E F12 AIRBUS PILOT INSTRUCTOR COURSE A320 Issue...

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FLIGHT CREW TRAINING PROGRAM

AIRBUS PILOT INSTRUCTOR COURSE

TABLE OF CONTENTS

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CONTENT_EF12

12.01 - INTRODUCTION 12.02 - FOUNDATION MODULE Refer to chapter 11.02 12.03 - CORE MODULE

Refer to chapter 11.03 12.04 - TYPE SPECIFIC MODULE (TRANSITION) 12.05 - AIRBORNE PHASE

Refer to chapter 11.05

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INTRODUCTION

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01 - GENERAL

The objective of the Airbus Pilot Instructor Course is to train to the level of proficiency necessary for the issue of a TRI (A) rating. The course is designed to give adequate training to the applicant in theoretical knowledge instruction, flight instruction and synthetic flight instruction in order to instruct for Airbus (see JAR-FCL 1.365). The privileges of the holder of a TRI rating are to instruct license holders for the issue of a multi-pilot aero plane type rating, and the instruction required for multi-crew co-operation. The privileges of the holder of a SFI authorization (Synthetic Flight Instructor) are to carry out synthetic flight instruction for type ratings and the instruction required for multi-crew co-operation.

02 - PREREQUISITES

TRI instructor Previously qualified TRI on another type. Type Rating Instructor (TRI) - Multi Pilot Aero planes (MPA) - (JAR-FCL 1.365) Prior to undertaking the APIC type specific module (transition), an a pplicant for the extension of a TRI (MPA) rating to another type 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 15 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 7 sectors may be completed in a flight simulator.

3. Successfully completed approved Core Instructor Competencies (Teaching and Learning) training.

SFI instructor Prior to undertaking the APIC type specific module (transition), an applicant for the extension of a SFI (MPA) authorization to another type shall have: 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 p eriod of 12 m onths at least three route sectors as an observer on the

flight deck of the applicable type (1). 6. Successfully completed approved Core Instructor Competencies (Teaching and Learning)

training. (1) The three route sectors may not be n ecessarily completed before the beginning of the Airbus Pilot Instructor Course and could be done after the full and successful completion of the Airbus Pilot Instructor Course. Ground School Instructor The applicant should perform the Core Course of the Airbus Pilot Instructor Course prior to deliver training, and have completed the relevant System test.

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03 - OBJECTIVES

See EF11 introduction

04 - COURSE DESCRIPTION

Transition Full TRI

Foundation 2 days

Core course 5 days

(optional) Ground

1 day FFS sessions 4 sessions

Airborne FFS FIF + Flight

2 days Transition Restricted TRI

Foundation 2 days

Core course 5 days

(optional) Ground

1 day FFS sessions 4 sessions FFS FIF

1 day

Transition SFI

Foundation 2 days

Core course 5 days

(optional) Ground

1 day FFS sessions 4 sessions

05 - COURSE DOCUMENTATION

Trainees will be provided with the following support material: • Trainee's booklet, including the course syllabus (FCTP) • Instructor media DVD • APIC Trainee DVD • Jeppesen charts (for type specific course, can be provided by customers) • Core course materials will be given during the course • A Laptop

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06 - CRITERIA OF PROFICIENCY

a. FOUNDATION MODULE

At the end of the day 2, a written multiple choice examination will be completed. The minimum level required, to be declared proficient, is never below 80%.

Unsatisfactory examination:

Trainee continues the course until the end of the core module. A new satisfactory foundation module will be required before type specific module.

b. CORE COURSE

Two boxes are used to record the overall trainee's performance using "Trainee's record" file (see next pages). They are quoted "Satisfactory" or "Unsatisfactory".

c. TYPE SPECIFIC COURSE INITIAL

Two boxes are used to record the overall trainee's performance using "Trainee's record" file (see next pages). They are quoted "Satisfactory" or "Unsatisfactory". The last FFS session is a check.

d. AIRBORNE PHASE

Refer to airborne chapter.

