ORA.ATO.210 Personnel requirements

Regulation (EU) No 1178/2011

(a) Head of training (HT). Except in the case of ATOs providing flight test training, the nominated HT shall have extensive experience in training as an instructor for professional pilot licences and associated ratings or certificates.

(b) Chief flight instructor (CFI). The ATO providing flight instruction shall nominate a CFI who shall be responsible for the supervision of flight and flight simulation training instructors and for the standardisation of all flight instruction and flight simulation instruction. The CFI shall hold the highest professional pilot licence and associated ratings related to the flight training courses conducted and hold an instructor certificate with the privilege to instruct for at least one of the training courses provided.

(c) Chief theoretical knowledge instructor (CTKI). The ATO providing theoretical knowledge instruction shall nominate a CTKI who shall be responsible for the supervision of all theoretical knowledge instructors and for the standardisation of all theoretical knowledge instruction. The CTKI shall have extensive experience as a theoretical knowledge instructor in the areas relevant for the training provided by the ATO.

GENERAL

(a) The management structure should ensure supervision of all grades of personnel by persons having the experience and qualities necessary to ensure the maintenance of high standards. Details of the management structure, indicating individual responsibilities, should be included in the ATOs operations manual.

(b) The ATO should demonstrate to the competent authority that an adequate number of qualified, competent staff is employed.

(c) In the case of an ATO offering integrated courses, the head of training (HT), the chief flying instructor (CFI) and the chief theoretical-knowledge instructor (CTKI) should be employed full-time or part-time, depending upon the scope of training offered.

(d) In the case of an ATO offering only one of the following:

(1) modular courses,

(2) type rating courses, and

(3) theoretical knowledge instruction,

the positions of HT, CFI and CTKI may be combined and filled by one or two persons with extensive experience in the training conducted by the training organisation, full-time or part-time, depending upon the scope of training offered.

(e) In the case of an ATO that provides flight training only, no CTKI function is required in the ATO. In the case of an ATO that provides theoretical-knowledge instruction only, no CFI function is required in the ATO.

(f) The ratio of all students to all flight instructors, excluding the HT, should not exceed 6:1.

(g) Classes in ground subjects that require maximal supervision or intensive practical work should not include more than 28 students.

THEORETICAL KNOWLEDGE INSTRUCTORS

(h) The theoretical knowledge instruction for type or class ratings should be conducted by instructors holding the appropriate type or class rating, or having appropriate experience in aviation and knowledge of the aircraft concerned.

(i) For this purpose, a flight engineer, a maintenance engineer or a flight operations officer should be considered as having appropriate experience in aviation and knowledge of the aircraft concerned.

QUALIFICATION OF HEAD OF TRAINING AND CHIEF FLIGHT INSTRUCTOR

(a) Head of training (HT)

The nominated HT should hold or have held in the 3 years prior to first appointment as HT, a professional pilot licence and associated ratings or certificates issued in accordance with Part-FCL, related to the flight training courses provided.

(b) Chief flight instructor (CFI)

(1) The CFI may delegate standardisation and supervision to the flight instructors. In all cases it is the CFI who is ultimately responsible for ensuring quality and standards.

(2) The CFI should, except in the case of ATOs providing flight test training, have completed 1 000 hours of flight time as pilot-in-command (PIC).

At least 500 of those hours should be on flying instructional duties related to the flying courses provided, of which 200 hours may be instrument ground time.

ORA.ATO.225 Training programme

Regulation (EU) No 1178/2011

(a) The training programme shall include a breakdown of flight and theoretical knowledge instruction, presented in a week-by-week or phase layout, a list of standard exercises and a syllabus summary.

(b) The content and sequence of the training programme shall be specified in the training manual.

ORA.ATO.230 Training manual and operations manual

Regulation (EU) No 290/2012

(a) The training manual shall state the standards, objectives and training goals for each phase of training that the students are required to comply with and shall address the following subjects:

             training plan,

             briefing and air exercises,

             flight training in an FSTD, if applicable,

             theoretical knowledge instruction.

(b) The operations manual shall provide relevant information to particular groups of personnel, as flight instructors, flight simulation training instructors, theoretical knowledge instructors, operations and maintenance personnel, and shall include general, technical, route and staff training information.

TRAINING MANUAL

Training manuals for use at an ATO to conduct integrated or modular flight training courses should include the following:

(a) The training plan:

(1) The aim of the course (ATP, CPL/IR, CPL, etc. as applicable)

A statement of what the student is expected to do as a result of the training, the level of performance, and the training constraints to be observed.

(2) Pre-entry requirements

(i) Minimum age, educational requirements (including language), medical requirements;

(ii) Any individual Member State requirements.

