021 00 00 00

AIRCRAFT GENERAL KNOWLEGDE: AIRFRAME,

SYSTEMS, AND POWER PLANT

021 09 01 03

021 09 03 00

021 09 03 02

021 09 03 03

021 09 04 00

021 09 04 01

021 09 04 03

021 09 04 04

Alternating current

Generation

AC generation

Constant speed drive (CSD) and integrated drive generator (IDG) systems Distribution

General

AC distribution

Electrical load management and monitoring systems: automatic generators and bus switching during normal and failure operation, indications and warnings

021 06 01 01

Piston-engine air supply

021 06 01 02

Gas turbine engine: bleed-air supply

021 10 10 01

021 11 03 01

021 10 04 01

021 03 01 09

Performance

Engine fuel system

Carburettor: design, operation, degraded modes of operation, indications and warnings

Mixture

021 11 00 00 to

021 11 01 04

Turbine engines

021 13 00 00

Oxygen systems

032 03 00 00

Performance class B: ME aeroplanes

032 03 03 01

032 03 03 02

032 03 03 04

032 01 03 00

032 01 04 00

032 01 05 00

032 02 04 00

Take-off

Climb

Landing

Level flight, range and endurance

Climbing

Descending

Climb, cruise and descent

040 00 00 00

HUMAN PERFORMANCE

040 02 01 00 to

040 02 01 03

Basic human physiology and

High-altitude environment

050 00 00 00

METEOROLOGY 

050 02 07 00

050 02 05 00

Jet streams

Standing waves

050 09 01 00 to

050 09 04 05

Flight hazards

Icing and turbulence

Thunderstorms

062 03 00 00

Basic radar principles

062 03 00 01 to

062 03 04 00

Basic radar principles

Airborne radar

SSR

081 00 00 00

PRINCIPLES OF FLIGHT: AEROPLANES

081 02 01 00

081 02 02 00

081 02 03 00

Speeds
Shock waves

Effects of exceeding M_CRIT

010 00 00 00 

AIR LAW 

010 06 07 00 

Simultaneous operation on parallel or near-parallel instrument runways 

010 06 08 00 

Secondary surveillance radar (transponder) operating procedures 

022 00 00 00 

AIRCRAFT GENERAL KNOWLEDGE - INSTRUMENTATION

022 01 02 00 

Temperature sensing 

022 03 04 00 

Flux valve 

022 12 00 00 

ALERTING SYSTEMS, PROXIMITY SYSTEMS 

022 12 07 00 

Altitude alert system 

022 12 08 00 

Radio-altimeter 

022 12 10 00 

ACAS/TCAS principles and operation 

022 13 03 01 

Electronic flight instrument system (EFIS) — Design, operation 

050 00 00 00 

METEOROLOGY 

050 02 06 03 

Clear-air turbulence (CAT) - Description, cause and location 

050 10 02 03 

Upper-air charts 

062 00 00 00 

RADIO NAVIGATION 

062 02 05 04 

ILS — Errors and accuracy 

Communication

(a) Know what, how much and who to communicate to;

(b) Ensure the recipient is ready and able to receive the information;

(c) Pass messages and information clearly, accurately, timely and adequately;

(d) Check if the other person has the correct understanding when passing important information;

(e) Listen actively, patiently and demonstrate understanding when receiving information;

(f) Ask relevant and effective questions, and offer suggestions;

(g) Use appropriate body language, eye contact and tone;

(h) Open and receptive to other people’s view.

(a) Human Factors, TEM and CRM;

(b) Application of TEM and CRM principles to training.

In a commercial air transport environment, apply multi-crew procedures, including principles of TEM and CRM to the following:

(a) Pre-flight preparation:

(1) FMS initialisation;

(2) radio and navigation equipment preparation;

(3) flight documentation;

(4) computation of take-off performance data.

(b) Take-off and climb:

(1) before take-off checks;

(2) normal take-offs;

(3) rejected take-offs;

(4) take-offs with abnormal and emergency situations included.

(c) Cruise: emergency descent.