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TYPE SPECIFIC MODULE TRANSITION

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01 - GENERAL

OBJECTIVES

See INTRODUCTION The objective of the course is to introduce and practice the training skills appropriate to type transition and check/refresher training.

02 - COURSE PREPARATION

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

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 TRI/SFI’s on another type 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 course syllabus uses selected elements of exercises from a typical 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 documentation (OIS, ...). TRI STUDENTS will be required to prepare lessons plans, adapting the information provided in the course session During the sessions the TRI STUDENT will be required to demonstrate procedures and manoeuvres, to observe the trainee’s performance, to provide analysis/feedback and w rite a clear objective trainee’s report. The TRI TUTOR will provide technique training and feedback for the TRI STUDENT.

D. SUPPORT

TRI STUDENTS will be provided with the following support material:

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

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 item 1,2 and 6 will be provided by the customer Trainees The 2 trainees will be role played by the TRI TUTOR/S. They will be:

Trainee A

Captain (tutor first name) Crusty 55 years old. 15,000 flying hours. 6,000 hours flying a B737 300/400/500 or equivalent

Trainee B

First Officer (tutor first name) Green 23 years old. 600 flying hours mainly single and light twin piston. No airline experience. Completed ELT.

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E.

COURSE TIMETABLE & OVERVIEW

The first day involves facilitated discussions of training techniques in addition to the preparation of briefing material for the first simulator session. The TRI STUDENTS will be expected to prepare a short 20-minute presentation on the following subject

:

A review of one human factors related Airbus fly by wire accident

The next 4 days follow the format of 2 hours of briefing and classroom work for the 2 TRI STUDENTS, 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 TVRI TUTOR decides to terminate that particular item and to move on to the next. On completion of the simulator exercise, TRI student will debrief the trainee, before writing handover notes. The TRI tutor will then debrief the TRI STUDENT. The emphasis throughout will be on quality of instruction, the accuracy of analysis, and the relevance of any remedial action recommended by the TRI student, rather than amount of material covered.

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The list below covers the major items to be covered during each simulator session

FFS 1

Time management, Cockpit preparation, Taxi, Normal take-off (rotation technique), Derate-Climb, Flight Control Law demo including high-speed protection, Managed Non Precision Approach, Landing. Reposition to holding point, X wind Take-off, Windshear recovery, Sidestick logic, take over methods, Autothrust logic, engagement and disengagement conditions, Raw Data ILS approach, Parking and Shutdown checks.

FFS 2

Engine Failure at T/OFF demonstration, 1 Engine Out ILS, Go Around, Max TOW, RTO, Emergency evacuation. TRI STUDENTS to demonstrate engine failure after V1 (simulator handling) whilst giving verbal instruction.

FFS 3

Quick start, reposition FL350, Emergency Descent, HYD G+ Y SYS PRESS LO, Flapless landing. X wind take-off, ELEC EMER CONFIG. Simulator Reset. Spare time for trainees to review items

FFS 4 Final check including engine-out handling.

F. SIMULATOR SEATING

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

Session FFS X IOS IOS supervision PNF PF

1A TRI STUDENT A TUTOR A TRI STUDENT B TUTOR B

1B TRI STUDENT B TUTOR B TRI STUDENT A TUTOR A

The TRI STUDENT conducting the session occupies the IOS. The other TRI STUDENT occupies the PNF seat. Normally each TRI STUDENT will complete 2 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 m inutes for each TRI STUDENT. This will be followed by analysis, assessment and feedback of the trainee’s performance, including recommendations for further training as appropriate.

