIZATION INIT TAKE OFF
0:25
v v v v
LONG E 004 01.3
4 - TAKE OFF - ENGINE FAIL AFTER V1 5 - RELIGHT INIT TAKE OFF
v v v v v
TROPO 36 090 INIT NEXT PAGE 8t 17 200 lb
1:05
GW
CG
30 %
FOB
6 - TAKE OFF - ENGINE FAIL AT V 2 7 - ILS APPROACH - ONE ENG OUT 8 - GO AROUND 9 - ILS APPROACH ONE ENG OUT 10 - LANDING ONE ENGINE OUT INIT TAKE OFF
v v v v v
v v v v v
ZFW
54 t ZFWCG 119 000 lb
32.7 %
1:45
NOTES RWY COND DRY AIR COND ON ANTI ICE OFF

HASE
11 - REJECTED TAKE OFF
v v
CFM PERF PAGE LFZZ 33R / GW 180 t 126 128 131 2 PERF PAGE TOGA 51 FLEX V1 VR V2 FLAPS
IAE PERF PAGE 135 135 139 2 PERF PAGE V1 VR V2 FLAPS TOGA FLEX TOGA 50 FLEX
Briefing Topics TRI STUDENT A Long - Engine failure between V1 & V2 Short - RTO TRI STUDENT B Long - Engine out ILS and GA Short - On ground emergency evacuation Note : Each TRI STUDENT will conduct the entire session plan.
V1 VR V2 FLAPS
V1 VR V2 FLAPS
TOGA FLEX
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FFS 4 SESSION PREPARATION 01 - SESSION OBJECTIVE : Handling with one ENG OUT Engine-out ILS approach and go around - manually flown Rejected Takeoff - EMER EVAC 02 - TRAINING TOPICS : A. REVIEW : Takeoff ECAM management B. NEW EXERCISES / REFERENCES : EXERCISES REJECTED TAKE OFF ON GROUND EMERGENCY EVACUATION ILS APPROACH ENGINE FAILURE AFTER V1 GO AROUND 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. Acceptable engine out procedure knowledge. FCOM 3.02.10 3.02.90 3.03.18 / 4.05.70 3.02.10 / 3.02.70 3.03.23 / 4.05.80 7.00 3.00 2.00 3.00 QRH
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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. : Engine fail with no damage, until acceptable proficiency, if not TRI STUDENT demonstration : Engine fail with damage. : Set weather below minimum. Go around must performed in IMC. : Set weather 3000 m / OVC 300 ft. : Insert engine flame out at 110 kt (TRI STUDENT A). Insert unextinguishable engine fire at 110 kt (TRI STUDENT B).
4 6 9 14 11
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FFS 4 - ADDITIONAL INFORMATION 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. - Target not fully centred. - Not trimming the rudder. - ECAM non-reversible actions carried out without proper crew confirmation. - Missed Approach procedure or ATC instructions not accurately followed. - Poor maintenance and monitoring of required track. - Lack of task sharing discipline during manual flight (FCU actions). - Not rotating to correct pitch attitude on go-around. - Not aware of MSA. REJECTED TAKE-OFF Common Errors: - Disarming of auto brake due to instinctive manual braking. - ATC and / or Cabin crew not informed. - Reversers remain engaged after aircraft stop. - Omitting to set parking brake on. - Inability to use mechanical seat controls once the aircraft no longer has a source of AC power.
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FFS 4 TUTOR NOTES GENERAL Ask one TRI STUDENT to brief engine failure between V1 and V2, and the other the engineout approach profile and actions through to an ILS and go-around, ENG OUT landing, RTO & EVAC. ROLE PLAY - SESSION HANDLING Despite the ease with which the A320 may be flown on one engine , the trainee will have problems. 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 test 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, prioritising on the main areas of weakness. Any remedial training required should be detailed to the tutor at this stage. Re-emphasise the necessity of writing clear and precise notes and if necessary a PIR. - The briefings, conduct of the detail, and debriefings, will by now certainly be indicative of the standard likely to be achieved during the conduct of the final assessment.
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FFS 5
TRK-FPA
WEATHER
LFZZ 240/10 5km OVC 005 20/10 QNH 1020 QFE 991 LFLL 270/10 5km OVC 005 18/11 QNH 1018 QFE 988 INIT PAGE CO RTE FROM / TO TRIP DIST AIBLYS LFZZ / LFLL 95 Nm ALTN CO RTE TRIP WIND LYSAIB HD15 FLT NBR ALTN [Airline ID] 205 LFLL LAT LONG ALTN DIST N 46 24.4 E 004 01.3 85 Nm COST INDEX FL TO ALTN 30 FL 120 CRZ FL TEMP TROPO FL 110 / - 12C 36 090 INIT NEXT PAGE GW 62 t 136 700 lb CG 30 % FOB 8t 17 200 lb
Time
INIT HOLDING POINT 1 - COCKPIT SETUP FOR TAKE OFF BY TRI STUDENT 2 - TAKE OFF INIT FL 350 3 - EMERGENCY DESCENT INIT FL 350 4 - EMERGENCY DESCENT - LOSS OF PRESSURIZATION - RESTORE 5 - HYD G + Y RSVR LOW LEVEL 6 - APPROACH PREPARATION - LFZZ 7 - ILS APPROACH 8 - LANDING DIRECT LAW INIT TAKE OFF 9 - TAKE OFF 10 - AFTER TAKE-OFF IMMEDIATE RETURN 11 - SLATS OR FLAPS LOCKED BY WTB ONCE CLEAN 12 - APPROACH PREPARATION 13 - LANDING WITH FLAPS OR SLATS LOCKED
v v
v v v
v v v v v v v v v v v
1:15
ZFW
54 t ZFWCG 119 000 lb
32.7 %
v v v v v v v v v v v v v
NOTES
RWY COND: DRY - AIR COND: ON - ANTI ICE: OFF LFZZ 15 L TO LFLL 18 L
HASE
CFM PERF PAGE LFZZ 15 L / 180 t 131 140 142 2 PERF PAGE TOGA 66 FLEX V1 VR V2
IAE PERF PAGE LFZZ 15 L / 180 t 120 131 134 2 PERF PAGE V1 VR V2 FLAPS TOGA FLEX TOGA 68 FLEX
1:50
V1 VR V2 FLAPS
Briefing Topics TRI STUDENT B Long - Emergency Descent (structural damage) Short - Landing with FLAPS or SLATS jammed by WTB TRI STUDENT A Long - Dual HYD failure Short - Emergency Descent (no structural damage) Note : Each TRI STUDENT will conduct the entire session plan.
FLAPS
V1 VR V2 FLAPS
TOGA FLEX
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AP FD