(d) Descent and approach:

(1) instrument flight procedures;

(2) holding;

(3) 3D Operations using raw data;

(4) 3D Operations using flight director;

(5) 3D Operations using autopilot;

(6) one-engine-inoperative approach;

(7) 2D Operations and circling;

(8) computation of approach and landing data;

(9) all engines go-around;

(10) go-around with one engine inoperative;

(11) wind shear during approach.

(e) landing: transition from instrument to visual flight on reaching decision altitude or height or minimum descent altitude or height;

(f) after landing and post flight procedures;

(g) selected emergency and abnormal procedures.

Leadership and team working

(a) Friendly, enthusiastic, motivating and considerate of others;

(b) Use initiative, give direction and take responsibility when required;

(c) Open and honest about thoughts, concerns and intentions;

(d) Give and receive criticism and praise well, and admit mistakes;

(e) Confidently do and say what is important to him or her;

(f) Demonstrate respect and tolerance towards other people;

(g) Involve others in planning and share activities fairly.

Situational awareness

(a) Be aware of what the aircraft and its systems are doing;

(b) Be aware of where the aircraft is and its environment;

(c) Keep track of time and fuel;

(d) Be aware of the condition of people involved in the operation including passengers;

(e) Recognise what is likely to happen, plan and stay ahead of the game;

(f) Develop what-if scenarios and make pre-decisions;

(g) Identify threats to the safety of the aircraft and of the people.

Workload management

(a) Be calm, relaxed, careful and not impulsive;

(b) Prepare, prioritise and schedule tasks effectively;

(c) Use time efficiently when carrying out tasks;

(d) Offer and accept assistance, delegate when necessary and ask for help early;

(e) Review and monitor and cross-check actions conscientiously;

(f) Follow procedures appropriately and consistently;

(g) Concentrate on one thing at a time, ensure tasks are completed and does not become distracted;

(h) Carry out instructions as directed.

Problem-solving and decision-making

(a) Identify and verify why things have gone wrong and do not jump to conclusions or make assumptions;

(b) Seek accurate and adequate information from appropriate resources;

(c) Persevere in working through a problem;

(d) Use and agree an appropriate decision making process;

(e) Agree essential and desirable criteria and prioritises;

(f) Consider as many options as practicable;

(g) Make decisions when they need to, reviews and changes if required;

(h) Consider risks but do not take unnecessary risks.

Monitoring and cross‑checking

(a) Monitor and cross-checks all actions;

(b) Monitor aircraft trajectory in critical flight phases;

(c) Take appropriate actions in response to deviations from the flight path.

(a) SOPs;

(b) Aircraft systems;

(c) Undesired aircraft states.

Task sharing

(a) Apply SOPs in both PF and pilot monitoring (PM) roles;

(b) Makes and responds to standard call-outs.

(a) PF and PM roles;

(b) SOPs.

Use of checklists

Utilise checklists appropriately according to SOPs.

(a) SOPs;

(b) Checklist philosophy.

Briefings

Prepare and deliver appropriate briefings.

(a) SOPs;

(b) Interpretation of FMS data and in-flight documentation.

Flight management

(a) Maintain a constant awareness of the aircraft automation state;

(b) Manage automation to achieve optimum trajectory and minimum workload;

(c) Take effective recovery actions from automation anomalies;

(d) Manage aircraft navigation, terrain clearance;

(e) Manage aircraft fuel state and take appropriate actions.

(a) Understanding of aircraft performance and configuration;

(b) Systems;

(c) SOPs;

(d) Interpretation of FMS data and in-flight documentation;

(e) Minimum terrain clearance;

(f) Fuel management IFR and VFR regulation.

FMS use

Programme, manage and monitor FMS in accordance with SOPs.

(a) Systems (FMS);

(b) SOPs;

(c) Automation.

Systems normal operations

Perform and monitor normal systems operation in accordance with SOPs.

(a) Systems;

(b) SOPs.

Systems abnormal and emergency operations

(a) Perform and monitor abnormal systems operation in accordance with SOPs;

(b) Utilise electronic and paper abnormal checklists in accordance with SOPs.

(a) Systems;

(b) SOPs;

(c) Emergency and abnormal procedures and checklists;

(d) Recall items.