03 - TYPE SPECIFIC MODULE (TRANSITION) FOOTPRINT

DAY 1 (ground) • Welcome - Administrative 00:45 • Introduction 01:00 • Effective training 00:20 • Accident presentation 01:30 • Abnormal procedures 01:00 • Exercises 01:00 • Briefing guidance 01:00 • Simulator session 01:00

DAY 2 • Briefing 02:00 • FFS 1 session 04:00 • Debriefing 01:00



DAY 5 • Briefing 02:00 • FFS 4 session (check) 04:00 • Debriefing 01:00

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DAY 1 (GROUND)

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

WELCOME – ADMINISTRATIVE (0.45)

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

INTRODUCTION (1.00)

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

(knowledge and experience)

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

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

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

Course Method and the use of role-play

Describe each role and ensure TRI STUDENTS understand

TUTOR PF TUTOR IOS TRI STUDENT TRAINEE

Captain Crusty/First Officer Green Facilitate a brief discussion on the relative challenges that each trainee may present 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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Describe each briefly including usage and resolution of any conflicting information (FCOM is the primary course.

Course Materials

Discuss the published programme and outline expectations. Format and Timings

For the first 3 sessions at least, briefings will be de-briefed prior to the simulator session. There will be a short introduction each day to clarify any outstanding issues.

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

Instructor competence standard

EFFECTIVE TRAINING (0.20)

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

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

ACCIDENT PRESENTATIONS (1.30)

Student Presentations TRI Student A will deliver a 20-minute presentation as follows: A review an human factors related fly-by-wire Airbus accidents. The presentation should not exceed the allotted time and may include any available tools. e.g:

- White Board - Flip Chart

Information is available from a variety of sources, including : http://aviation-safety.netPresentation 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.

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ABNORMAL PROCEDURES (1.00)

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.

BRIEFING GUIDANCE (1:00)

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

• Key points • Use of available tools • White Board • Cockpit mock up • Laptop presentations (not for this course)

- Setting the Scene

• Managing Body Language • Tone • Sitting or standing • Use of language • English as a second or third language - challenges • Speak slowly • Check understanding • Reinforce key points • Timekeeping

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General points to consider

- Arrive on time - Prepare room if necessary - First contact with trainees. Allow 5 min to get to know each other. - Questions from previous sessions or more general if 1st session - Introduce session as per FCTP - Explain objectives - Explain DATA - Compute performance where necessary - Review the exercises sequentially - Emphasise the key points for each exercise - Finish the briefing about 10 min prior start of session - On the whiteboard:

• Draw pictures, diagrams rather than text • Use appropriate colours; avoid writing sentences in red

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

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. 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

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Remind them that the simulator is the most powerful tool available to the instructor, and if used incorrectly has the ability to demoralise and destroy the trainee. Many trainees are apprehensive of simulators, due to past experiences, and the TRI STUDENTS must do ev erything possible to utilise the device in a positive manner so as to encourage and develop trainee skills. Explain the value of simulator session guides - but point out that they must learn the fundamentals of simulator operation first. Ensure they know that a safety briefing is mandatory before entering in a simulator for the first time. Ensure they know how to perform the setup, reposition, and flight plan copy.

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FFS 1

LFZZ 33010KT CAVOK 20/10 Q1010

WEATHER

INIT PAGE FLT NBR

(Airline ID) 341 FROM TO ALTN LFZZ LFZZ LFLL CO RTE ALTN / CO RTE AIBAIB1 AIBLYS CRZ FL CRZ TEMP FL 070 0 °C CI TROPO 30 36090 TRIP WIND TRIP DIST - 15 kt 92 Nm

ZFW

INIT NEXT PAGE

54 t 119 000 lbs ZFWCG 32.7 %

FOB 11 t 24 200 lbs GW 65 t

143 200 lbs

RWY COND DRY AIR COND ON ANTI ICE OFF

NOTES SID : MOU 1N

Time

EVENTS

AP

FD

ATH

R

TRK

-FPA

TRI STUDENT A INIT GATE 1 - PRELIMINARY COCKPIT

PREPARATION

2 - ENGINE START / AFTER START

3 - TAXI 0:50 4 - TAKEOFF V V

5 - SID V V V 6 - FLIGHT CONTROL LAW

DEMO V

7 - HIGH SPEED PROTECTION DEMO

V

8 - DES - STAR V V V 9 - MANAGED NON PRECISION

APPROACH V V V V

1:50 10 - LANDING TRI STUDENT B

2:10 INIT HOLDING POINT 11 - CROSSWIND TAKEOFF V V 12 - WINDSHEAR RECOVERY V V 13 - SIDE STICK LOGIC DEMO V V 14 - AUTOTHRUST LOGIC DEMO V V V 15 - RAW DATA ILS APPROACH V V