(3) Credits for previous experience

To be obtained from the competent authority before training begins.

(4) Training syllabi

As applicable, the flying syllabus (single-engine or multiengine, as applicable), the flight simulation training syllabus and the theoretical knowledge training syllabus.

(5) The time scale and scale, in weeks, for each syllabus

Arrangements of the course and the integration of syllabi time.

(6) Training programme

(i) The general arrangements of daily and weekly programmes for flying, theoretical knowledge training and training in FSTDs, if applicable;

(ii) Bad weather constraints;

(iii) Programme constraints in terms of maximum student training times, (flying, theoretical knowledge, on FSTDs), for example per day, week or month;

(iv) Restrictions in respect of duty periods for students;

(v) Duration of dual and solo flights at various stages;

(vi) Maximum flying hours in any day or night;

(vii) Maximum number of training flights in any day or night;

(viii) Minimum rest period between duty periods.

(7) Training records

(i) Rules for security of records and documents;

(ii) Attendance records;

(iii) The form of training records to be kept;

(iv) Persons responsible for checking records and students’ log books;

(v) The nature and frequency of record checks;

(vi) Standardisation of entries in training records; (vii) Rules concerning log book entries.

(8) Safety training

(i) Individual responsibilities;

(ii) Essential exercises;

(iii) Emergency drills (frequency);

(iv) Dual checks (frequency at various stages);

(v) Requirement before first solo day, night or navigation etc. if applicable.

(9) Assessments, tests and examinations

(i) Flying: 

 (A)  progress checks;

 (B)  skill tests.

(ii) Theoretical knowledge:

 (A)  progress tests;

 (B)  theoretical knowledge examinations.

 (C)  Area 100 KSA assessments.

(iii) Authorisation for test;

(iv) Rules concerning refresher training before retest;

(v) Test and assessment reports and records;

(vi) Procedures for examination paper preparation, type of question and assessment, standard required for ‘pass’;

(vii) Procedure for question analysis and review and for raising replacement papers;

(viii) Examination resit procedures.

(10) Training effectiveness

(i) Individual responsibilities;

(ii) General assessment;

(iii) Liaison between departments;

(iv) Identification of unsatisfactory progress (individual students);

(v) Actions to correct unsatisfactory progress;

(vi) Procedure for changing instructors;

(vii) Maximum number of instructor changes per student;

(viii) Internal feedback system for detecting training deficiencies;

(ix) Procedure for suspending a student from training;

(x) Discipline;

(xi) Reporting and documentation.

(11) Standards and level of performance at various stages

(i) Individual responsibilities;

(ii) Standardisation;

(iii) Standardisation requirements and procedures;

(iv) Application of test criteria.

(b) Briefing and air exercises:

(1) Air exercise

A detailed statement of the content specification of all the air exercises to be taught, arranged in the sequence to be flown with main and subtitles. 

(2) Air exercise reference list

An abbreviated list of the above exercises giving only main and subtitles for quick reference, and preferably in flip-card form to facilitate daily use by instructors.

(3) Course structure:

 phase of training

A statement of how the course will be divided into phases, indication of how the above air exercises will be divided between the phases and how they will be arranged to ensure that they are completed in the most suitable learning sequence and that essential (emergency) exercises are repeated at the correct frequency. Also, the syllabus hours for each phase and for groups of exercises within each phase should be stated and when progress tests are to be conducted, etc.

(4) Course structure:

 integration of syllabi

The manner in which theoretical knowledge and flight training in an aircraft or an FSTD will be integrated so that as the flying training exercises are carried out students will be able to apply the knowledge gained from the associated theoretical knowledge instruction and flight training.

(5) Student progress

The requirement for student progress and include a brief but specific statement of what a student is expected to be able to do and the standard of proficiency he/she must achieve before progressing from one phase of air exercise training to the next. Include minimum experience requirements in terms of hours, satisfactory exercise completion, etc. as necessary before significant exercises, for example night flying.

(6) Instructional methods

The ATO requirements, particularly in respect of pre- and postflying briefing, adherence to syllabi and training specifications, authorisation of solo flights, etc.

(7) Progress tests

The instructions given to examining staff in respect of the conduct and documentation of all progress tests.

(8) Glossary of terms

Definition of significant terms as necessary.

(9) Appendices

(i) Progress test report forms;

(ii) Skill test report forms;

(iii) ATO certificates of experience, competence, etc. as required.

(c) Flight training in an FSTD, if applicable: Structure generally as for (b)

(d) Theoretical knowledge instruction:

(1) Structure of the theoretical knowledge course

A statement of the structure of the course, including the general sequence of the topics to be taught in each subject, the time allocated to each topic, the breakdown per subject and an example of a course schedule. Distance learning courses should include instructions of the material to be studied for individual elements of the course.