Environment, weather and ATC

(a) Communicate effectively with ATC;

(b) Avoid misunderstandings by requesting clarification;

(c) Adhere to ATC instructions;

(d) Construct a mental model of the local ATC and weather environment.

(a) Systems;

(b) SOPs;

(c) ATC environment and phraseology;

(d) Procedures for hazardous weather conditions.

CERTIFICATE OF COMPLETION OF MCC

Applicant's last name(s):

First name(s):

Type of licence:

Number:

State:

ME/IR training completed

OR

ME/IR validity date:

ME/IR skill test date:

Issued on:

passed on:

Signature of applicant:

TRAINING

Multi-crew co-operation training received during period:

from:

to:

at:

ATO / operator*

Location and date:

Signature of head of ATO or authorised instructor*:

Type and number of licence and state of issue:

Name(s) in capital letters of authorised instructor:

Monitoring and cross‑checking

(a) Monitor and cross-check all actions;

(b) Monitor aeroplane trajectory in critical flight phases;

(c) Take appropriate actions in response to deviations from the flight path.

(a) SOPs;

(b) Aeroplane systems;

(c) Undesired aeroplane states.

In a commercial air transport environment, apply multi-crew procedures, including principles of TEM and CRM to the following:

(a) Pre-flight preparation:

(1) FMS initialisation;

(2) radio and navigation equipment preparation;

(3) flight documentation;

(4) computation of take-off performance data.

(b) Take-off and climb:

(1) before take-off checks;

(2) normal take-offs;

(3) rejected take-offs;

(4) take-offs with abnormal and emergency situations included.

(c) Cruise: emergency descent.

(d) Descent and approach:

(1) instrument flight procedures;

(2) holding;

(3) 3D Operations using raw data;

(4) 3D Operations using flight director;

(5) 3D Operations using autopilot;

(6) one-engine-inoperative approach;

(7) 2D Operations and circling;

(8) computation of approach and landing data;

(9) all engines go-around;

(10) go-around with one engine inoperative;

(11) wind shear during approach.

(e) landing: transition from instrument to visual flight on reaching decision altitude or height or minimum descent altitude or height;

(f) after landing and post flight procedures;

(g) selected emergency and abnormal procedures.

Task sharing

(a) Apply SOPs in both PF and PM roles;

(b) Make and respond to standard call-outs.

(a) PF and PM roles;

(b) SOPs.

Use of checklists

Utilise checklists appropriately according to SOPs.

(a) SOPs;

(b) Checklist philosophy.

Briefings

Prepare and deliver appropriate briefings.

(a) SOPs;

(b) Interpretation of FMS data and in-flight documentation.

Flight management

(a) Maintain a constant awareness of the aeroplane automation state;

(b) Manage automation to achieve optimum trajectory and minimum workload;

(c) Take effective recovery actions from automation anomalies;

(d) Manage aeroplane navigation, terrain clearance;

(e) Manage aeroplane fuel state and take appropriate actions.

(a) Understanding of aeroplane performance and configuration;

(b) Systems;

(c) SOPs;

(d) Interpretation of FMS data and in-flight documentation;

(e) Minimum terrain clearance;

(f) Fuel management IFR and VFR regulation.

FMS use

Programme, manage and monitor FMS in accordance with SOPs.

(a) Systems (FMS);

(b) SOPs;

(c) Automation.

Systems normal operations

Perform and monitor normal systems operation in accordance with SOPs.

(a) Systems;

(b) SOPs.

Systems abnormal and emergency operations

(a) Perform and monitor abnormal systems operation in accordance with SOPs;

(b) Utilise electronic and paper abnormal checklists in accordance with SOPs.

(a) Systems;

(b) SOPs;

(c) Emergency and abnormal procedures and checklists;

(d) Recall items.

Environment, weather and air traffic control (ATC)

(a) Communicate effectively with ATC;

(b) Avoid misunderstandings by requesting clarification;

(c) Adhere to ATC instructions;

(d) Construct a mental model of the local ATC and weather environment.

(a) Systems;

(b) SOPs;

(c) ATC environment and phraseology;

(d) Procedures for hazardous weather conditions.