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FFS 5 SESSION PREPARATION 01 - SESSION OBJECTIVE : Practice Emergency Descent Practice dual hydraulic failure event Practice FLAP / SLAT malfunction techniques 02 - TRAINING TOPICS : A. REVIEW : NIL B. NEW EXERCISES / REFERENCES : EXERCISES EMERGENCY DESCENT HYD G + Y SYS LO PR SUMMARY LANDING WITH FLAPS OR SLATS JAMMED C. SUPPORT : FCTM FCOM / QRH 03 - SESSION PROFICIENCY CRITERIA : 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 FCOM 3.02.80 3.02.29 QRH 1.00 2.00 / 4.00 2.00
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FFS 5 SESSION GUIDE 3 : No failure inserted. Trainees perform actions without using the masks. Repeat if necessary. : Clearance: proceed direct to MOU. Insert a STRUCTURAL DAMAGE. Repeat EMERGENCY DESCENT to proficiency. : insert a GREEN + YELLOW RSVR LOW LEVEL. : Before preparation, speed restriction: 180 kt.
4 5 12
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FFS 5 - ADDITIONAL INFORMATION 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 slats or FLAPS or SLATS LOCKED BY WTB. COMMON ERRORS Rushing procedure. Starting approach before completing all procedures. Selected speed not used immediately at failure recognition. Wrong VAPP selection on MCDU. Rough handling. Use of managed speed on final approach. Go around procedure not briefed.
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FFS 5 TUTOR NOTES GENERAL One TRI STUDENT to brief Emergency Descent in full plus slat and flap malfunctions; 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 prioritisation 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 criticise. DEBRIEF AND PREPARATION Debrief the TRI STUDENT fully. Highlight any weaknesses and any possible problems in achieving proficiency in the final test. For the FFS 5 briefing preparation, discuss RTO. There is material in the session guide and FCTM. Provide assistance only when the documentation has been properly examined. MANDATORY EXERCISES: Landing with flaps or slats locked, G & Y hydraulic system failure, Emergency descent.
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FFS 6
TRK-FPA
WEATHER
Time ATHR
EVENTS
AP FD
INIT PAGE CO RTE ALTN CO RTE FLT NBR LAT COST INDEX CRZ FL TEMP TROPO INIT NEXT PAGE GW t lb t lb CG % FOB t lb LONG FROM / TO TRIP DIST TRIP WIND ALTN ALTN DIST FL TO ALTN
ZFW
ZFWCG
NOTES FPLN : Refer CO ROUTE
HASE
PERF PAGE V1 VR V2 FLAPS PERF PAGE V1 VR V2 FLAPS TOGA FLEX V1 VR V2 FLAPS TOGA FLEX V1 VR V2 FLAPS
PERF PAGE TOGA FLEX
Briefing Topics TRI STUDENT A TRI STUDENT B As required by the TRI Examiner Each TRI STUDENT will complete individual lesson plans
PERF PAGE TOGA FLEX
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FFS 6 SESSION PREPARATION 01 - SESSION OBJECTIVE : Engine failure between V1 and V2. Engine-out ILS approach and go around - manually flown. Determined by the TRI (E). 02 - TRAINING TOPICS : A. REVIEW : NIL. B. NEW EXERCISES / REFERENCES : EXERCISES ILS APPROACH GO AROUND C. SUPPORT : FCOM / QRH - FCTM. 03 - SESSION PROFICIENCY CRITERIA : Control of the aircraft after engine failure to standard for Skill Test. Engine out handling, ILS and Go Around to standard for Skill Test. As determined by the TRI (E). FCOM 3.03.18 / 4.05.70 3.03.23 / 4.05.80 QRH 3.00 3.00
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FFS 6 SESSION GUIDE TEST ITEMS AS BRIEFED BY THE TRI EXAMINER. Items will be specifically allocated by the TRI (E) but will include the following (mandatory) - ENGINE OUT HANDLING either : ENGINE FAILURE BETWEEN V1 AND V2, OR ENGINE-OUT ILS APPROACH AND GO AROUND (MANUALLY FLOWN).
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FFS 6 - TEST SESSION TEST ITEMS SCENARIO 1 Engine out ILS approach to minima and GA Managed non precision approach High speed protections IDG failure
SCENARIO 2 Engine failure after V1 Circling Approach from selected non-precision approach Dual Hydraulic system failure Low speed protections
SCENARIO 3 Engine failure after V1 Selected non precision approach RTO and evacuation procedures Dual FMGC failure
SCENARIO 4 Engine out ILS approach to minima and GA Raw data ILS to minima and GA Slats and/or flaps failure, including landing in abnormal configuration Flight Director reversion modes
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TRI FINAL TEST / TRI SIMULATOR TEST Brief For Final Assessment - Each TRI STUDENT briefs his allocated session. Conduct Final Assessment Session - TRI STUDENT A conducts first 1hr 30 min session, TRI STUDENT B the second. De-Brief - TRI STUDENT A de-briefs the trainee in isolation from TRI STUDENT B, - TRI STUDENT B then de-briefs, - TRI STUDENTS make their assessment as to whether the trainee is suitable for the next phase of training and write short handover notes. TRI Examiner De-Brief And Final Assessment The TRI Examiner will de-brief the TRI STUDENTS and give his final assessment, (H = START TIME OF SIM), A 4-hour session will be planned for two TRI STUDENTS, H - 2:00: TRI Examiner briefs students, H - 1.45: Briefing for final assessment session.
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OBJECTIVES Final assessment Duties Briefing Exercise conducted by De-briefing Student A/B A B A B SIMULATOR SEATING Simulator Operator Pilot Seats Observer's Seat TEST Examiner's Notes An approved TRI Examiner will conduct the final test. TRI STUDENT A/B, Course Tutor + B/A, or the TRI Examiner, TRI Examiner unless required to take a pilot seat. Time 0:30/0.30 1:30 1:30 0:30 0:30
TUTOR ONLY