(2) Lesson plans

A description of each lesson or group of lessons including teaching materials, training aids, progress test organisation and inter-connection of topics with other subjects.

(3) Teaching materials

Specification of the training aids to be used (for example study materials, course manual references, exercises, self-study materials, demonstration equipment).

(4) Student progress

The requirement for student progress, including a brief but specific statement of the standard that must be achieved and the mechanism for achieving this, before application for theoretical knowledge examinations.

(5) Progress testing

The organisation of progress testing in each subject, including topics covered, evaluation methods and documentation.

(6) Review procedure

The procedure to be followed if the standard required at any stage of the course is not achieved, including an agreed action plan with remedial training if required.

(7) Appendices

(i) Examples of Area 100 KSA summative assessments;

(ii) Area 100 KSA mental maths test example.

THEORETICAL KNOWLEDGE COURSE DESIGN REQUIREMENTS

An ATO that delivers theoretical knowledge instruction for professional pilot licences should ensure that:

(a)  the courses are designed and developed using the instructional systems design (ISD) methodology, which is supported by a robust and effective management system;

(b)  the courses include a standardised and dynamic assessment and testing system;

(c)  instructors that deliver KSA instruction have received appropriate training covering at least learning styles, teaching methods, facilitation techniques, threat and error management (TEM), the applicable competencies, and the content of the subject(s) and exercises that they are to deliver;

(d)  the recurrent training of instructors is conducted at least annually;

(e)  the instructors that are responsible for assessing Area 100 KSA have received appropriate training regarding the assessment(s) that they are to conduct, and are to be standardised to ensure that the assessment grades awarded are consistent across the ATO; this standardisation should include at least familiarisation with the performance indicators, the ATO’s word pictures for grading, and the ATO’s debriefing system; and

(f)  recurrent standardisation training is conducted at least annually to ensure continued inter-rater reliability.

AREA KSA 100 02 AND 100 03 LEARNING OBJECTIVES, ASSESSMENTS AND RECORDS

(a)  An ATO that delivers theoretical knowledge instruction for professional pilot licences should ensure that for the learning objectives (LOs) in topics 100 02 and 100 03 of Area 100 KSA there are at least two summative assessments and at least one formative assessment. The summative assessments are to be documented in the student’s training records. Both the summative assessments and the formative assessment(s) should be debriefed.

(b)  The formative assessment(s) should:

(1)  be designed such that the student has the opportunity to ask questions and develop competencies in most of the LOs in 100 02 and 100 03 of Area 100 KSA;

(2)  be conducted during the training; the ATO may in addition conduct a formative evaluation (continuous assessment) over a specified phase of the course; and

(3) be conducted by an instructor that is trained to deliver the formative assessment.

(c)  The summative assessments should:

(1)  be designed so that they collectively give the student the opportunity to demonstrate competency in all LOs in 100 02 and 100 03 of Area 100 KSA; each individual summative assessment may address some of the LOs in 100 02 and 100 03 of Area 100 KSA;

(2)  be satisfactorily completed before the student is recommended by the ATO for their first attempt to take the final theoretical knowledge examination paper, and the outcome of the assessments should be included in the student’s training record;

(3)  require that for a student to be considered that they have achieved a ‘Satisfactory’ standard, they:

(i)  meet at least 35 % (which defines the term ‘some’ used in the word pictures) of the indicators relevant to the assessment exercise, in each competency;

(ii)  have an overall positive effect on the outcome or completion of the exercise without any external input from the instructor, or where the assessment requires the instructor to facilitate the exercise, without the instructor providing any knowledge or corrective input to assist in the completion of the exercise; and

(4)  be conducted by an instructor that is trained to deliver the summative assessments.

(d)  The training manual should include the following elements regarding the theoretical knowledge training and assessment of the LOs in topics 100 02 and 100 03 of Area 100 KSA:

(1)  the positions, or range of positions, of the formative assessment exercise(s) and summative assessment exercises in the training programme;

(2)  a description of the summative assessments, including a matrix that shows which Area 100 KSA LOs are covered in each exercise;

(3) the grading system of the Area 100 KSA summative assessment and a description of the ATO’s minimum required standard;

(4)  the template for the information about Area 100 KSA to be included in the student’s training record, which should include at least the dates and result (‘Pass’ or ‘Fail’) of the summative assessments and the date and score of the mental maths test;

(5) the method of assessment debrief for each summative and formative assessment;

(6)  for a student who performs below the satisfactory standard in a summative assessment(s), the method to further develop the student’s competencies and how to conduct the reassessment.