3:00 16 - CROSSWIND LANDING V 17 - AFTER LANDING / CHECKS 18 - TAXI-IN 19 - PARKING AND SHUTDOWN

CHECKS

Briefing Topics

Flight control law and high speed protection

TRI STUDENT A

Sidestick logic and Raw data ILS approach TRI STUDENT B

CFM PERF PAGE

LFZZ 33R V1 138 TOGA

VR 138 48 FLEX

V2 141

FLAPS 1+F

IAE PERF PAGE


VR 138 49 FLEX

V2 139

FLAPS 1+F

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

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FFS 1 SESSION PREPARATION 01 - SESSION OBJECTIVE

• Proficient use of SOP’s task sharing throughout a normal flight sequence. • Demonstration of Flight Control Laws including high speed protections • Managed Non Precision Approach.

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 • Flight Control Laws • Sidestick logic • Auto Thrust logic • Raw Data ILS approach • Managed Non Precision Approach

B. NEW EXERCISES / REFERENCES

EXERCISES FCOM QRH

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

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

• LANDING PRO-NOR-SOP-22 PRO-SUP-27

NP

• TAKEOFF AND LANDING WITH CROSSWIND

PRO-NOR-SOP-12 PRO-NOR-SOP-22

PRO-SUP-27

• NORMAL PROCEDURES PRO-NOR-XX NP

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

NP

• AUTO THRUST LOGIC DSC-22_30

C. SUPPORT

• FCOM / QRH - FCTM.

03 - SESSION PROFICIENCY CRITERIA

• Knowledge of SOP’s. • Ability to handle the aircraft in Normal Law. • Ability to fly managed Non Precision Approach - stabilised followed by a landing or GA.

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FFS 1 SESSION GUIDE

1 First flight of the day. 6 Study of normal law. 9 VOR DME approach. 11 Insert 20 kts cross wind. 14 Autothrust.

Disconnect / reengagement FMA - ECAM. Demonstrate that thrust is available beyond CLB detent.

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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 on 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. 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

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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.

DEMONSTRATION OF NORMAL LAW

Before starting the demonstration ask the trainee to turn the FD's off and select the FPV with the FCU altitude set to maximum to avoid nuisance warnings. Roll Fly turns with 33º bank. Release the side stick once the roll rate is achieved. Fly 45º bank and maintain the altitude. Release the side stick to demonstrate roll back to 33º Try 67º and point out the G load indication on the SD. Mention the increased thrust. High Speed Select IAS above VMO to show the high speed limit at VMO. Disconnect the A/THR and increase the thrust level to CLB. As the speed increases past VMO the aircraft pitches up, ask the trainee to select full nose down, there should be small increase in speed, on release of the side stick the aircraft will pitch up. Pitch Apply thrust to stop the speed drop and show the pitch attitude upper limit. The IAS will decrease rapidly so as soon as they see the limit at 30ºNU - push forward on the side stick to show the 15ºND limit. Select idle thrust and level off. Low Speed Note, when a 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 a prot. Continue the decel to a max, observe the gentle descent with idle thrust to maintain a target between a prot and a 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 a floor engages ask the trainee to apply full back stick as for a GPWS recovery.

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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 (if used) so you can see the white board and student. Try to make a not e of any interesting aspects of behaviour or body language. At this stage play close attention to style and delivery as well as technical content. The briefing may overrun the planned time of 30 m inutes. Allow a small overrun for this session but emphasis to the TRI STUDENTS the need for good time management. The students will almost certainly be nervous. Technical knowledge in this area should be good, but the TRI STUDENTS will need to think carefully about the mechanics of demonstrating FBW protections. They have guidance in the session preparation notes. If things don’t work perfectly in the simulator, allow them some time to think around the problem before intervening. This is an important session for the students to learn the importance of matching their words to simulator 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.