MCC TRAINING

20 hours/15 hours

ADVANCED SWEPT-WING JET AEROPLANE TRAINING

12 hours

ADVANCED AIRLINE OPERATIONS SCENARIO TRAINING

6 hours

FINAL ASSESSMENT

2 hours

CRM training

(a) Display competency in the relevant CRM-related behaviours.

(b) Successfully complete the final progress check.

Understand the CRM concepts set out in ORO.FC.115 of Annex III (Part-ORO) to the Air OPS Regulation.

Integrate CRM into all practical exercises of the APS MCC.

Advanced swept-wing flying training

(a) Understand and apply combinations of thrust and attitude that ensure a stable, safe flight in various aeroplane configurations and altitudes.

(b) Manage the (much) wider range of speed and thrust at both low level and high level.

(c) Demonstrate good judgement and correct use of lift and drag devices during various phases of the flight.

(d) Use displays along with all available aids to stay mentally ahead when piloting all profiles.

(e) Understand and recognise the precursors of high‑energy approaches.

(f) Know angle-of-attack (AoA) versus attitude indications at low level as well as at high level.

(g) Practice upset prevention as a priority, and clearly recognise when and how recovery is necessary, by using the required pilot skills to mitigate loss of control in-flight (LOC-I) events.

Elements and components of jet orientation:

(a) glass cockpit displays;

(b) propulsion;

(c) aerodynamics;

(d) flight controls;

(e) performance;

(f) jet flight planning;

(g) weight and balance;

(h) basic jet flying;

(i) pilot techniques for jet flying, advanced- handling-skills development;

(j) flight path management;

(k) auto flight;

(l) high-altitude operations;

(m) introduction into prevention and recovery of upsets.

(a) Take-off, approach, landing, go‑around.

(b) Flight deck management practices.

(c) Complex problem-solving techniques.

(d) Advanced handling.

(e) Manual handling skills (no autopilot, no auto thrust, and where possible, no flight director).

(f) Flight at different speeds, including slow flight and altitudes within the normal flight envelope.

(g) Steep turns.

(h) Aeroplane stability and stall awareness.

(i) Upset prevention techniques and approach-to-stall recovery events (appropriate to FSTD limitations and capabilities).

(j) High-energy approach prevention.

(k) Go-around management of approach and landing configurations.

Advanced airline operations scenario training

(a) Execute pre-flight preparation in accordance with airline or OEM SOPs.

(b) Conduct an effective crew briefing, including cabin crew managers (CCMs).

(c) Display good airmanship and TEM skills in assessing aeroplane serviceability, weather planning, fuel planning, and destination facilities.

(d) Conduct cockpit preparation and briefings in an effective and accurate manner.

(e) Manage and execute engine start, taxi-out and pre-take-off checks safely and in accordance with airline or OEM SOPs.

(f) Manage and execute runway line-up, take-off, climb, cruising, descent, approach, landing and taxi-in safely and in accordance with airline or OEM SOPs.

(g) During non-normal operations, display good system knowledge, and apply non- normal procedures, communications, TEM, situational awareness (SA), decision-making and aeroplane handling.

(a) Knowledge of systems as set out in this AMC.

(b) SOPs.

(c) Normal-and non-normal operations’ checklists and procedures.

(a) CHECK-IN PROCEDURES.

(b) PRE-FLIGHT PREPARATION:

(1) weather analysis;

(2) flight planning;

(3) fuel planning;

(4) configuration deviation list (CDL), dispatch deviation procedures guide (DDPG), and minimum equipment list (MEL) analysis; and

(5) cabin crew briefing.

(c) NORMAL PROCEDURES:
cockpit preparation, pushback, engine starting, taxiing, take-off, climb, cruising, descent, landing, shutdown, and disembarkation procedures.

(d) ON TIME PERFORMANCE:

(1) weather analysis;

(2) flight planning; and

(3) fuel planning.

(e) NON-NORMAL PROCEDURES:

(1) as per (c) above, in case of a technical or operational non-normal event;

(2) TEM;

(3) diversion decision‑making;

(4) communication;

(5) diversion;

(6) fuel SA; and

(7) passenger and crew care.