(e)  Access to the information on Area 100 KSA kept in the student’s training records should be restricted to the student and authorised ATO personnel, and should not be disclosed outside the ATO. The information on the record should first be de-identified before it is used to support course design improvements.

AREA 100 04 LEARNING OBJECTIVES: MENTAL MATHS TEST AND RECORDS

(a)  An ATO that delivers theoretical knowledge instruction for professional pilot licences should ensure that at least one KSA mental maths test is conducted and the outcome(s) documented in the student’s training records.

(b)  The mental maths test(s) may be written or oral in format and should, where possible, be scenario-based, with at least two questions per LO in topic 100 04 of Area 100 KSA.

(c)  The minimum score to pass the Area 100 KSA mental maths test(s) should be 75 % of the marks allocated to a test. However, a higher pass mark may be defined by the ATO.

(d)  The mental maths test(s) should be satisfactorily completed before the student is recommended by the ATO for their first attempt to take their final theoretical knowledge examination paper.

ASSESSMENT OF STUDENTS IN AREA 100 KSA

(a)  The Area 100 KSA formative assessment(s) and summative assessments may include but not be limited to: written planning exercises combining multiple subjects; practical exercises using training devices (if available); scenario-based oral board (viva voce); scenario-based communications exercises; written assignments or project work; and preparation and delivery of group or individual presentations.

(b)  The format of formative and summative assessment debriefs should be effective, highlighting the student’s strengths and weaknesses and enabling future improvement.

AREA 100 KSA WORD PICTURES

(a) ‘Word pictures’ are a proven assessment tool that standardises pilot core competencies, and can be used to assess student’s competency in the Area 100 KSA LOs in topics 100 02 and 100 03. Word pictures describe the student’s performance. Each word picture is associated with a numerical grade; within the range of grades, the minimum acceptable standard is defined. Additionally, a word picture describing performance that falls below the minimum satisfactory standard should be included in the range, as well as additional word pictures that relate to grades which exceed this minimum satisfactory standard.

Word pictures enable the standardisation of the assessment performance and facilitate inter-rater reliability within an ATO.

(b) This GM provides two examples of word pictures.

(c) The most commonly used word pictures are shown in Section A below. They are based on performance indicators, which explain what the student should demonstrate in order to attain the specific Area 100 KSA LOs that are addressed by the assessment exercise. Word pictures are formed of elements that contain the following:

(1)  HOW MANY of the performance indicators were observed and, where relevant, HOW OFTEN;

(2) HOW WELL the competency was demonstrated in the assessment exercise to have an overall positive effect on the outcome or completion of the assessment exercise;

(3) the level of success in the OUTCOME of the assessment exercise.

(d) An ATO could establish its own set of word picture descriptions as long as they are comparable in the grading of each competency, similar to the ‘Communication’ and ‘Application of knowledge, UPRT and resilience’ word pictures example in Section B below.

(e) The advantage of word pictures is that they provide meaningful and standard data to enable identification of individual, crew, class, instructor and ATO trends, which can be analysed in order to provide feedback for further improvement or development.

(f) An ATO should ensure that the detailed information obtained through its grading in Area 100 KSA is de-identified before using it to support course improvement.

SECTION A — EXAMPLE 1

AREA 100 KSA WORD PICTURE GRADE LEVELS (USING INDICATORS)

(g) The example shown below in this Section contains the most commonly used word pictures, which are formed of elements that contain the following:

(1) HOW MANY of the performance indicators in the table further below relevant to that summative assessment were observed in that competency (as a percentage);

(2) HOW WELL the competency was demonstrated in the assessment; and

(3) the level of success in the OUTCOME of the summative assessment.

(h) In order to satisfactorily complete an Area KSA 100 summative assessment, the student should reach at least the minimum satisfactory level in each competency covered by that assessment. In case the student fails to reach the minimum satisfactory level in each competency, the student should repeat the summative assessment or another summative assessment that covers the competency(ies) where performance was previously assessed as unsatisfactory.

Table 1: Example generic competency framework that can be applied for assessing the student’s level of performance

Competency

Level 1

Unsatisfactory

Level 2

Satisfactory

Level 3

Good

Level 4

Very good

Level 5

Excellent

General description of each competency level.

To be applied to each individual competency in LOs 100 02 and 100 03 of Area 100 KSA.

The student’s performance in this competency was ineffective or inadequate, which in relation to this competency had a neutral or negative effect on others or on the outcome of the exercise.

The student showed none or few of the relevant performance indicators in this competency.

The student’s performance in this competency was satisfactory, which had a slightly positive effect on the satisfactory outcome of the exercise, and in group situations had a slightly positive effect on others.

The student showed at least some* of the relevant performance indicators in this competency.