Explanations to STUDENTS: "Your final session will be with two new candidates that you have been asked to train. They may have the same names as your original candidates, Capt CRUSTY and/or First Officer GREEN but you have not met them before today". "Captain CRUSTY and/or First Officer GREEN had a problem with their last simulator session. Although they received a full briefing on Engine Failure at Take-off from their previous instructor because of a technical problem with the simulator they were unable to fly the exercise in the simulator. It has taken a few days to find another simulator session to replace their original session. You are their new instructor for this session". "Your task is to brief Captain CRUSTY and First Officer GREEN for the Engine failure exercise and to conduct this exercise in the simulator. They will not need a full briefing on engine failures again but they will need a short briefing on this subject to refresh their memory". "In addition, you will be asked to conduct a full briefing on one other subject and conduct the associated exercise in the simulator. This subject is new to Captain CRUSTY and First Officer GREEN, they have not been briefed before today".
TUTOR ONLY
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Content of assessment Briefing for the test session notified to the student on the day preceding the test. One of the subjects to be briefed in full, the other nominated exercises in summary. Briefing period will be 30 minutes plus or minus 10 minutes. Simulator safety briefing will be required. A training exercise of approximately 1.30 duration to include teaching demonstrations from a pilot's seat and teaching from the instructor panel. Student de-brief of the session. Writing of handover notes. Simulator/briefing time management. Knowledge of JAR-FCL, F & H. Note : The TRI STUDENT is to use as the basis of his judgement, the trainee's suitability to be presented to a TRI/TRE for the final phase of training and testing.
Test exercise lists The Examiner will select the scenario and advise the TRI STUDENT as to which items he wishes to be briefed in full and which items may be briefed in summary. In tests conducted by a TRI examiner with an additional course tutor as the trainee, the examiner should nominate exercises to be poorly flown and those requiring demonstration. The TRI STUDENT should not be told which exercises may require demonstration or significant intervention. Candidate test preparation - The TRI STUDENTS will be required to include in their Test Lesson Plan, Engine failure between V1 and V2 or Engine out ILS to minima and an Engine-out Go-Around. The TRI STUDENT will be told to expect to demonstrate one of the selected exercises as a result of trainee's inability to complete the exercise satisfactorily. - Where possible the Course Tutor will act as trainee, but the TRI Examiner may also fulfil this function. - The TRI STUDENTS must have access to all required facilities and material to enable them to adequately prepare their Lesson Plan.
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Standard TRI Examiner Briefing Invite questions. State the purpose of the test. State that the whole exercise will be de-briefed by the Examiner. Define the schedule of events. Efficient time management in both briefing and conduct of the session (max session time 1.30). State that the TRI STUDENT should treat the trainee appropriately, and not as a Course Tutor. State that the TRI STUDENT should demonstrate from a pilot's seat any exercises he/she feels appropriate. State that the TRI STUDENT is to continue with training to proficiency or until will not benefit from further input. State that the other TRI STUDENT is to act as PNF and be competent but passive or operate the instructor panel as required by the TRI STUDENT under test. Brief the candidate to take responsibility for the simulator tech log (DR tool as appropriate) both prior to and after the session. Provide a TRI application form. Ensure that the TRI STUDENT has the materials and facilities necessary for preparation of the session. Check understanding of the test briefing.
TUTOR ONLY
Post Test Action PASS
TUTOR ONLY
Complete the Test Report and Examiners Certificate on the TRI Application Form. Brief the student that rating privileges cannot be used. FAIL Complete the Test Report and Examiners Certificate on TRI Application and Form 252 as appropriate. Notes : For initial TRI Test, keep in mind the TRI STUDENT'S likely lack of training experience beyond the Core and Type Specific courses. Completion of the engine-out exercise and the 'demonstration' exercise are mandatory; otherwise there is no requirement to complete all of the exercises. Apply the principle of quality rather than quantity. 'Errors' will be typical of those made by trainees and the trainee's progress will reflect the quality of the instruction given.
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For the Test the TRI STUDENT will be asked to construct a simulator session and briefing based on one of the 4 Test scenarii. The TRI Examiner will determine the order and priority of items and brief the TRI STUDENT accordingly. The TRI Examiner will also brief the student on the trainees background and progress to-date. The test begins with a briefing, during which the TRI STUDENT will brief the trainee for the exercises shown on the test program selected. The simulator exercise must last no longer than 1hour 30 minutes for each TRI STUDENT. This is followed by analysis, assessment and feedback of the trainee pilot's performance to the trainee pilot, and to include recommendations for further training if appropriate.