Airline-oriented training

(a) Understand the roles of airline departments.

(b) Understand the challenges faced by airline departments.

(c) Understand the relationships between airline departments.

(d) Understand airline responsibilities.

(e) Understand a pilot’s responsibilities as a crew member.

Appropriate elements of the applicable Regulation (Regulation (EU) No 1178/2012 (the ‘Aircrew Regulation’) and the Air OPS Regulation).

The exercise should provide the student pilot with a practical understanding of airline operations. This may be achieved through a visit to an airline or alternative means.

CERTIFICATE OF COMPLETION OF APS MCC-TRAINING

Applicant’s last name(s):

First name(s):

Type of licence:

Number:

State:

ME/IR:

OR

ME/IR skill test:

Issued on:

passed on:

Signature of applicant:

TRAINING

Multi-crew cooperation training to airline pilot standards received during period:

from:

to:

at:

ATO/operator*

Location and date:

Signature of head of ATO or authorised instructor*:

Type and number of licence and state of issue:

Name(s) in capital letters of authorised instructor:

Application of knowledge

Relates and applies relevant knowledge in the operational environment and in scenario settings.

– Demonstrates the acquisition and retention of required aviation knowledge;

– Relates knowledge between subject areas;

– Applies knowledge to the operational environment;

– Correctly identifies threats and errors in a timely manner;

– Uses knowledge to create valid options of managing threats, errors, and undesirable aeroplane states;

– Mentally resolves basic-mathematics problems relating to operational situations, both under normal circumstances and under pressure;

– Shares knowledge with others openly and constructively, as and when appropriate.

Application of regulations and procedures

Identifies and applies appropriate procedures in accordance with published operating instructions and pursuant to applicable regulations.

– Identifies where to find the information;

– Follows standard operating procedures (SOPs) unless a higher degree of safety dictates an appropriate deviation therefrom;

– Follows all operating instructions in a timely manner;

– Correctly operates aeroplane systems and associated equipment;

– Monitors the status of aeroplane systems;

– Complies with applicable regulations;

– Applies relevant procedural knowledge.

Communication

Communicates through appropriate means in normal and non-normal situations.

– Ensures that the recipient is ready and able to receive the information;

– Shares appropriate information;

– Selects appropriately what, when, how, and with whom to communicate;

– Conveys messages clearly, accurately, and concisely;

– Confirms that the recipient correctly understands important information;

– Listens actively and demonstrates understanding when receiving information;

– Asks relevant and effective questions;

— Communicates in order to resolve deviations identified through monitoring;

– Adheres to standard radiotelephony phraseology and procedures;

– Accurately reads, interprets, drafts, and responds to data link messages in English;

– Correctly uses and interprets non-verbal communication.

Aeroplane flight path management — automation

Controls the aeroplane flight path through automation.

– Uses appropriate flight management and guidance systems as well as automation, as installed and as appropriate to the conditions;

– Monitors and detects deviations from the desired aeroplane trajectory and takes appropriate action;

– Manages the flight path to optimise the operational performance;

– Maintains the desired flight path during flight using automation, whilst managing other tasks and distractions;

– Effectively monitors automation, including engagement and automatic-mode transitions.

Aeroplane flight path management — manual control

Controls the aeroplane flight path through manual flight.

– Uses appropriate flight management and guidance systems and automation, as installed and appropriate to the conditions;

– Manually controls the aeroplane using only the relationship between aeroplane attitude, speed and thrust, as well as navigation signals or visual information;

– Monitors and detects deviations from the desired aeroplane trajectory and takes appropriate action;

– Manages the flight path to optimise the operational performance;

– Maintains the desired flight path during manual flight, whilst managing other tasks and distractions;

– Effectively monitors flight guidance systems, including engagement and automatic-mode transitions.

Leadership and teamwork

Influences others so that they contribute to a shared purpose. Collaborates to accomplish the goals of the team.

– Creates an atmosphere of open communication and encourages team participation;

– Displays initiative and gives directions when required;

– Admits mistakes and takes responsibility;

– Carries out instructions when directed;

– Gives and receives feedback constructively;

– Applies effective intervention strategies to resolve deviations identified whilst monitoring;

– Takes into account cultural differences;

– Engages others in planning;

– Addresses and resolves conflicts and disagreements in a constructive manner;

– Exercises decisive leadership.