The student’s performance in this competency was effective, which in the case of an exercise where the student is the only participant, significantly contributed to a good outcome. In group situations, the student’s contribution had a good effect on others and significantly contributed to the overall outcome of the exercise.

The student showed most of the relevant performance indicators to a good standard.

The student’s performance in this competency was highly effective, which in the case of an exercise where the student is the only participant, significantly enhanced the very good outcome. In group situations, the student’s contribution had a very good effect on others and significantly enhanced the overall outcome of the exercise.

The student showed most or all of the relevant performance indicators to a very good standard.

The student’s performance in this competency was exemplary, which in the case of an exercise where the student is the only participant, had an outstanding effect on the excellent outcome of the exercise. In group situations, the student’s contribution had an excellent effect on others and had an outstanding effect on the overall outcome of the exercise.

The student showed all of the relevant performance indicators to an excellent standard.

* ‘Some’ is defined as showing at least 35 % of the performance indicators in that competency, which were relevant to that exercise.

AREA 100 KSA ASSESSMENT PERFORMANCE INDICATORS

(i) The performance indicators that relate to the LOs in topics 100 02 and 100 03 of Area 100 KSA can be used to form a word picture.

Table 2: Performance indicators relevant to the LOs in topics 100 02 to 100 03 of Area 100 KSA

Competency

Competency description

Indicators

Communication

Demonstrates effective oral, non-verbal and written communication skills in classroom exercise and assessment situations

 Ensures the recipient is ready and prepared to receive the information.

 Selects appropriately what, when, how and with whom to communicate.

 Conveys messages clearly, accurately and concisely.

 Confirms that the recipient correctly understands important information.

 Listens actively and demonstrates understanding of the information they receive.

 Asks relevant and effective questions.

 Adheres to standard radio-telephony phraseology.

 Accurately reads, interprets, constructs and responds to given documentation in English.

 Correctly interprets non-verbal communication.

 Uses eye contact, body language and gestures that are consistent with and support verbal messages.

Leadership and teamwork

Displays effective leadership and teamwork.

 Creates an atmosphere of open communication and encourages team participation.

 Uses initiative and gives directions when required.

 Admits mistakes and takes responsibility.

 Anticipates and responds appropriately to others’ needs.

 Carries out instructions when directed.

 Communicates relevant concerns and intentions.

 Gives and receives feedback constructively.

 Demonstrates empathy and shows respect and tolerance for others.

 Engages others in planning and allocates activities fairly and appropriately according to abilities.

 Addresses and resolves conflicts and disagreements in a constructive manner.

 Projects self-control.

Problem-solving and decision-making

Accurately identifies risks and resolves problems.

Uses the appropriate decision-making processes.

 Seeks accurate and adequate information from appropriate sources.

 Identifies and verifies what and why things have gone wrong.

 Employs proper problem-solving strategies.

 Perseveres in working through problems.

 Uses appropriate decision-making processes in a timely manner.

 Sets priorities appropriately.

 Identifies and considers options effectively.

 Monitors, reviews, and adapts decisions as required.

 Identifies and manages risks effectively.

Situation awareness

Perceives and comprehends all the relevant information available, anticipates what could happen that could affect the exercise or situations discussed in the classroom, and gives effective solutions to resolve the situation.

 Identifies and assesses accurately the general environment as it may affect the operation.

 Identifies and manages threats, errors, and undesirable aircraft states.

Workload management

Manages available resources or time to efficiently prioritise and complete or perform tasks in a timely manner.

 Maintains self-control.

 Plans, prioritises and schedules tasks effectively.

 Manages time efficiently when carrying out tasks.

 Offers and accepts assistance, delegates when necessary, and asks for help early.

 Manages and recovers from interruptions, distractions, variations, and failures effectively.

Application of knowledge, UPRT and resilience

Demonstrates correct and deep understanding of the subject(s), and is able to effectively relate this knowledge between subjects and apply the knowledge for effective threat and error management (TEM).

 Correctly completes pre-flight planning in the practical exercise.

 Demonstrates KSA and TEM relating to phases of flight in the ground training environment.

 Correctly and effectively applies knowledge to identify and manage threats and errors that could lead to a potential upset in scenario situations.

 Recognises potential upset ‘threats’ and suggests effective ‘threat management’ in scenario situations.

 Recognises potential upset ‘errors’ and suggests effective ‘error management’ in scenario situations.

 Identifies the causes of and contributing factors to upsets in aircraft accident and incident reviews and in reported recovered situations or scenarios.

 Is resilient, i.e. recognises and adapts to disruptions during scenarios and other exercises.

