The considerations
• Present the relevant environmental and operational variables that have an effect upon
the exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Return to Base (I will/you will)
Again, the instructor should clearly define the expectations on the student for what he/she will do;
depending on how well advanced the student is into the syllabus. This may be an opportunity to
practice something previously learned or requiring remedial training or introduction to something to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the
pre-flight briefing the student cannot recall the practical application delivered in the
long briefing then the instructor must consider re-training the student before proceeding
with the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson/s
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout
• Clock-code
• Situational awareness
• Assess situation and make decisions
• Set priorities and manage tasks
• Maintain effective communications and interpersonal relationships
• Handing over/taking over
• Smooth use of controls, engine handling
• Any airmanship considerations specific to the lesson
• Actions to be taken in the event of any real emergency
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout
• Clock-code
• Situational awareness
• Assess situation and make decisions
• Set priorities and manage tasks
• Maintain effective communications and interpersonal relationships
• Handing over/taking over
• Smooth use of controls, engine handling
• Any airmanship considerations specific to the lesson
• Actions to be taken in the event of any real emergency
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout
• Clock-code
• Situational awareness
• Assess situation and make decisions
• Set priorities and manage tasks
• Maintain effective communications and interpersonal relationships
• Handing over/taking over
• Smooth use of controls, engine handling
• Any airmanship considerations specific to the lesson
• Actions to be taken in the event of any real emergency
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout
• Clock-code
• Situational awareness
• Assess situation and make decisions
• Set priorities and manage tasks
• Maintain effective communications and interpersonal relationships
• Handing over/taking over
• Smooth use of controls, engine handling
• Any airmanship considerations specific to the lesson
• Actions to be taken in the event of any real emergency
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve.
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructor’s opportunity to check the student’s aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the
briefing, i.e. what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.
Objectives
The long briefing is a detailed briefing which provides an essential link between academic principles
and the air exercise. It presents the student with aeronautical theory and the practical application of
the principles. The instructor must ensure that the student achieves the lesson objectives as follows:
• Objectives (Learning Outcomes) may be behavioural objectives (what the student can do
at the completion of the lesson) or knowledge objectives (what the student knows at the
completion of the lesson).
• State clear and specific objectives to ensure that your lesson plan will teach exactly what
you want it to.
• Objectives should not be activities used in the lesson plan but be the learning outcomes
of those activities.
• Objectives should be meaningful, directly measurable so ensure that you will be able to
tell whether these objectives were met or not.
• A good lesson plan will have more than one objective. A long briefing typically has 5-6.
Evidence of achieving these objectives can be obtained by questioning through the delivery of the
long brief and also through asking a selection of questions at the end.
Revision
• Check knowledge/understanding of previous lesson(s)
• Determine from this revision if the student can progress or is re-training required
Definitions
• Include definitions for all new aerodynamic or other terms to be used in the briefing
The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise
The considerations
• Present the relevant environmental and operational variables that have an effect upon the
exercise
Application
• Present the practical application of the aerodynamic and theory given in the briefing, i.e.
what the air exercise will involve
Emergency procedures
• Present the actions to be taken in the event of any real emergency
Assessment
The trainee should conduct a process of questioning to ensure the lesson objectives have been met.
Questions should be asked in a way that confirms the student understands the lesson objectives. The
trainer should reflect back to the developmental involvement of the student during the delivery of the
brief and ensure that any perceived deficiencies are reviewed.
Aim/Application
The aim of the exercise should be simple and relevant to the Day VFR syllabus performance criteria
and standards for the particular flight sequence being introduced. Question the student briefly on the
practical application of the exercise.
• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.
Some schools prefer to discuss this at the end of the brief to ensure that the concepts are most recent
in the students mind.
It is also an opportunity to recall Airmanship issues, in particular threat of weather, turbulence and
visibility. Also give consideration to any relevant NOTAMs.
Aircraft Considerations
This is the instructors opportunity to check the students aircraft preparation including MR,
serviceability, fuel planning, loading and performance.
Administration
This is generally just a quick reference only to any general sign out requirements or introduction of a
new administrative procedure e.g. sign out for life jackets/ELTs etc.
This briefing is a practical briefing on what the student will hear, see and do and detailed reference
to academic principles is unnecessary.
The DDM concept should be clearly reemphasised so the student knows what is expected in the
lesson.
Note: If the long briefing has been properly structured and delivered there should be no need
to introduce new information in the pre-flight briefing. If during the delivery of the pre-
flight briefing the student cannot recall the practical application delivered in the long
briefing then the instructor must consider re-training the student before proceeding with
the flight sequence.
Debrief
The debrief is very important as it ensures that the student is aware of where competency has been
met, improvements can be made or remedial training can be undertaken where required. It is
important that the instructor records the students’ progress during this time and makes the student
aware that a progress report will be available for their self preparation and further development. The
next lesson should be briefly discussed whether remedial or progression and the student should be
given clear direction for preparation of the next lesson.