Problem-solving and decision-making

Identifies problem precursors and resolves actual problems, using decision-making techniques, in a timely manner.

– Seeks accurate and appropriate information from appropriate sources;

– Identifies and verifies what and why has failed;

– Perseveres with resolving problems whilst prioritising safety;

– Uses appropriate and timely decision-making techniques;

– Sets priorities appropriately;

– Identifies and considers options, as appropriate;

– Monitors, reviews, and adapts decisions, as required;

– Identifies, assesses, and manages risks effectively;

– Adapts when faced with situations where no guidance or procedure exists.

Situational awareness (SA) and information management

Perceives, comprehends, and manages information, as well as anticipates its effect on the operation.

– Monitors, identifies, and assesses accurately the aeroplane’s state and systems;

– Monitors, identifies, and assesses accurately the aeroplane’s energy state and anticipated flight path;

– Monitors, identifies, and assesses accurately the general environment as it may affect the operation;

– Validates the accuracy of information and checks for gross errors;

– Maintains the awareness of the people involved in or affected by the operation as well as their capacity to perform as expected;

– Anticipates what could happen, plans, and stays ahead of the situation;

– Develops effective contingency plans based upon potential threats;

– Recognises and effectively responds to indications of reduced SA.

Workload management

Maintains available workload capacity through prioritisation and distribution of tasks, using resources.

– Exercises self-control in all situations;

– Plans, prioritises, and schedules tasks effectively;

– Manages time efficiently when carrying out tasks;

– Offers and gives assistance, delegates when necessary;

– Seeks and accepts assistance, when necessary;

– Monitors, reviews, and cross-checks taken action conscientiously;

– Verifies that tasks are completed as expected;

– Manages and recovers from interruptions, distractions, variations, and failures effectively, while performing tasks.

General description of each competency level.

The pilot’s performance in this competency was unsatisfactory with a negative effect on safety.

The pilot did not demonstrate the majority of the relevant performance indicators.

The pilot’s performance in this competency was satisfactory with a slightly positive effect on safety.

The pilot demonstrated most of the relevant performance indicators in this competency to at least a satisfactory standard.

The pilot’s performance in this competency was effective with a significant contribution to safety.

The pilot consistently demonstrated most of the relevant performance indicators in this competency to a good standard.

The pilot’s performance in this competency was very effective, which significantly enhanced safety.

The pilot regularly demonstrated all of the relevant performance indicators in this competency to a very good standard.

The pilot’s performance in this competency was exemplary with an outstanding effect on safety.

The pilot always demonstrated all of the relevant performance indicators in this competency to an exemplary standard.

Notes

— Most: 75 % or greater.

— Relevant performance indicator: a performance indicator/observable behaviour that is expected to be demonstrated during the assessment.

Exercise 1

Recovery from Nose HIGH upsets at various bank angles

(1) Training objectives

The student pilot should:

(i) recognise and confirm the Nose HIGH situation (AOA, attitude, energy, trends);

(ii) announce ‘Nose High’; and

(iii) apply the correct recovery strategy.

(2) Training tasks

The student pilot should:

(i) regain situation awareness;

(ii) recognise and analyse AOA, pitch, bank, energy state and trends;

(iii) note natural and synthetic indications for AOA, attitude, and energy;

(iv) manage human factors, stress response (startle and surprise, counter-intuitive actions);

(v) take manual control;

(vi) identify and apply the Nose HIGH recovery strategy;

(vii) correct any out-of-trim condition;

(viii) manage nose-down movement;

(ix) manage g-load;

(x) use the effects of power to assist nose-down movement;

(xi) use bank to orient the lift vector as necessary;

(xii) stabilise the flight path after recovery using basic pitch/power settings;

(3) Enabling objectives

The student pilot should:

(i) decide if Stall Recovery or Nose HIGH recovery is applicable;

(ii) perform control inputs deliberately;

(iii) use up to full control deflections;

(iv) avoid unnecessary low or high loads;

(v) use secondary flight controls (trim/power) as necessary to support primary flight control inputs (i.e. nose-down movement); (vi) apply control inputs in the correct sequence (see Table 1, Nose-HIGH Recovery Strategy); (vii) apply counter-intuitive actions as necessary:

(A) unloading;

(B) power-reduction in Nose-HIGH attitude (depending on engine mounting); and

(C) using bank to orient the lift vector downwards.