 Identifies the signs of stress and discusses the effects of stress, fatigue and aviation lifestyle on situation awareness, including how to cope with these in order to maintain situation awareness.

SECTION B — EXAMPLE 2

AREA 100 KSA WORD PICTURES (USING DESCRIPTIONS)

(j) An ATO may devise its own word pictures for each of the competencies, to be used alongside or combined with those given in EXAMPLE 1.

A descriptive word picture typically includes descriptive examples that the ATO’s instructors could readily identify and then equate to given competency levels. Below are two examples (for ‘Communication’ and ‘Application of knowledge, UPRT and resilience’).

Table 3: Example word pictures using descriptions

Competency

Level 1

Unsatisfactory

Level 2

Satisfactory

Level 3

Good

Level 4

Very good

Level 5

Excellent

Communication

The student’s performance in communication had a neutral or negative effect on the exercise or situation.

The student may not have contributed to the exercise or the communication was unclear or insufficient.

The student may have occasionally interrupted others, not listened, or showed frustration or inappropriate nonobjective communication.

The student may have asked unrelated or unclear questions, or provided insufficient clarity in directions or comments for others to understand.

The student may have written without structure or clarity.

The student’s written or oral communication was sufficient to convey the intent of the exercise.

In oral communication the listener may have rarely needed to ask for clarification which the student then positively and clearly provided.

The student listened to instructions but may have occasionally been reticent and hesitant to ask questions or make comments.

The student may have rarely shown underconfidence or passiveness during the exercise. However, overall their communication was sufficient to ensure a positive outcome of the exercise.

The student’s written or oral communication was good.

Explanations, discussions, directions and comments were well-structured and clear.

The student listened to others actively and when unsure asked appropriate questions to seek clarification.

The student showed appropriate confidence and open body language.

The student’s written or oral communication was consistently very good.

All communication was clear, concise and well-structured, which ensured a very effective outcome.

In group situations, the student’s ability to interpret others’ body language, and the use of body language to ensure a positive outcome, was very effective.

At all times the student was calm, engaged and confident.

The student’s communication skills were exemplary. At all times the student observed others and ensured that their own communication was extremely effective.

In group situations, the student’s communication enabled all members to contribute to their greatest ability whilst also ensuring an excellent outcome of the exercise.

In group situations, when appropriate, the student proactively and subtly managed the group’s mood or motivated the group members appropriately.

Competency

Level 1

Unsatisfactory

Level 2

Satisfactory

Level 3

Good

Level 4

Very good

Level 5

Excellent

Application of knowledge, UPRT and resilience

The student’s knowledge was at times insufficient or incorrect, which had an adverse effect on the exercise.

The student displayed limited ability to relate knowledge between subjects or to apply knowledge to scenarios, exercises or in answers to questions.

The student had the minimum acceptable level of knowledge to complete the exercise to a satisfactory standard. The student occasionally demonstrated the ability to relate knowledge between subjects.

The student could identify some threats or errors, and when presented with a threat or error could in most situations suggest at least one possible effective method of mitigation.

The student demonstrated a good level of knowledge with the ability to relate this knowledge effectively between subjects and in scenario exercises or situations.

The student identified many threats and errors, and when presented with threats or errors used their knowledge effectively to suggest appropriate mitigations and actions.

The student demonstrated a very good level of knowledge, and correctly and readily related this knowledge across subjects and in scenario situations.

The student identified most threats and errors, and immediately used their knowledge to manage them effectively.

The student had an excellent level of understanding which they immediately and appropriately applied across subjects and to the exercise or scenario situation.

The student identified all actual threats and errors in scenario situations, anticipated some possible threats and errors (what if’s), and used their knowledge to manage them efficiently and very effectively.

AREA 100 KSA EXERCISES AND ASSESSMENTS

Exercises and assessments are to be interwoven into the theoretical knowledge training, utilising a range of learning styles; they should address subject or cross-subject topics, with the application of threat and error management (TEM) and, where possible, be scenario-based. The exercises and assessments do not need to be confined to a classroom.

(a)  Area 100 KSA exercises may be of short duration within a lesson, and the student’s performance in the exercises does not need to be recorded, although the main subject and KSA learning points are likely to be discussed (or for distance learning, reviewed) within a post exercise debrief or lesson summary. To allow for flexibility and development, the exercises do not need to be specified in the training plan.

(b)  When a single formative assessment is specified in the training plan, it is likely to be extensive as it will cover many of the LOs in Area KSA 100 02 and 100 03. Alternatively, an ATO may specify a number of shorter-duration formative assessments that each covers a narrower range of LOs, and these may build in terms of content difficulty.