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AIRBORNE PHASE
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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 FFS FIF - Right hand seat familiarisation (PF) - Base training practice (PNF) - Typical students reactions Briefing / Debriefing FFS session (per trainee)
(1)
DAY 2 FLIGHT FIF - Right hand seat familiarisation (PF) - Base training practice (PNF) Briefing / Debriefing Flight (per trainee) 3:00 0:45
3:00 3:00 (1)
1:30 per trainee
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+
FFS FIF TAKE-OFF DATA INIT PAGE ATIS FROM TO LFZZ / LFZZ TRIP DIST 92 Nm TRIP WIND ALTN LFLL LONG E 004 01.3 ALTN DIST 85 Nm FL to ALTN FL 110 TROPO 36 090 PERF PAGE
IAE CFM 126
CO RTE AIBAIB1 ALTN/CO RTE FLT NBR [Airline ID] 830 LAT N 46 24.4 COST INDEX 30 CRZ FL/TEMP FL 70 / 0C INIT NEXT PAGE
RWY ............. 33 R WIND ............ 240/10 kt VISI ............... CAVOK CEILING ....... TEMP............ 13C DEW POINT . QFE .............. RWY COND.. AIR COND..... ANTI ICE...... 10C 984 hPa DRY ON OFF QNH.............. 1013 hPa
NOTE : F/PLN : Local flight
ZFWCG / ZFW 28% / 48 t 105 800 lb
V1
127
VR
127
126
V2
130
129
BLOCK FUEL 10 t 22 000 lb