Exercise 2

Recovery from Nose LOW upsets at various bank angles

(1) Training objectives

The student pilot should:

(i) recognise and confirm the situation (AOA, attitude, energy, trends);

(ii) announce ‘Nose LOW’;

(iii) apply the correct recovery strategy.

(2) Training tasks

The student pilot should:

(i) regain situation awareness;

(ii) recognise and analyse AOA, pitch, bank, energy state and trends;

(iii) note natural and synthetic indications for AOA, attitude and energy;

(iv) manage human factors, stress response (startle and surprise, counter-intuitive actions);

(v) take manual control;

(vi) identify and apply the Nose LOW recovery strategy;

(vii) correct out-of-trim condition;

(viii) decide if aircraft is stalled;

(ix) manage g-load;

(x) identify the correct direction to roll;

(xi) roll to wings level to orient the lift vector upwards;

(xii) manage power and drag; and

(xiii) stabilise the flight path after recovery using basic pitch/power settings.

(3) Enabling objectives

The student pilot should:

(i) perform control inputs deliberately;

(ii) use up to full control deflections;

(iii) avoid unnecessary low or high loads;

(iv) apply control inputs in the correct sequence (see Table 2, Nose-LOW Recovery Strategy); and

(v) apply counter-intuitive actions as necessary:

(A) apply Stall Recovery in nose low attitude first if needed;

(B) unloading instead of pulling;

(C) unloading to increase roll rate;

(D) avoid ‘rolling-pull’; and

(E) accept the priority of rolling to wings level first, before reducing power and before pulling.

Exercise 3

Recovery from Spiral Dive

(1) Training objectives

The student pilot should:

(i) recognise the spiral dive as a result of improper nose-up elevator input during a Nose LOW turning situation; and

(i) apply the Nose LOW Recovery Strategy.

(2) Training tasks

The student pilot should:

(i) maintain/regain situation awareness;

(ii) recognise and analyse AOA, pitch, bank, energy state and trends;

(iii) manage human factors, stress response (startle and surprise, counter-intuitive actions);

(iv) take manual control;

(v) identify and apply the Nose LOW recovery strategy; and

(vi) stabilise the flight path after recovery using basic pitch/power settings.

(3) Enabling objectives

The student pilot should:

(i) perform control inputs deliberately and in the correct sequence;

(ii) use up to full control deflections, if required; and

(iii) apply counter-intuitive actions as necessary:

(A) unloading instead of pulling;

(B) unloading to increase roll rate;

(C) avoid ‘rolling-pull’; and

(D) accepting the priority of rolling to wings level first, before reducing power and before pulling.

Exercise 4

Recovery from Stall event

(1) Training objectives

The student pilot should:

(i) recognise and confirm the situation (AOA, attitude, energy, trends);

(ii) announce ‘Stall’;

(iii) apply the Stall Event Recovery Strategy.

(2) Training tasks

The student pilot should:

(i) regain situation awareness;

(ii) recognise and analyse AOA, pitch, bank, energy state and trends;

(iii) note natural and synthetic indications for high AOA/stall;

(iv) manage human factors, stress response (startle and surprise, counter-intuitive actions);

(v) recover from:

(A) approach to stall

(B) full stall, wings level and during turn

(C) slipping stall

(D) skidding stall

(E) accelerated stall

(F) secondary stall

(vi) take manual control;

(vii) identify and apply the Stall Event Recovery Template or the aircraft manufacturer Stall Recovery SOP;

(viii) apply nose-down elevator input to reduce AOA;

(ix) manage trim;

(x) consider power reduction (if engine mounting induces a nose-up effect);

(xi) accept altitude loss;

(xii) identify the correct direction to roll to wings level;

(xiii) manage power and drag;

(xiv) manage g-load and energy to avoid secondary stall; and

(xv) stabilise the flight path after recovery using basic pitch/power settings.

