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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

1. Plan aeronautical knowledge training
   • Trainee readiness for training is confirmed
   • Training objectives, including threat and error management (TEM), training plan and other appropriate training resources are identified
   • Hazards are identified, risks are assessed and hazard management is implemented
   • Lesson and delivery method appropriate to training objectives are planned
   • Assessment procedures are specified
   • Theory training with flight training lessons are appropriately scheduled and integrated
   • Availability of facilities, equipment, training aids and reference materials is confirmed
2. Conduct aeronautical knowledge training
   • Learning environment and motivation suitable to trainee characteristics is established
   • Materials are presented
   • Training objectives are stated
   • Lesson plan is followed and modified as required to achieve training objectives and to transfer of knowledge
   • New knowledge is linked to previous knowledge and is presented in a meaningful and logical framework
   • Training aids are used to illustrate and enhance explanations
   • Accurate technical knowledge is presented clearly and to the required standard
   • Opportunities for trainee participation and practise are provided
   • Applicable TEM issues are discussed
   • Trainee ability to apply TEM principles to the material presented is confirmed
   • Achievement of training objectives is confirmed by questioning, review and other suitable methods
   • Feedback on trainee performance is provided
   • Trainee self-assessment skills are developed
   • Training objectives are completed in time available
   • Training is conducted effectively and safely
3. Review aeronautical knowledge training
   • Training objectives and transfer of knowledge are achieved
   • Training delivery and effectiveness using self-assessment, peers and supervisors is reviewed
   • Records of assessment and progress of trainee are maintained and reviewed in accordance with established workplace procedures

Range Statement

Range is restricted to essential operating conditions and any other variables essential to the work environment.

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Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria on at least one occasion and include:

achieving transfer of knowledge and training objectives adapting to differences in equipment and operating environment in accordance with standard operating procedures applying crew resource management (CRM) principles applicable to flight training and the role of the instructor in assisting the trainee to develop these skills applying precautions and required action to minimise, control or eliminate identified training hazards applying relevant aeronautical knowledge applying situational awareness and methods of developing and monitoring trainee situational awareness skills in terms of: monitoring current environmental factors evaluating their possible effects on the flight anticipating the need for alternative actions assessing learning and performance communicating effectively with others completing relevant documentation demonstrating flight instructor role modelling developing an appropriate training plan that includes threat and error management (TEM) evaluating instructional effectiveness identifying and correctly using relevant equipment implementing work health and safety (WHS)/occupational health and safety (OHS) procedures and relevant regulations maintaining and reviewing assessment records and trainee progress managing an environment that fosters learning and performance modifying activities depending on workplace contingencies, situations and environments monitoring work activities in terms of planned schedule reading, interpreting and following relevant regulations, instructions, procedures, information and signs reporting and/or rectifying problems, faults or malfunctions promptly, in accordance with workplace procedures responding appropriately to cultural differences in the workplace selecting and using required personal protective clothing and equipment conforming to industry and WHS/OHS standards working systematically with required attention to detail without injury to self or others, or damage to goods or equipment.

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Knowledge Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria and include knowledge of:

adult learning principles application of instructional principles to airborne instruction attributes of effective learning outcomes: achievable observable measurable barriers to effective communication: lack of common experience confusion abstractions crew resource management (CRM) principles debriefing and feedback techniques how to develop the essential elements of behavioural outcomes: performance (what has to be done) performance criteria conditions effective communication process: source symbols receiver effective use of a course of training, curricula/syllabus and lesson plans flight rules for flight instructor ratings: legislation privileges and limitations fundamentals of instructing, questioning, engaging and motivating learners how goal fixation affects good decision making lesson planning and development: purpose and content of each of the components of a typical aeronautical knowledge lesson plan: aim/motivation/revision outcomes explanation of principles explanation/demonstration of technique TEM practice review reasons to limit the duration of lessons and desirable duration of a typical lesson purpose and content of a training syllabus (or curriculum) purpose and use of training aids role of the instructor for each phase of review and evaluation: fault analysis (diagnosis) competency assessment trainee self-assessment training effectiveness operational concept of TEM in relation to flight training in terms of: managing threats managing errors managing undesired aircraft state positive and negative learning transfer principles and methods of instruction: principles of learning: adult learning process learning as a behavioural change sensory perception factors affecting perception and understanding motivation, positive and negative attitudes, discipline and responsibility levels of learning: rote understanding application correlation factors that hinder the learning process: rationalisation flight aggression resignation stress levels and impact on learning relationship between perception and understanding positive and negative motivation levels of learning how rate of learning varies with practice transfer, habit formation reinforcement memory systems and information processing models: sensory register short-term memory long-term memory principles of instruction: role of the instructor rote learning, understanding of knowledge and correlation, and application to flight training learning domains: cognitive (knowledge) affective (attitudes, beliefs and values) psychomotor (physical skills) factors that hinder learning advantages and disadvantages of guided discussion positive and negative transfer communication process factors: source symbols receiver communication barriers monitoring whether communication has been achieved adult learning issues steps to the teaching process behavioural (performance-based) outcomes and purpose in flight training attributes of effective outcomes advantages and disadvantages of various teaching methods role of instructor in steps towards skill practice training syllabus and competency-based standards principles of flight principles of questioning: reasons for questioning characteristics of effective or open questioning techniques oral questions for mental stimulation confirming answers desired qualities of good oral questions procedure to follow when asking key points when handling learner answers and questions purpose of behavioural outcomes relevant WHS/OHS and environmental procedures and regulations relevant sections of national and state/territory regulatory requirements and codes of practice requirements for completing relevant documentation risk management principles applicable to emergency procedure simulations in flight role of psychology in flying instruction: satisfaction of human needs defence mechanisms dealing with stress, abnormal reactions to airborne stress situations psychological problems of trainee and experienced pilots role of instructor in providing skill practice to trainees: explanation demonstration performance supervision evaluation: fault analysis (diagnosis) competency assessment trainee self-assessment training effectiveness scenario-based training and its advantages in aeronautical knowledge training suitable procedures for developing trainee TEM skills suitable procedures for making decisions in-flight and for developing trainee decisionmaking skills task prioritisation system to assist the development of trainee task management skills in terms of: aircraft control navigation communication teaching methods, including advantages and disadvantages: lecture, theory and skill lessons, guided discussion, briefing behavioural objectives, their importance and formulation teaching process: preparation presentation application review and evaluation three types of stress likely to affect trainee performance and methods of assisting trainees to cope with stress: physical physiological psychological training syllabus and competency-based standards use and abuse of teaching aids.

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