DEBRIEF AND PREPARATION The TRI STUDENTS will deliver a s hort debrief after the session. Ensure that they identify the key learning points and test learning and summarise the session. The TRI TUTOR will then debrief the TRI STUDENTS. Offer advice and encouragement and k eep criticism to a minimum. Try to use open questions to enable self-learning. Remember that the workload for the TRI STUDENTS is now extremely high and they will be feeling considerable pressure. The TRI STUDENTS must begin work on their briefing for the conduct of FFS 2. This session deals with FBW protections and crosswind take-off/landing. An experienced Airbus FBW pilot should feel comfortable with these subjects. FFS 2 consists of Engine Failure procedures, Non Precision Approaches, simple ECAM procedures. The TRI STUDENTS should be told to assemble their own session to cover the syllabus of instrument approaches and simple failures, and to consolidate previous lessons. They should have identified the trainee’s weaknesses and will wish to correct them. In Trainee role-play, one character is an ex-turboprop Captain, reluctant to accept FBW and the Airbus philosophy. The other character is a new inexperienced co-pilot. Both make typical errors. Swap trainees after FFS 2, this will ensure that the TRI STUDENTS can experience both characters and seats.

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FFS 2

LFZZ 33010KT 8000 OVC010 20/10 Q1010

WEATHER

INIT PAGE FLT NBR


ZFW

INIT NEXT PAGE

54 t 119 000 lbs ZFWCG 32.7 %

FOB 11 t 24 200 lbs GW 65 t

143 200 lbs

RWY COND DRY AIR COND ON ANTI ICE OFF

NOTES SID : MOU 1N

Time

EVENTS

AP

FD

ATH

R

TRK

-FPA

TRI STUDENT B INIT HOLDING POINT 1 - COCKPIT SETUP FOR

TAKEOFF BY TRI STUDENT

2 - TAKE OFF 3 - ENGINE OUT

FAMILIARIZATION

INIT TAKEOFF 4 - ENGINE FAILURE AT

TAKEOFF V V

5 - RADAR VECTORS V V V 6 - ENGINE OUT ILS V V

1:10 7 - GO AROUND V V V 8 - RADAR VECTORS V V V 9 - LOCALIZER NON PRECISION

APPROACH V V V V

1:40 10 - ENGINE OUT LANDING V V TRI STUDENT A

2:00 INIT HOLDING POINT 11 - ENGINE FAILURE AT

TAKEOFF V V V

12 - RADAR VECTORS V V V 13 - ENGINE OUT ILS V V

3:10 14 - GO AROUND V V V 15 - RADAR VECTORS V V V 16 - APP PREPARATION 17 - SELECTED - NON

PRECISION APPROACH V V V V

3:40 18 - ENGINE OUT LANDING V V INIT TAKEOFF 19 - RTO

3:55 20 - EMERGENCY EVACUATION

Briefing Topics

Engine failure after V1 TRI STUDENT B

Go Around one engine out

Engine out ILS TRI STUDENT A

Emergency Evacuation

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V2 141

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IAE PERF PAGE


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V2 139

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• Practice engine out operations • Practice good communication and workload management.


A.

REVIEW

• EFTO profile • Engine out ILS • Engine out Go around • Engine out Landing • Emergency Evacuation.

B.

NEW EXERCISES / REFERENCES

EXERCISES FCOM QRH

• EFTO PRO-ABN-10 PRO-ABN-70

ABN

• ENGINE OUT ILS PRO-NOR-SOP-18 PRO-NOR-SRP-1 FMS-70

NP

• ENGINE OUT GO AROUND PRO-ABN-10 PRO-ABN-70

NP

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

• EMERGENCY EVACUATION PRO-ABN-90 C2

• REJECTED TAKEOFF PRO-ABN-10

C.