(c)  The exercises and formative and summative assessments may include but not be limited to: scenario planning exercises combining multiple subjects; practical exercises using training devices (where available); oral communication exercises; written assignments and/or project work; discussions; the preparation and delivery of group or individual presentations and discussions; and enable scenario-based content and individual, pair or group situation(s).

(d) The type of assessment and the environment should be recorded in the ATO’s training plan.

AREA 100 KSA INSTRUCTION AND ASSESSMENT TRAINING

(a)  The following material has been developed to provide additional guidance to organisations to help them develop an effective KSA 100 instruction and assessment training programme that satisfies the provisions in AMC2 ORA.ATO.230 (c) to (f).

(b)  An ATO should ensure that an instructor who conducts the Area 100 KSA formative assessment(s) has received adequate training to be familiar with the:

(1)  relevant competencies and performance indicators;

(2)  Area 100 KSA Learning Objectives (LOs);

(3)  formative assessment(s) that they will conduct including: the applicable LOs, purpose and content of the assessment(s) and position(s) in the training plan, assessment resources, assessment environment;

(4)  Area 100 KSA grading system, including familiarisation with the performance indicators and the ATO’s word pictures; and

(5)  student debrief methods and procedure.

(c)  An ATO should ensure that an instructor who conducts the Area 100 KSA summative assessments has received adequate training to be familiar with:

(1)  the summative assessments that they will conduct including: the applicable LOs, purpose and content of the exercise(s) and position(s) in the training plan, assessment resources, assessment environment, and the minimum acceptable level;

(2)  the assessment feedback, evaluation and development process; and

(3) KSA candidate appeal procedure.

(d)  An Area 100 KSA instruction and assessment course should include practical training on the conduct of an assessment, including grading to achieve inter-rater reliability, and the debrief under supervision.

INSTRUCTIONAL SYSTEMS DESIGN

(a) The instructional systems design (ISD) provides a systematic and iterative process for course design based on educational best practices. There are several effective ISD models in use today, with the analyse, design, develop, implement and evaluate (ADDIE) framework being generic to all.

The purpose of using ISD to design training courses is to facilitate the students’ efficient and effective acquisition of knowledge and skills based on current training needs.

(b) To provide evidence of the effective use of the ISD methodology in the design and continued development of their course(s), an ATO may use documentation and records that relate to the ISD phases.

(d) ADDIE model example. The ‘analysis’, ‘design’, ‘development’, ‘implementation’ and ‘evaluation’ phases of the ADDIE model are shown below with brief phase descriptions.

ALL ATOs, EXCEPT THOSE PROVIDING FLIGHT TEST TRAINING

OPERATIONS MANUAL

The operations manual for use at an ATO conducting integrated or modular flight training courses should include the following:

(a) General:

(1) a list and description of all volumes in the operations manual;

(2) administration (function and management);

(3) responsibilities (all management and administrative staff);

(4) student discipline and disciplinary action;

(5) approval or authorisation of flights;

(6) preparation of flying programme (restriction of numbers of aircraft in poor weather);

(7) command of aircraft;

(8) responsibilities of the PIC;

(9) carriage of passengers;

(10) aircraft documentation;

(11) retention of documents;

(12) flight crew qualification records (licences and ratings);

(13) revalidation (medical certificates and ratings);

(14) flight duty period and flight time limitations (flying instructors);

(15) flight duty period and flight time limitations (students);

(16) rest periods (flight instructors);

(17) rest periods (students);

(18) pilots’ log books;

(19) flight planning (general);

(20) safety (general): equipment, radio listening watch, hazards, accidents and incidents (including reports), safety pilots etc..

(b) Technical:

(1) aircraft descriptive notes;

(2) aircraft handling (including checklists, limitations, maintenance and technical logs, in accordance with relevant requirements, etc.);

(3) emergency procedures;

(4) radio and radio navigation aids;

(5) allowable deficiencies (based on the master minimum equipment list (MMEL), if available).

(c) Route: 

(1) performance (legislation, take-off, route, landing etc.);

(2) flight planning (fuel, oil, minimum safe altitude, navigation equipment etc.);

(3) loading (load sheets, mass, balance and limitations);

(4) weather minima (flying instructors);

(5) weather minima (students – at various stages of training);

(6) training routes or areas.

(d) Personnel training

(1) appointments of persons responsible for standards/competence of flight personnel;

(2) initial training;

(3) refresher training;

(4) standardisation training;

(5) proficiency checks;

(6) upgrading training;

(7) ATO personnel standards evaluation.

ORA.ATO.300 General

Regulation (EU) No 1178/2011

The ATO may be approved to conduct modular course programmes using distance learning in the following cases:

(a) modular courses of theoretical knowledge instruction;

(b) courses of additional theoretical knowledge for a class or type rating; or

(c) courses of approved pre-entry theoretical knowledge instruction for a first type rating for a multi-engined helicopter.