THR F 61 F 56
FLAPS
T/O WEIGHT 58 t 127 600 lb

T/O C.G.
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Note : 1.30 per pilot

11.05
Time
(3:00)
- FFS FIF PART A : Operation of the aircraft AS A PILOT (PF) from the right hand seat
1 - TRANSIT COCKPIT PREPARATION 2 - ENGINE START 3 - TAKE-OFF 4 - VISUAL PATTERN 5 - ILS / VISUAL APPROACH 6 - TOUCH AND GO / CONTINUE TO PROFICIENCY 7 - IMC TAKE OFF - EFTO 8 - RADAR VECTORS TO ILS APP. MAN FLIGHT 9 - 1 ENGINE OUT GO AROUND FROM ILS MINIMA 10 - 1 ENGINE OUT VISUAL APPROACH 11 - FULL STOP LANDING
PART B : Operation of the aircraft AS AN INSTRUCTOR (PNF) from the right hand seat
The FFS is treated in with respect to real aircraft being used for base training; i.e. engine failures are simulated by setting the thrust lever to idle stop. This part is flown with the supervisor instructor playing the student in order to expose the instructor candidate to typical trainee reactions and problems (error recovery)
CIRCUITS AND APPROACHES PERFORMED UNTIL SATISFACTORY STANDARD IS REACHED 12 - TAKE-OFF 13 - VISUAL PATTERN 14 - ILS / VISUAL APPROACH 15 - TOUCH AND GO - GO AROUND INCLUDING : NORMAL OPERATIONS : - TAKE-OFF CONFIG WARNING - OVERCONTROLLING DOWNWIND - NO RETARD - HIGH FLARE - LONG FLOAT - FLAP 3 (GPWS) - LONG FLARE - IMMEDIATE GO FROM TOUCH - TOO HIGH ON APPROACH - NO FLARE - LANDING GEAR FORGOTTEN - MISUSE OF RUDDER - OVERCONTROL IN ROLL DURING FLARE - INCAPACITATION ENGINE OUT OPERATIONS : - WRONG RUDDER INPUTS - MISHANDLED FLARE - FAILURE OF OPERATING ENGINE - FULL STOP LANDING
= mandatory items
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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 assistance from the trainee familiarise the instructor candidate with the specific techniques of conducting base training, and to expose him to typical trainee reactions and problems 02 - TRAINING TOPICS A. BRIEFING As much as possible, the FFS will be treated as the real aircraft being used for base training i. e. engine failures are simulated by retarding the respective thrust lever. Ensuing drills will generally be touch drills. Of course, genuine failures might occur during training flights. Examples of these will be introduced using the full capabilities of the simulator and handled using the necessary drills and check-list procedures. In the event of a genuine failure, the action must be made clear during the first take-off briefing i. e. the trainee will assume control of the aircraft clearly calling "I have control" and expecting the response from the Airbus instructor acting as student "You have control". The failure then would be handled using the appropriate abnormal/emergency procedures. a. General right hand seat familiarization demonstration practice Normal preparation, explanation of seat controls, adjustments, use of red and white balls to have optimum visual references during low minima approach. b. Use of FMS Refer to FCTP Base Training chapter : AIRCRAFT FLIGHT TRAINING BRIEFING section. c. Touch and go Refer to FCTP Base Training chapter : AIRCRAFT FLIGHT TRAINING BRIEFING section. d. Late final descent clearance Refer to FCTP Base Training chapter : AIRCRAFT FLIGHT TRAINING BRIEFING section.
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Issue 06 APR 2008
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 problems and reactions. The trainee, while noticing the error, should not simply highlight the solution but try to analyse the possible reasons behind it. The supervisor should be aware of the students receptive state when pointing out errors. It could be better to fly the aircraft or use the AP while summarizing a problem so that the student does not have to divide his attention trying to listen and to fly at the same time. If small errors increase progressively during a session he has to recognize the level of stress early enough by removing all pressures to prevent trainee's depression. f. Instructor take over Refer to FCTP Base Training chapter : AIRCRAFT FLIGHT TRAINING BRIEFING section. The trainee instructor must be able to recognize situations when take over becomes necessary. In that case, and to avoid side stick interference (dual input) the instinctive disconnect p/b shall be used.
