The Honourable Company

of
Air Pilots

EASA PPL(A)
INSTRUCTOR’S LESSON
GUIDE
Nothing in this Guide supersedes any legislation, rules, regulations or procedures contained
in any operational document issued by the UK Civil Aviation Authority (CAA), the European
Union through or by the European Aviation Safety Agency (EASA), ICAO, the aircraft and/or
equipment manufacturer or by the aircraft operator.

EASA PPL(A) Instructor’s Lesson Guide

Copyright 2018  The Honourable Company of Air Pilots

All rights reserved. This document may be reproduced or transmitted in any form by any
means, electronic or mechanical, including photocopying, recording or by any information
storage and retrieval system by individual instructors, pilots and students for their own,
private use. ATOs and flying clubs are encouraged to use this guide as a basis for
formulation of manuals or for reference but are requested to credit The Honourable
Company of Air Pilots within their document and register its use with The Honourable
Company of Air Pilots by email to the Company Office – contact details are available at the
Company’s website.

https://www.airpilots.org
Foreword

I am delighted to be able to support this useful and comprehensive document, which

will be helpful to all instructors at whatever stage of their careers they may be. The
Instructor sub-committee of the Education and Training Committee of the Air Pilots is
to be congratulated for their persistence and painstaking efforts in seeing this project
to a conclusion.

As an FIC instructor and FIE who has chaired both committees over a period of a
decade, I applaud this work. It was a dream of mine to see this much-needed gap
plugged. Having been steeped in instructional techniques and training of instructors
for over 15 years, it is hugely satisfying to see such authoritative and well-thought
out advice presented simply and usefully for others. It is also very important to note
that this work has the backing and support of experienced instructors from the
Central Flying School of the Royal Air Force as well as from the Civil Aviation
Authority.

Of course, no two instructors will agree on every single aspect of instructional

techniques, but if there is any part of this document with which you disagree
vehemently, then we would be glad to hear from you. It is not envisaged that this
work will remain static, but we hope that it will remain a living project, available for
amendment and update as demands of the industry and the regulators evolve.
Meanwhile, it is a great pleasure to commend this document to you.

Dorothy Saul-Pooley

Immediate Past Master

The Honourable Company of Air Pilots

April 2015
Acknowledgements

The inspiration for this Guide came from the invaluable work of Sqn Ldr Malcolm
Hunt RAF, a long serving member of the Instructor Sub-Committee. His sterling
efforts analysing stall/spin accidents combined with a similar study by GASCO,
started the chain of discussions within the Instructor Sub-Committee, which
eventually led to the decision to produce this guide.

The production of this guide would not have been possible without enormous effort
on the part of the Instructor Sub-Committee of the Education and Training
Committee of GAPAN – now, of course known as The Honourable Company of Air
Pilots.

Every member of that committee provided many hours of valuable service discussing
syllabi, examining and interpreting AMCs and constructing and producing the lesson
plans.

Thanks must also be given to The Central Flying School of the Royal Air Force for
their substantial input through their nominated representative on the Committee and
to the Civil Aviation Authority for similar assistance through their Examiner staff.

My personal thanks are sincerely expressed to the following individuals, whose

support, talent, knowledge and experience made this guide possible:

David Cockburn
Peter Griffiths
Martin Hatton
Flt Lt Paul Hepburn (RAF CFS)
Flt Lt Jim Hobkirk (RAF CFS)
Rod Jarvis
Primo Lonzardi
Phil Mathews
Andy Miller
Oli Russell
Chris Stringer
Captain Adam Whitehead (UK CAA)

K J Utting

Chairman
Instructor Working Group of the Technical Committee
The Honourable Company of Air Pilots