AMC1 ORA.ATO.300 General

ED Decision 2018/001/R

DISTANCE LEARNING

(a) A variety of methods is open to ATOs to present course material. It is, however, necessary for ATOs to maintain comprehensive records in order to ensure that students make satisfactory academic progress and meet the time constraints laid down in Part-FCL for the completion of modular courses.

(b) The following are given as planning guidelines for ATOs developing the distance learning element of modular courses:

(1) an assumption that a student will study for at least 15 hours per week;

(2) an indication throughout the course material of what constitutes a week’s study;

(3) a recommended course structure and order of teaching;

(4) one progress test for each subject for every 15 hours of study, which should be submitted to the ATO for assessment. Additional self-assessed progress tests should be completed at intervals of five to 10 study hours;

(5) appropriate contact times throughout the course when a student can have access to an instructor by telephone, fax, email or the Internet;

(6) measurement criteria to determine whether a student has satisfactorily completed the appropriate elements of the course to a standard that, in the judgement of the HT, or CGI, will enable them to be entered for the Part-FCL theoretical examinations with a good prospect of success;

(7) if the ATO provides the distance learning by help of IT solutions, for example the Internet, instructors should monitor students’ progress by appropriate means.

(c)  Where an assessment (e.g. planning, written, scenario or practical exercise, or other assessment) is conducted outside the classroom via distance learning, the ATO should have a procedure or process in place to establish that the student themselves have completed the assessment and that the assessment method(s) for that particular exercise has (have) been effective.

ORA.ATO.305 Classroom instruction

Regulation (EU) No 1178/2011

(a) An element of classroom instruction shall be included in all subjects of modular distance learning courses.

(b) The amount of time spent in actual classroom instruction shall not be less than 10 % of the total duration of the course.

(c) To this effect, classroom accommodation shall be available either at the principal place of business of the ATO or within a suitable facility elsewhere.

AMC1 ORA.ATO.305(b) Classroom instruction

ED Decision 2017/022/R

Classroom instruction delivered by an instructor to a student may include videoconferencing appropriate to the task if the necessary level of communication is ensured and appropriate equipment and tools are available.

ORA.ATO.310 Instructors

Regulation (EU) No 1178/2011

All instructors shall be fully familiar with the requirements of the distance learning course programme.

Chapter 2 – Zero Flight-Time Training

ORA.ATO.330 General

Regulation (EU) No 1178/2011

(a) Approval for zero flight-time training (ZFTT), as specified in Part-FCL, shall only be given to ATOs that also have the privileges to conduct commercial air transport operations or ATOs having specific arrangements with commercial air transport operators.

(b) Approval for ZFTT shall only be given if the operator has at least 90 days of operational experience on the aeroplane type.

(c) In the case of ZFTT provided by an ATO having a specific arrangement with an operator, the 90 days of operational experience requirements will not apply if the type rating instructor (TRI(A)) involved in the additional take-offs and landings, as required in Part-ORO, has operational experience on the aeroplane type.

AMC1 ORA.ATO.330 General

ED Decision 2012/007/R

INITIAL APPROVAL

For an initial approval to conduct ZFTT, the operator should have held an air operator's certificate for commercial air transport for at least 1 year. This period may be reduced where the operator and the ATO have experience of type rating training.

ORA.ATO.335 Full flight simulator

Regulation (EU) No 290/2012

(a) The FFS approved for ZFTT shall be serviceable according to the management system criteria of the ATO.

(b) The motion and the visual system of the FFS shall be fully serviceable, in accordance with the applicable certification specifications for FSTD as mentioned in ORA.FSTD.205.

Chapter 3 – Multi-crew pilot licence (MPL) courses

ORA.ATO.350 General

Regulation (EU) No 1178/2011

The privileges to conduct MPL integrated training courses and MPL instructor courses shall only be given to the ATO if it also has the privilege to conduct commercial air transport operations or a specific arrangement with a commercial air transport operator.

Chapter 4 – Flight test training

ORA.ATO.355 Flight test training organisations

Regulation (EU) No 1178/2011

(a) The ATO that has been approved to provide flight test training for the issue of a category 1 or 2 flight test rating in accordance with Part-FCL may have its privileges extended to providing training for other categories of flight tests and other categories of flight test personnel, provided that:

(1) the relevant requirements of Part-21 are met; and

(2) a specific arrangement exists between the ATO and the Part-21 organisation that employs, or intends to employ, such personnel.

(b) The training records shall include the written reports by the student, as required by the training programme, including, where applicable, data processing and analysis of recorded parameters relevant to the type of flight test.