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FLIGHT FIF Minimum flight time : 0h45 / trainee DAY Flight time : Weather : GA TG FS LH SEAT NIGHT Flight time : Malfunctions : GA RH SEAT TG FS
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 trainees wrong reactions or problems have been practised in the simulator. Therefore the supervisor instructor playing the trainee will act as a good trainee. 02 - TRAINING TOPICS A. APPLICABLE REQUIREMENTS : The base training flight has to be conducted in accordance with the relevant Operation Manual 8.7 Operating procedures, Non Revenue Flight. B. BRIEFING (1:00) (Refer to FCTP Base Training chapter : AIRCRAFT FLIGHT TRAINING BRIEFING) The supervisor performs the normal briefing for the training flight, giving special emphasis to the safety during the flight. He will train up to proficiency. Before the flight, it is important to ensure that when the control is handled from one pilot to the other it is handled over clearly and unambiguously (I have control / You have control) and the instinctive disconnect p/b is used. Also the actions in the event of instructor incapacitation should be covered i.e. declare an emergency and prepare aircraft for an automatic approach and landing (if applicable). 1. During side step manoeuvre with very crisp roll control a possible overcontrol during this exercise can be anticipated. CAUTION : Some civil aviation Authorities have defined a minimum height for such a manoeuvre. 2. Go around from 50 ft : Similar to a normal go around but taken during the flare. - Apply power while rotating to arrest the sink rate, call for "Go around flaps". The main gear may touch the ground during the manoeuvre. - Check positive climb before retracting gear. 3. Immediate go from touch When landing roll continuation is not possible. - Select TOGA - Maintain configuration (ignore take-off config warning) - Rotate to 10 pitch and maintain until safely airborne - When above VLS, retract flaps to conf 3 and continue with normal procedure. The instructor candidate performs the visual circuit and the touch and go briefing.
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Issue 06 APR 2008
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 training policy contained in the FCTP Base Training chapter : AIRCRAFT FLIGHT TRAINING BRIEFING section
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11.06 11.06AIRBUS PILOT TRANSITION TRAINING
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Issue 06 APR 2008
01 - GENERAL The objective of the course is to deliver the latest Airbus Pilot Transition (APT) course. 02 - TRAINING FOOTPRINT DAY 1 APT presentation APT welcome briefing APT documentation MFTD sessions review FFS syllabus review DAY 2 MFTD demonstration Use of materials MFTD training sessions study MFTD self study
DAY 3 APPI module Procedure Data Package study Briefing guides, laptop, medias Closure
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Issue 06 APR 2008
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 study the content of a trainee documentation bag for a standard course: - Trainees booklet. - DVDs content (trainees DVD 1, DVD 2 and instructor media DVD). - Action flows booklet. LFZZ: Presentation of Jeppesen charts to be used during training. FCTP: guided lecture of standard course introduction, including generalities, grade sheets, footprint, ground phase, CBT program, MFTD sessions and Handling phase.
DAY 2: MFTD: demonstration of all possibility, including shaded area of touch screen, CBT, Schematics if available, tutorial, and IOS familiarization. PDP demonstration with "use of tutorial" and study, then practice as trainee and instructor alternatively, using parts of appropriate lesson plans from ground phase, normal and abnormal. MFTD sessions: Practice as trainer and trainee. MFTD: Monitored self-practice of IOS and PDP.
DAY 3: APPI: presentation of APPI, including the objectives of APPI, as "making the risk visible", the user guide study and answering any potential questions. PDP: guided self-study for reinforcement of knowledge, with simulated trainees' questions. Briefing guides: review of all of them following the syllabus, only mention the additional ones, no study required for APT. Laptop: Menu of trainees' laptop, including the FM and FOVE explanation if required. Closure: Questions before being an APT instructor, and feedback if any.
11-06.fm

