This unit involves the skills and knowledge required to conduct aeronautical knowledge training, in compliance with relevant regulatory requirements of the Civil Aviation Safety Authority (CASA) and national operating standards.

It includes planning aeronautical knowledge training, conducting aeronautical knowledge training, and reviewing aeronautical knowledge training.

This unit addresses aviation non-technical skill requirements (physical, mental and task-management abilities) related to training and assessment duties of flight instructors, and contributes to safe and effective performance in complex aviation operational environments.

Operations are conducted as part of recreational, commercial and military aircraft activities across a variety of operational contexts within the Australian aviation industry.

Work is performed independently or under limited supervision as a single operator or within a team environment.

Work is performed independently or under limited supervision within a single-pilot or multi-crew environment.

Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Use for Defence Aviation is in accordance with relevant Defence Orders and Instructions.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1

Plan aeronautical knowledge training

1.1

Trainee readiness for training is confirmed

1.2

Training objectives, including threat and error management (TEM), training plan and other appropriate training resources are identified

1.3

Hazards are identified, risks are assessed and hazard management is implemented

1.4

Lesson and delivery method appropriate to training objectives are planned

1.5

Assessment procedures are specified

1.6

Theory training with flight training lessons are appropriately scheduled and integrated

1.7

Availability of facilities, equipment, training aids and reference materials is confirmed

2

Conduct aeronautical knowledge training

2.1

Learning environment and motivation suitable to trainee characteristics is established

2.2

Materials are presented

2.3

Training objectives are stated

2.4

Lesson plan is followed and modified as required to achieve training objectives and to transfer of knowledge

2.5

New knowledge is linked to previous knowledge and is presented in a meaningful and logical framework

2.6

Training aids are used to illustrate and enhance explanations

2.7

Accurate technical knowledge is presented clearly and to the required standard

2.8

Opportunities for trainee participation and practise are provided

2.9

Applicable TEM issues are discussed

2.10

Trainee ability to apply TEM principles to the material presented is confirmed

2.11

Achievement of training objectives is confirmed by questioning, review and other suitable methods

2.12

Feedback on trainee performance is provided

2.13

Trainee self-assessment skills are developed

2.14

Training objectives are completed in time available

2.15

Training is conducted effectively and safely

3

Review aeronautical knowledge training

3.1

Training objectives and transfer of knowledge are achieved

3.2

Training delivery and effectiveness using self-assessment, peers and supervisors is reviewed

3.3

Records of assessment and progress of trainee are maintained and reviewed in accordance with established workplace procedures

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.

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.

As a minimum, assessors must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment.

As a minimum, assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations current at the time of assessment.

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Assessment must occur in workplace operational situations. Where this is not appropriate, assessment must occur in simulated workplace operational situations that reflect workplace conditions.

Resources for assessment must include access to:

a range of relevant exercises, case studies and/or simulations

acceptable means of simulation assessment

applicable documentation including workplace procedures, regulations, codes of practice and operation manuals

relevant materials, tools, equipment and personal protective equipment currently used in industry.