October 2018
 The Honourable Company of Air Pilots – Instructor Lesson Guide
Introduction
This document has been produced to provide instructors with a guide for teaching the
syllabus of training required to achieve the requirements for issue of an EASA
PPL(A).
As with all other general guides, it is impossible to dictate the exact structure that the
training should follow. This document provides a general framework that
encompasses what is believed to be best practice and forms a coherent series of
airborne lessons. These lessons will fully meet the EASA PPL(A) syllabus
requirements, if followed. However, the total number of hours allocated to the lesson
plans do not total the minimum 45 hours that is required to complete the PPL course.
It has been left to the individual schools/instructors to determine which areas of
training a particular student will require more time on, or it may be that local
procedures will lengthen certain exercises.
As always, the variables of aircraft type, student ability, local airspace considerations
and weather will ultimately dictate the teaching methods, the construction of each
flight lesson and the exact order of events. This principle is enshrined within
Acceptable Means of Compliance and Guidance Material (AMC & GM) to Part FCL
AMC1 FCL.210.A PPL(A) — Experience requirements and crediting:
“Syllabus of flight instruction
The numbering of exercises should be used primarily as an exercise reference list and as a
broad instructional sequencing guide; therefore, the demonstrations and practices need not
necessarily be given in the order listed. The actual order and content will depend upon the
following interrelated factors:
I. the applicant’s progress and ability;
II. the weather conditions affecting the flight;
III. the flight time available;
IV. instructional technique considerations;
V. the local operating environment:
VI. the applicability of the exercises to the aeroplane.”

In this Lesson Guide the lessons are based on the following assumptions:
I. The student has good aptitude and natural ability and will be conducting the
training on a regular basis, possibly full-time.
II. The aircraft is a simple single engined aircraft, with a fixed pitch propeller,
carburetted engine with a carb’ heat control and manual mixture control, fixed
undercarriage and basic avionics (Nav/Comm, VOR, ADF, transponder, DME
and a basic panel mounted GPS unit).
III. The training airfield is situated outside controlled airspace with a basic ATC
service available.
IV. Controlled airspace, MATZ and other suitable airfields with and without
ATC/RADAR are located nearby for training purposes.
If the facilities of the actual ATO differ in any respect to the above assumptions then
necessary adjustments to the lessons should be incorporated as required to provide
effective training for the student.
Use of the Guide

The training programme is divided into three phases of training: the first phase
provides all the fundamental flying exercises prior to teaching circuit procedures and
landing. The second phase details the circuit training, first solo, solo circuit
consolidation and the advanced general handling exercises. The third phase includes
instrument training, navigation and skill test revision exercises. Normally, each phase
of training should be completed before embarking on the next phase.

Each phase has an “Overview” which gives general advice on some aspects of the
training as well as detailing the additional emergency procedures, Threat & Error
Management (TEM) items and detail of the EASA PPL(A) syllabus items included
within that phase of training. Instructors should consult the overview before each
flight lesson and extract items from the overview to insert into the flight lesson as the
situation allows.

Each individual Lesson Guide page is divided in to two. The left-hand side details the
essential TEM items to be included, a guide to the ground exercises to be completed
prior to flight, the airborne exercise order and, finally, any specific debriefing points to
be covered post flight. The right-hand side details the competencies to be achieved
by the student and can be used to form the Student Record of Training.
Threat and Error Management

The customary term “Good airmanship” is broad in scope and has served us well,
but it is ill-defined and unstructured. Airmanship can be subjective and influenced by
the culture and experiences of the pilot or the organisation to which they belong -
good and bad. Threat & Error Management (TEM) seeks to define threats and
human errors, in flight and on the ground, and how both should be managed: The
TEM structure is not separate from good airmanship but part of it.

“Threats” are external factors and cannot be controlled: e.g. a thunderstorm (CB)
should be avoided by all pilots at all times. Other types of cloud must be avoided by
the untrained pilot but may be managed safely in IMC following training and
qualification in instrument flying skills. High ground and obstructions are a threat but
are avoided by adopting a safe altitude or by circumnavigation. CFIT in poor visibility
and low flying “scud running” below lowering cloud continues to be a major factor in
the annual fatal statistics and a result of human error.

Errors are internal factors and controllable: they result from an incorrect action or
inaction by the pilot. Understanding human factors, physiological and cognitive, is
crucial to safety: 80% of incidents/accidents are the result of human error. Humans
make mistakes, therefore it is important that human factors are understood and
strategies put in place to eliminate or at least mitigate life threatening outcomes. For
example, the eye has several limitations that can be managed by training in lookout
techniques. Check lists and drills can ensure that items to be monitored or actions to
be followed are not forgotten, overlooked or poorly executed. Mistakes are a result of
lack of skill or lack of practice in it, or of slips, complacency or bias.

