C61 APPENDIX C to CAAP 5.

14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

11. TAKE – OFF, CIRCUIT AND LANDING – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C62
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAMs

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C63 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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.

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C64
 

12. GO-AROUND – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C65 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

12. GO-AROUND – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C66
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAMs

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C67 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C68
 

13. FLAPLESS LANDINGS – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C69 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

13. FLAPLESS LANDINGS – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C70
 

• 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.

Weather and NOTAM’s

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C71 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C72
 

14. SHORT TAKE-OFF AND LANDING – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C73 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

14. SHORT TAKE-OFF AND LANDING – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C74
 

• 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.

Weather and NOTAMs

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C75 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C76
 

15. CROSSWIND TAKE-OFF AND LANDING- Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C77 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

15. CROSSWIND TAKE-OFF AND LANDING – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C78
 

• 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.

Weather and NOTAMs

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C79 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C80
 

16. STEEP TURNS – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C81 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

16. STEEP TURNS – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C82
 

• 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.

Weather and NOTAMs

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C83 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C84
 

17. STEEP DESCENDING TURNS – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C85 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

17. STEEP DESCENDING TURNS – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C86
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAMs

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C87 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C88
 

18. INSTRUMENT FLIGHT – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C89 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

18. INSTRUMENT FLIGHT – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C90
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAM’s

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C91 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C92
 

19. FORCED LANDINGS – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C93 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

19. FORCED LANDINGS – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C94
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAMs

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C95 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C96
 

20. ENGINE FAILURE AFTER TAKE-OFF – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C97 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

20. ENGINE FAILURE AFTER TAKE-OFF – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C98
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAM’s

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C99 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C100
 

21. PRECAUTIONARY SEARCH AND LANDING – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C101 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

21. Precautionary Search and Landing – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C102
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAMs

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C103 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C104
 

22. Fire Drills – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C105 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

22. Fire Drills – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C106
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAMs

This is a good opportunity to check the student’s knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C107 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C108
 

23. System malfunction – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C109 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

23. System malfunction – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C110
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAMs

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C111 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C112
 

24. Navigation – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson.

Introduction and Motivation

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

Duration and Content

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

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C113 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

24. Navigation – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C114
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAM’s

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C115 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C116
 

25. Night Circuits – Long Briefing

Aim
Provide a brief, meaningful and practical description of the lesson

Introduction and Motivation

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

Duration and Content

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

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

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

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

The Principles
• Present the aerodynamic and other theoretical knowledge required for the student to
understand the practical aspects of the air exercise

Draft only: August 2011

C117 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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

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

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

Human Factors, TEM and Airmanship Considerations

• Recognise and manage threats and manage errors
• Recognise and manage undesired aircraft state
• Fitness for flight
• 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

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.

25. Night Circuits – Pre-flight Briefing

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.

Human Factors, TEM and Airmanship Considerations

Sequence specific airmanship points may be discussed early so they can be recalled and referenced
during the rest of the pre-flight:
• Recognise and manage threats and manage errors;
• Recognise and manage undesired aircraft state;
• Fitness for flight;

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C118
 

• Lookout;
• Clock-code;
• Situational awareness;
• Assess situation and make decisions;
• Set priorities and manage tasks;
• Maintain effective communications and interpersonal relationships;
• Handing over/taking over;
• Smooth use of controls, engine handling;
• Any airmanship considerations specific to the lesson; and
• Actions to be taken in the event of any real emergency.

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

Weather and NOTAM’s

This is a good opportunity to check the students knowledge of ATIS/forecasts, actual observations
and understanding of VMC and overall weather suitability for the exercise.

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

Start up and Taxi

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Departure (I will/you will)

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. Again, threat and error and
emergency procedures should be briefly mentioned.

Air Exercise (I will/you will)

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

Draft only: August 2011

C119 APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane)

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 some thing to
be covered in the next lesson. Again, threat and error and emergency procedures should be briefly
mentioned.

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

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

Draft only: August 2011

APPENDIX C to CAAP 5.14-2(0): Flight Instructor Training (Aeroplane) C120
 

INTENTIONALLY LEFT BLANK

Draft only: August 2011