(3) Enabling objectives

The student pilot should:

(i) perform control inputs deliberately;

(ii) use up to full control deflections;

(iii) apply control inputs in the correct sequence (see Table 3, Stall Event Recovery Strategy Template); and

(iv) apply counter-intuitive actions as necessary:

(A) unloading to reduce AOA;

(B) unloading before rolling;

(C) power reduction if necessary;

(D) accepting altitude loss; and

(E) waiting for airspeed increase before loading again.

Exercise 5

Recovery from incipient spin

(1) Training objectives

The pilot should:

(i) recognise and confirm the spin (AOA, yaw, attitude, energy, roll, trends);

(ii) apply the OEM Incipient Spin Recovery procedure.

(2) Training tasks

The pilot should:

(i) be aware of the aircraft response to all possible pitch and roll control inputs and to thrust/power changes during (incipient) spin;

(ii) maintain/regain situation awareness;

(iii) recognise and analyse AOA, attitude, energy, yaw, roll, trends);

(iv) note natural and synthetic indications for high AOA, stall, spin;

(v) manage human factors, stress response (startle and surprise, counter-intuitive actions);

(vi) take manual control;

(vii) identify and apply the OEM Incipient Spin Recovery Procedure;

(viii) manage AOA, g-load and energy to avoid secondary stall; and

(ix) stabilise the flight path after recovery using basic pitch/power settings.

(3) Enabling objectives

The pilot should:

(i) perform control inputs deliberately and in the correct sequence;

(ii) use up to full control deflections as required by the procedure;

(iii) apply counter-intuitive actions as necessary;

(iv) avoid unreflected control inputs; and

(v) allow time for control inputs to show results.

Pilot competencies and behavioural indicators in the context of the Advanced UPRT Course

(1)  Application of procedures

(i)  Follows the recommended Nose HIGH or Nose LOW recovery strategy or the Stall Event Recovery Template / STALL RECOVERY SOP

(ii)  Identifies and follows operating instructions in a timely manner

(iii)  Correctly operates aircraft systems and equipment

(iv)  Applies relevant procedural knowledge

(2)  Communication

(i)  Adheres to callouts

(ii)  Verbalises the essential steps during the recoveries

(3)  Aeroplane flight path management — automation

Disconnects autopilot and autothrust/autothrottle before initiating the recovery (to be simulated if the training aeroplane is not fitted with autothrust/autothrottle)

(4)  Aeroplane flight path management — manual control

(i)  Detects deviations from the desired aircraft trajectory and takes appropriate action

(ii)  Controls the aircraft using appropriate attitude and power settings

(iii)  Contains the aircraft within the defined flight envelope

(5)  Leadership and teamwork

(i)  Understands and agrees with the crew’s roles and objectives

(ii)  Uses initiative and gives directions when required

(iii)  Admits mistakes and takes responsibility

(iv)  Communicates relevant concerns and intentions

(v)  Gives and receives feedback constructively

(vi)  Projects self-control in all situations

(6)  Problem-solving and decision-making

(i)  Seeks accurate and adequate information from appropriate sources

(ii)  Identifies and verifies what and why things have gone wrong

(iii)  Perseveres in working through the event safely

(iv)  Sets priorities appropriately

(7)  Situation awareness and information management

(i)  Identifies and assesses accurately the state of the aircraft and its systems

(ii)  Identifies and assesses accurately the aircraft’s vertical and lateral position, and its anticipated flight path

(iii)  Anticipates accurately what could happen, plans and stays ahead of the situation

(iv)  Recognises and effectively responds to indications of reduced situation awareness.

(8)  Workload management

(i)  Maintains self-control in all situations Manages and recovers from stress response (startle surprise), interruptions, distractions, variations and errors effectively

(ii)  Reviews, monitors and cross-checks actions conscientiously

(iii)  Verifies that tasks are completed to the expected outcome

(iv)  Offers and accepts assistance, delegates when necessary, and asks for help early

(v)  Manages and recovers from interruptions, distractions, variations and failures effectively