The array below summarises the threats and human errors that are always present
although the list should not to be taken as exhaustive. There will be other issues that
are particular to your circumstances and are relevant to the local environment and
aircraft in which you fly. These additional threats and risks should be identified,
added to the array and assessed in accordance with the tables (those shown are
found within the ATO master manual provided by the CAA: ‘converting from an RTF
to ATO’); the Risk Severity table at paragraph 3.5.1.2 and the Risk Likelihood table
at 3.5.2.2 are summarised by reference to the Risk Tolerability Table at paragraph
3.4.5 of the same manual. The scale to be used is ranged 1–5. The number entered
into the ’Risk’ column of the array below is the result following mitigation not the
original value that may have been given to the threat or error.

It should make sense that the threats and errors identified must not only be included
within the ATO training manual but should also be integral within the course lesson
plans and be effective in the teaching.

In addition, instructors should, whenever possible during the course, use unplanned
threats or errors (simulated if necessary), to allow the student to develop decision
making skills.
 Threat Consequence Mitigation Error Consequence Mitigation Risk: Lesson
1 -5 input
Uncontrolled flight Taxiing collision. Determine PIC: who Failure to establish the Conflicting control Ensure who is PIC and
and operations. Deviation from has control and when. Pilot in Command; failure inputs leading to when: Control handover 5
flight profile: CAS to recognise: control input loss of controlled procedures: Verbalise: reduced All
bust & CFIT confusion / no one has flight/taxi. “I have control”, “you 1
control have control
Other aircraft Collision / loss of LOOKOUT: Correct Rushed & incomplete Conflict aircraft Training to understand
control while scanning techniques. scan. Eye blind unseen. the limitations of sight 5
avoiding Left/right and above/ spots/visual field limits. Avoiding action too & training in collision reduced All
below. Weaving and Failure to recognise late. avoidance procedures & 2
clearing turns. closing flight paths & techniques. Skills in
CLOCK CODE speeds. Poor clear articulate
communications communications.
Un-forecast winds, CFIT, breach of MAP READING Poor flight planning. Entry into cloud. Continuous Lookout;
Weather/low cloud CAS, Becoming skills. Flight planning; Incorrect reading of the Disorientation; situation/spatial
and poor visibility. lost. Fuel Safe altitude. map; Misidentification of spatial/situational awareness skills. Use of 5
exhaustion. Heading & Time, features, Compass awareness lost - ATS. Priority of actions: reduced EX 6 -10,
Positive fixes. alignment & reading unsure of position. aviate, navigate – EX 18
2
Magnetic compass errors. Incorrect use of Degradation of communicate. Trust
checks. Lost radio aids/GPS. Work rate confidence. Natural instruments.
procedures. Radio
overload senses unreliable.
aids and GPS skills.
Overload. CFIT
Minimum safe
Operating Altitude
Airframe Structure Airframe/ Aircraft maintenance No/ poor pre-flight Miss-diagnosis. Understand PIC
and component Component failure. schedule. Flight time inspection. Unrecognised Incorrect response responsibilities. Check 5
Overstress limits: Inspection, flight Limits. Exceeding causing further A. Documentation & reduced All
servicing and VNE. Operation of alarm & confusion.. checklist. Knowledge of 1
replacement. flap/gear outside limits. aircraft limitations.
Vne, Vno Va & Vfe
Exceed engine limits Engine failure. FREDA, Engine Failure to undertake, Forced landing or FREDA, Climb/descent
Engine malfunction management; understand & monitor unplanned diversion pre-entry checks 4
Monitor; instruments & gauges. No reduced All
Power/Prop limits, routine checks. 2
mixture, Oil Ts & Ps
Continued..
Carburettor icing. Engine failure/loss FREDA checks. Complacency: failure to Engine failure/loss Applying Carb. Ht: from
of power Identify ice/no ice. ensure ice not present or of power. Work indications check to 4
eradicated. Icing overload. identify ice present. reduced All
undetected. No routine Allow Sufficient time for 2
check. heat to purge ice.
Engine Reduced/total loss Pre-flight and power Rushed or skimped pre- Unable to maintain Know and follow
malfunction/failure of power checks. FREDA flight check. Oil dipstick height. Forced checks. Actually check –
checks. Engine unsecured. Power checks landing: Loss of not just a routine. Refer
instruments rushed or not completed. control, poor to engineer ANY faults 5
monitored, mixture Failure to complete landing site found prior to flight. reduced EX16/17
settings and FREDA. Miss-management selection. Severe Report post flight. In- 3
temperatures of mixture or damage, personal flight malfunction; more
managed. Forced temperatures. Forced injury/fatal likely to be action /
landing drills. landing procedures not inaction by the pilot –
followed. double check.
The intended/ Potential for loss of HASELL checks. Loose items in cockpit: Jammed controls. HASELL, Pre-stall/stall
unintentional control. Impact Recovery techniques. incapacitate crew / restrict Loss of control. Loss recognition signs. 5 Ex 10/11
Stall/spin with the surface. Weight & balance ion of controls. of Spatial & Identification. Terrain reduced
Calculations. Insufficient height to situational clearance. Power and 3
recover from stall. awareness. Serious speed maintenance.
injury/fatal Stall avoidance
/recovery
Propellers Serious injury/fatal Propeller handling. Failure to follow propeller Serious injury/fatal. Ensure area clear
Stationary & rotating. pre-handling procedures Propeller damage. around aircraft pre-
Magnetos earthed and poor/ no passenger Engine shock flight. Brief passengers 5
(off). Mixture fully safety brief given. Failure loaded. regarding dangers and reduced EX 1-5
lean. Electric master to ensure area clear of apron conduct. Ensure 2
off. Brakes and personnel and taxi path clear.
chocks. obstructions.
Surface obstructions Collision with Ensure area clear to Failure to check brakes. Collision. Departure Ensure taxi path clear.
/ taxiing/parked other aircraft and taxi. Brakes checked Taxiing too fast. Not from taxiways. Brakes checked 4
aircraft surface immediately on maintaining centre lines. Ground loop/tip immediately after reduced Ex 1- 5
obstructions. taxiing. Controlled “Squeezing” between onto propeller commencement of taxi. 1
taxi speed. Maintain aircraft. Poor following heavy Weaving turns. Good
centre line markings. communications braking. communications.
 The tables below are taken from the CAA generic SMS provided as a template for ATO status applications.