SUPPORT

• FCOM / QRH - FCTM. 03 - SESSION PROFICIENCY CRITERIA

• Ability to operate the aircraft with one engine operative • Ability to communicate and manage the workload.

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FFS 2 SESSION GUIDE 3 Freeze POS and ALT at 500 ft after take off.

SRS commands satisfied, wings level, side stick released, feet off rudder pedals. Select F/CTL page. Select IDLE thrust on one engine. Adjust pitch attitude to that required by SRS (the current speed or V2, whichever is greater up to V2 + 15 kt). Hands off: observe response of FBW system. Stabilized bank angle 7~9°, spoilers and ailerons deployed, rudder pedals feedback, flying the pitch as adjusted before. Sideslip index is blue now and displays the BETA TARGET. Fly the aircraft. Use continuous rudder input to center the BETA TARGET. Trim out the foot load and observe the flight controls status on F/CTL page. Repeat up to proficiency.

4,11 Set CAVOK.

Insert engine failure at V1, damage, until trainee proficiency. If not, TRI STUDENT Demo. Return to OVC 1000 after demo

19 Insert engine fire at V1 - 20 kt unextinguishable.

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NON-PRECISION APPROACHES Common Errors:

- Raw data information not monitored closely throughout approach. - Confusion between managed and selected approaches - NAV accuracy not confirmed or checked. - TO waypoint validity not checked on ND. - Navigation aids not manually tuned and course not inserted. - Confusion over use of FD’s and appropriate modes. - VAPP not stabilized at FAF. - Incomplete or rushed briefing. - TRACK / FPA selected late. - Aircraft descent preparation late. - Go around altitude set incorrectly. - Going below MDA during a Missed Approach.

A MAP shift error can be inserted in the simulator to emphasize the importance of the accuracy check. Deselect GPS via the MCDU prior to inserting the shift.

ENGINE FAILURE OR FIRE AFTER V1

Do not hesitate to freeze the simulator / ENGINE-OUT GO AROUND if an uns afe situation develops during training. Do not hesitate to stop exercise and perform a demo if necessary. Common Errors:

- Over rotation on take off leading to speed below V2. - FMA changes not announced. - ß Target not fully centred. - Not trimming the rudder. - ECAM non-reversible actions carried out without proper crew confirmation. - Missed Approach procedure or ATC instructions not accurately followed. - Poor maintenance and monitoring of required track. - Lack of task sharing discipline during manual flight (FCU actions). - Not rotating to correct pitch attitude on go-around. - Not aware of MSA.

REJECTED TAKE-OFF

Common Errors: - Disarming of auto brake due to instinctive manual braking. - ATC and / or Cabin crew not informed. - Reversers remain engaged after aircraft stop. - Omitting to set parking brake on. - Inability to use mechanical seat controls once the aircraft no longer has a source of AC power.

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FFS 2 TUTOR NOTES

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. During the briefing the tutor shall provide the TRI student with the CRM standard form, and advise them to use it as required during the debriefing. The idea is to follow up on the CRM assessment initiation during the core course and to ensure continuity in the practice. 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 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. The TRI tutor should role play an obvious communication or workload management problem during the engine out ILS manually flown. Possible errors:

- Resistance to technology and use of TRK/FPA - Refusal to use TRK/FPA flying all approaches in HDG/VS - Late configuration, high on the profile, chasing from above - Not selecting or monitoring raw data - Poor visual transition at MDA, FD 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 debrief, and the way they handle the trainee. Don’t forget the emphasis on t raining to proficiency; encourage the TRI STUDENTS to give praise as well as criticism and to end the debrief on a positive note. Make sure they also debrief on the CRM issues, using the appropriate CRM standard forms. FFS 3 is the first major failure handling exercise, with Emergency Descents and Dual Hydraulic failures plus slat/flap malfunctions and E MER ELEC CONFIG. TRI STUDENTS should be l eft 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. 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.