A320 Instructor Course Foundation, Core & Type Modules

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INITIAL TYPE RATING INSTRUCTOR COURSE

AIRBUS PILOT INSTRUCTOR COURSE A320

Issue 06 APR 2008

AIRBUS PILOT INSTRUCTOR COURSE A320

Issue 06 APR 2008

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AIRBUS PILOT INSTRUCTOR COURSE A320

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AIRBUS PILOT INSTRUCTOR COURSE A320

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11.01 E F11 Issue 07

Airbus Pilot Transition Training APT training 3 days

AIRBUS PILOT INSTRUCTOR COURSE A320

Issue 07 JUN 2009

d. AIRBORNE PHASE Refer to airborne chapter.

AIRBUS PILOT INSTRUCTOR COURSE

Ref. : FCTP ISSUE 06

FLIGHT CREW TRAINING PROGRAM

COURSE COMPLETION Day 5

AIRBUS PILOT INSTRUCTOR COURSE

Issue 07 JUN 2009

if no specific comments are needed

AIRBUS PILOT INSTRUCTOR COURSE

Issue 07 JUN 2009

Ref. : FCTP ISSUE 06

FLIGHT CREW TRAINING PROGRAM

AIRBUS PILOT INSTRUCTOR COURSE

if no specific comments are needed

AIRBUS PILOT INSTRUCTOR COURSE

Ref. : FCTP ISSUE 06

FLIGHT CREW TRAINING PROGRAM

AIRBUS PILOT INSTRUCTOR COURSE

if no specific comments are needed

Issue 07 JUN 2009

AIRBUS PILOT INSTRUCTOR COURSE

Ref. : FCTP ISSUE 06

PLEASE FILL ONE PIR PER SESSION

FLIGHT CREW TRAINING PROGRAM

AIRBUS PILOT INSTRUCTOR COURSE

Ref. : FCTP ISSUE 06

FLIGHT CREW TRAINING PROGRAM

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AIRBUS PILOT INSTRUCTOR COURSE

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* : Please give the name of the session involved (ex. FFS2)

AIRBUS PILOT INSTRUCTOR COURSE A320

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AIRBUS PILOT INSTRUCTOR COURSE A320

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* APT: Airbus Pilot Transition

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