3.5.1.2 Risk severity should be defined in accordance with the

following table.
SEVERITY OF CONSEQUENCES 3.5.4 Risk Tolerability Matrix
Definition Meaning Value The tolerability of an individual risk is determined by use of the following Risk
Results in an accident, death Matrix:
Catastrophic 5
or equipment destroyed
Serious injury or major
Hazardous 4 Risk Severity
equipment damage
Major Serious incident or injury 3 Risk Likelihood Catastrophic Hazardous Major Minor Negligible
5 4 3 2 1
Minor Results in a minor incident 2
Frequent
Nuisance of little Unacceptable Unacceptable Unacceptable Review Review
Negligible 1 5
consequence
Occasional
Unacceptable Unacceptable Review Review Review
3.5.2.2 Risk likelihood should be defined in accordance with the 4
following table: Remote
Unacceptable Review Review Review Acceptable
LIKELIHOOD OF OCCURRENCE 3
Definition Meaning Value Improbable
Review Review Review Acceptable Acceptable
Frequent Likely to occur many times 5 2

Occasional Likely to occur sometimes 4

Extremely
Remote Unlikely to occur but possible 3 Improbable Review Acceptable Acceptable Acceptable Acceptable
Improbable Very unlikely to occur 2 1

Extremely Almost inconceivable that the

1
Improbable event will occur
 The Honourable Company of Air Pilots

Flight Lesson Plans

Phase 1

Basic Handling & Stalling

(Ex 3 – 10b)

11
 Phase 1 Overview
During Phase 1 Syllabus Exercises 1 to 10b inclusive should be completed to a
competent standard, as detailed within the Lesson Plans.
The Threat Error Management points shown below must all be covered before
moving on to Phase 2.