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FFS 3

LFZZ 29010KT 5000 RA OVC006 08/06 Q1003

WEATHER

INIT PAGE FLT NBR


ZFW

INIT NEXT PAGE

54 t 119 000 lbs ZFWCG 32.7 %

FOB 11 t 24 200 lbs GW 65 t

143 000 lbs

RWY COND WET AIR COND ON ANTI ICE ON

NOTES SID : MOU 1N

Time

EVENTS

AP

FD

ATH

R

TRK

-FPA

TRI STUDENT A INIT HOLDING POINT 1 - COCKPIT SETUP FOR

TAKEOFF BY TRI STUDENT

2 - QUICK START 0:20 3 - ENGINE FAILURE AT TAKE

OFF V V V

4 - RELIGHT V V V 5 - REPOSITION FL 350 6 - EMERGENCY DESCENT V V V 7 - HYD G+Y SYS LO PR V V

1:30 8 - NO FLAPS LANDING V V 9 - REVIEW TEST ITEMS V V TRI STUDENT B

2:00 INIT TAKE OFF 10 - CROSSWIND TAKE OFF V V 11 - ELEC EMER CONFIG V 12 - ILS APPROACH V

2:50 13 - LANDING 14 - REVIEW TEST ITEMS

Briefing Topics

Emergency descent, HYD G+Y LO PR TRI STUDENT A

Crosswind Take Off, ELEC EMER CONFIG TRI STUDENT B

CFM PERF PAGE


VR 131 44 FLEX

V2 135

FLAPS 3

IAE PERF PAGE


VR 136 43 FLEX

V2 140

FLAPS 3

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

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V1 TOGA

VR FLEX

V2

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• Practice Emergency Descent • Practice Hydraulic G + Y SYS LO PR • Practice ELEC EMER CONFIG • Use of QRH Summaries • Practice decision making process


A. REVIEW

• X - Wind Take off • Engine Relight

B. NEW EXERCISES / REFERENCES

EXERCISES FCOM QRH

• EMERGENCY DESCENT PRO-ABN-80 ABN

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

• NO FLAPS LANDING PRO-ABN-27 ABN

• ELEC EMER CONFIG PRO-ABN-24 ABN

• USE OF SUMMARIES PRO-ABN-01

• CROSSWING TAKEOFF PRO-NOR-SOP-12

• CROSSWING LANDING PRO-NOR-SOP-12

C. SUPPORT

• FCOM, QRH, FCTM, Flt Ops Briefing Notes/Landing techniques. Laptop. 03 - SESSION PROFICIENCY CRITERIA

• Ability to perform an Emergency descent. • Ability to operate the aircraft in emergency situation. • Ability to apply the required decision process

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FFS 3 SESSION GUIDE 6 At FL 350 insert structure damage.

At FL 100 or MSA, end of exercise. Ensure trainees reset the headset microphone. Restore all systems.

7 Dry RWY conditions

Insert G RSVR LO LVL. When reaching status page, insert Y RSVR LO LVL.

11 In downwind, insert AC BUS 1+2 Fault. 13 Wind 290/10. Dry RWY conditions

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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. - Green overflow arrow ignored.

• EMERGENCY DESCENT - Oxygen Mask not fitted prior to descent. - Rushed procedure. - Communication not established. - Wrong FCU selections. - FMA not checked. - Speed brake not extended. - Autopilot / Autothrust disengaged. - Descent below MSA. - Max / Appropriate speed not achieved. - Oxygen mask selectors left at 100 %. - ATC not advised.

• HYDRAULIC G + Y SYS LO PR - Failure to FLY, NAVIGATE & COMMUNICATE (in that order). - Incorrect use of summary. - Incorrect LDG CONF / APPR SPD / LDG DIST corrections. - Incorrect Vapp inserted in MCDU Perf.