Threat Error Management:

Threat Consequence Mitigation
Handover/Takeover of control No one has control Control handover procedures

Other aircraft Collision Develop lookout

Blind spots Collision Lookout

Aircraft above/below Collision Lookout/weave

Loss of bearings Becoming Map interpretation/ Reference

lost points
Unfamiliar surroundings Becoming Local area orientation
lost Map orientation/reading
Use of flap at high speed Overstress aircraft Vfe/ LOI
(Limitation-Operation-Indication)
Flap misuse Overstress/sink After take off checks (LOI)

Exceeding engine limits Engine damage/failure RPM red line

System/Engine problems System/Engine failure Monitor gauges/ FREDA Check

Systems management
Engine excessive cooling/ Engine malfunction Climb/descent pre-entry checks
overheating / carb ice Monitor gauges
HASELL checks
Engine management
Weather conditions Entry into cloud Climb/descent pre-entry checks

CAS in vicinity CAS bust HASELL checks

Descending too low CFIT/Low flying rules Minimum Operating Altitude

Insufficient height to recover Collision with ground HASELL checks

from stall/spin
Loose items in cockpit during Hit crew/restrict controls HASELL checks
stalling

HASELL CHECK
HEIGHT Sufficient height to recover by 3000’ AGL
AIRFRAME Flap setting as required
SECURITY No loose articles. Seats and harnesses secure
ENGINE Ts & Ps within limits. Mixture rich. Carb’ Heat check, Fuel Pump
LOCATION ABCCD – Not above Active airfield, Built up area, Cloud or
CAS, or Danger area
LOOKOUT Clearing turns (2 x 90 or 1 x 180)

12
The following items must also be covered before moving onto Phase 2. The exact
point in Phase 1 that these are covered is determined by the instructor and will
depend on various factors not least the student’s ability and progress being made.
The points at which some of the items below may be introduced have been included
in the lesson plans and the list below.

The dates the items are covered are to be included in the following table and signed
by both the student and the instructor when competent.

PRE FLIGHT TEACH PRACTISE COMPETENT

DATE:
Administration DATE: DATE:
INSTRUCTOR:
(Lesson2)
STUDENT:

DATE:
External checks DATE: DATE:
INSTRUCTOR:
(Lesson2)
STUDENT:

DATE:
Cockpit preparation DATE: DATE:
INSTRUCTOR:
(Lesson2)
STUDENT:

DATE:
Use of ventilation and DATE: DATE:
heating controls INSTRUCTOR:

(Lesson2) STUDENT:

Use of check list DATE:

DATE: DATE:
(Lesson2) INSTRUCTOR:

STUDENT:

DATE:
Starting procedures DATE: DATE:
INSTRUCTOR:
and warm up (Lesson2)
STUDENT:

DATE:
DATE: DATE:
Taxy INSTRUCTOR:

STUDENT:

DATE:
DATE: DATE:
Use of radio INSTRUCTOR:

STUDENT:

DATE:
Power checks/pre take DATE: DATE:
INSTRUCTOR:
off checks (Lesson3)
STUDENT:

13
 DATE:
DATE: DATE:
Normal take off INSTRUCTOR:

STUDENT:

DATE:
Engine fire on the DATE: DATE:
INSTRUCTOR:
ground (Lesson4)
STUDENT:

DATE:
Steering failure DATE: DATE:
INSTRUCTOR:
(Lesson5)
STUDENT:

DATE:
Brake failure DATE: DATE:
INSTRUCTOR:
(Lesson5)
STUDENT:

DATE:
Passenger and pre DATE: DATE:
INSTRUCTOR:
take-off brief
STUDENT:

Cabin fire DATE:

DATE: DATE:
(Lesson7) INSTRUCTOR:

STUDENT:

DATE:
Electrical fire DATE: DATE:
INSTRUCTOR:
(Lesson7)
STUDENT:

DATE:
DATE: DATE:
Smoke in the cockpit INSTRUCTOR:

STUDENT:

RECOVERY TO BASE
AND IN THE CIRCUIT
TEACH PRACTISE COMPETENT

DATE:
Approach checks DATE: DATE:
INSTRUCTOR:
(Lesson4)
STUDENT:

DATE:
Arrival procedures DATE: DATE:
INSTRUCTOR:
(Lesson4)
STUDENT:

DATE:
Map DATE: DATE:
orientation/reading INSTRUCTOR:

(Lesson4) STUDENT:

14
 DATE:
DATE: DATE:
Landing (Lesson6) INSTRUCTOR:

STUDENT:

DATE:
After landing checks DATE: DATE:
INSTRUCTOR:
(Lesson4)
STUDENT:

DATE:
DATE: DATE:
Alternator failure INSTRUCTOR:

STUDENT:

DATE:
DATE: DATE:
Loss of fuel pressure INSTRUCTOR:

STUDENT:

DATE:
DATE: DATE:
Loss of oil pressure INSTRUCTOR:

STUDENT:

DATE:
DATE: DATE:
High oil temperature INSTRUCTOR:

STUDENT:

DATE:
Engine fire in the air DATE: DATE:
INSTRUCTOR:
(Lesson6)
STUDENT:

DATE:
DATE: DATE:
Smoke in cockpit INSTRUCTOR:

STUDENT:

POST FLIGHT TEACH PRACTISE COMPETENT

DATE:
Shutting down DATE: DATE:
INSTRUCTOR:
(Lesson3)
STUDENT:

DATE:
Administration DATE: DATE:
INSTRUCTOR:
(Lesson3)
STUDENT:

15
Additional Guidance Notes for Teaching Slow flight and Stalling
Ex 10A – Slow Flight
Some manuals suggest that slow flight should be taught utilising periods of flight
instruction and student practise during which the aircraft is manoeuvred whilst
maintaining the airspeed at between 5 and 10 knots above the stalling speed. Whilst
applauding the intention of exposing the student to the handling characteristics of the
aircraft close to the stall, it does mean that the stall warning on a certified aircraft will
be activated almost continuously throughout the exercise. This is likely to be counter-
productive as it can undermine the immediate reaction to any stall warning, which
should be to instigate immediate and appropriate recovery action. For the instructor
to continue flying the aircraft in the same manner whilst telling the student to ignore
the stall warning is probably, at best, negative teaching.
The object of PPL(A) flight training should principally be to concentrate on giving the
pilot the skills to operate the aircraft close to the centre of the “normal” operating
envelope for the phase of flight. Any excursion away from “the centre” should result in
immediate action to return the aircraft to safety. Slow Flight exercises taught using
the method above are perhaps teaching the student to operate the aircraft for a
lengthy period at close to the edge of the envelope – a situation in which the basic
PPL(A) holder should not be operating in any circumstance.
Additionally, on some aircraft types, the nose attitude to replicate the speed profiles
described gives minimal forward field of view from a cockpit perhaps not blessed with
the best view in the first place. In busy airspace this in itself could present a serious
risk, the value of the training probably does not warrant this risk being undertaken.

Experience suggests that the more effective way to deal with the slow flight exercises
is to introduce them in the relevant parts of the course in combination with other
exercises.
During the straight and level exercises the teaching of the “low, safe cruise”,
introduces cruising at minimum practical speed. Cruising at speeds for best range
and endurance should also be covered. Rudder/aileron co-ordination is taught during
turning, and the different rudder input at lower speeds should be introduced when
teaching approaches. These skills naturally lead into the teaching of the “bad
weather circuit” later in the PPL course – again a practical use of slow flight
techniques avoiding the stall.
An area of concern highlighted in the GASCO Report on stalling accidents was the
mishandling of the short-field take-off and climb at best angle. This was implicated in
a high number of accidents. At the appropriate point in the PPL course – probably
during the lessons following the solo consolidation of circuits – the short-field take-off
and climb at best angle should be thoroughly taught and practised. Within this
training the instructor should demonstrate the full stall during a simulated mishandled
climb at best angle after take-off (use full power and, if appropriate, take-off flap).
This should then be developed into recognition of the impending stall in this situation
with both teaching and student practise of recovery at the incipient stage.
Another opportunity to explore the characteristics of slow flight is presented during
the teaching of forced landings, with and without power. In the case of a forced
landing with power still available (precautionary landing), it can be demonstrated that
this exercise is an extension of the “bad weather circuit” already covered earlier in the
course. As part of the teaching of forced landings without power, the instruction
should include recovery at the incipient stage from a mishandled glide. Again, the
instructor should point out that close control of attitude and speed will be the best
way of preventing a stall situation from developing.