• ELEC EMER CONFIG - Failure to FLY, NAVIGATE & COMMUNICATE (in that order). - Incorrect use of summary. - Incorrect LDG CONF / APPR SPD / LDG DIST corrections. - Incorrect Vapp inserted in MCDU Perf.

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FFS 3 TUTOR NOTES GENERAL

FFS 3 gives the TRI STUDENTS the opportunity to conduct some more complex exercises that they may not have recent experienced (unlike the normal recurrent training exercises). In order to successfully brief, conduct, and debrief the Double Hydraulic Failure and Emergency Electrical Configuration the prospective TRI’s will have had to performed significant “self-study” and briefing preparation. During the briefing the tutor shall provide the TRI student with the CRM standard form, and advise them to use it as required during the debriefing. The briefings should be concise and assume that the trainees have prepared for the session with self-study. The TRI’s should be encouraged to question the trainees to ascertain their technical knowledge. The simulation should be conducted in a realistic Line Orientated Simulation (LOS), however it may be appropriate to freeze the simulator during the exercise to enable the trainees to observe the effects of the failure and it’s associated procedure. Sufficient time should be left at the end of the details to review the requirements of the TRI test (FFS 4). Prior to releasing the candidate the test the Tutor should be confident that they have reached the required standard to pass. Otherwise additional training may be requested.

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. The TRI tutor shall role play on decision making regarding the approach choice following the dual HYD failure taking into account the landing distance, the weather and the ILS availability.

DEBRIEF AND PREPARATION

Make sure they also debrief on the CRM issues, using the appropriate CRM standard forms. The TRI examiner should now alocate the TRI candidates their groups exercises for FFS 4 assessment.

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FFS 4

WEATHER

FLIGHT DATA FLT NBR

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

ZFW

FUEL & LOAD

t lbs ZFWCG %

FOB t lbs GW t

lbs

FPLN : Refer CO ROUTE

NOTES

Time

EVENTS

AP

FD

ATH

R

TRK

-FP

A

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

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

V2

FLAPS

PERF PAGE

V1 TOGA

VR FLEX

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FFS 4 SESSION PREPARATION

01 - SESSION OBJECTIVE

• ……………………………………………………………………………..

• ……………………………………………………………………………..

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

A.

REVIEW

• NIL.

B.

NEW EXERCISES

• ……………………………………………………………………………..

• ……………………………………………………………………………..

C.

SUPPORT / REFERENCES

• FCOM /QRH • FCTM.

03 - SESSION PROFICIENCY CRITERIA

• ……………………………………………………………………………..

• ……………………………………………………………………………..

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FFS 4 - TEST SESSION

TEST ITEMS: Sequence is to be defined by TRI STUDENT

SCENARIO 1

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

SCENARIO 2

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

SCENARIO 3

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

SCENARIO 4

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

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TRI FINAL TEST / TRI SIMULATOR TEST

• H = Start time of simulator session

• A four hours session is planned for two TRI STUDENTS

• As a general rule:

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

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

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SIMULATOR SEATING

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

TEST

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

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

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

CONTENT OF THE TEST

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

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

seat and teaching from the instructor station.

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

• Assessment and filling of a gradesheet.

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

the course or to recommend additional training.

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

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

minima and GA

TRI STUDENTS TEST PREPARATION:

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

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

proficiency criteria

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

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

STANDARD TRI SUPERVISOR BRIEFING: • Invite questions. • State the purpose of the test. • State that the whole exercise will be de-briefed by the TRI SUPERVISOR. • Define the schedule of events. • Efficient time management in both briefing and conduct of the session (max session time 1.30). • State that the TRI STUDENT should treat the trainee appropriately, and not as a Course Tutor. • State that the TRI STUDENT must demonstrate from a pilot's seat. • State that the TRI STUDENT is to continue with training to proficiency or until there is no more benefit

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

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POST TEST ACTIONS:

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

PASS:

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

issuing authority.

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

FAIL:

• Complete the grade sheet and inform trainees office accordingly.

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

beyond the Core and Type Specific courses.

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