16
As part of the exercise teaching advanced turning (steep turns), the recovery from
the incipient stall in the turn should be included with appropriate student practise.
In summary, it can be seen that slow flight and recovery from the incipient stall
situations that may develop is a theme that runs through many of the PPL syllabus
items. Exercise 10B will give the building blocks of stall recognition and prevention,
but for full instruction and learning in stall prevention to have been achieved the
subject needs to be explored within many of the flight exercises.

Ex 10B Stalling

The stalling exercises form the first stage in upset prevention training, and must be
taught before instruction in circuit flying. This will ensure that the student, once in the
circuit, can recognise a hazardous situation developing and take prompt action to
prevent the stall. Recognition of an approaching stall, and the immediate initiation of
Standard Stall Recovery action, is an essential for safe flight. Mechanical or electrical
stall warning systems can fail, and so all the symptoms and signs of an approaching
stall should be revised, and recovery practised, frequently through a student’s
training. Prior to first solo, a third stalling exercise should be scheduled to revise and
practise stall recovery at the incipient stages to ensure currency in stalling. Certainly
with part-time students there can be a protracted time period between the stalling
exercises and the completion of circuit training to first solo standard. This third visit to
stall recognition and recovery can do much to reduce the threat of stalling during first
solo and the subsequent solo circuit practises.

17
Exercise 10A/B (1) – Stalling Part One
This exercise covers stalling only in the clean configuration. During the exercise the
student will learn to recognise the signs of the full and incipient stall, the main
emphasis being the incipient stall signs. Recovery from both a full stall and incipient
stall are taught and practised. Initially, the student’s recoveries may be a little
mechanical; it is important to get the recovery technique correct first, before honing it
to achieve minimum height loss. Minimum height loss may not be achieved during
this first lesson – it is probably better to keep the lesson moving along than trying to
achieve this aim while frustrating both the instructor and student! Additionally, stall
recovery may be a little uncomfortable for some students, so a prolonged exposure
could result in them feeling airsick.
Considerations
Ideally the student should have had a full stall and recovery demonstrated during a
previous lesson. This will have the positive effect of dispelling some of the “crewroom
myths” about how dreadful the stalling exercises are. Even so, most students are a
little apprehensive about this exercise, and any perceived apprehension on the part
of the instructor will only further increase the student’s anxiety. The instructor must
display a positive attitude to the exercise, and each briefing session should reassure
the student about the safety of the exercise. In no circumstance should this exercise
give the impression that “we’ve got to do this so let’s get it over with”.

Threat & Error Management

Checks Prior to Stalling:
Prior to getting airborne, try to ensure that the student has learned the contents of the
HASELL (& HELL) checks. This allows airborne instruction to be concentrated on
how to conduct the checks whilst maintaining a good lookout and adequate aircraft
control. Again, this can be demonstrated on a previous exercise as part of the stall
demonstration. Typical contents of the HASELL check are as follows:
HEIGHT For initial training sufficient to recover by 3000 above ground level. This
assumes that weather and airspace allows for this. Note that some height will be lost
during the demonstrations of the incipient and full stall signs, this often equates to
some 1000’.
AIRFRAME Flaps as required.
SECURITY No loose articles in footwells, on the coaming, or the area behind the
seats. Pockets all secure. Harnesses tight, seat position locked, canopy/doors closed
and secure.
ENGINE Check for Carb’ icing. Fuel contents sufficient and balanced. Fuel selector
checked ON - fullest tank. Oil temp’ & pressure normal. Fuel Pump “ON” if applicable
LOCATION “ABCCD”- Not above Active airfields, Built up areas, Controlled
airspace, clear of Cloud (maintain VMC) and Danger areas (equally applies to
prohibited and restricted areas).
LOOKOUT Either 2 x 90 degree turns or 1 x 180 degree turn. Note that the
emphasis on looking out during the turn rather than turn accuracy should be
emphasised as part of the teaching.
Checks After Stalling:
On completion of the Stalling exercise teach the student to conduct a full FREDA
check. In addition to resetting the DI and reviewing the fuel contents/balance this will
also double up as the FREDA check required before rejoin.

18
Air Exercise

During the entry, ensure that rudder is used to prevent yaw when the throttle is
closed. Progressively raise the nose and trim for approximately V REF whilst
attempting to maintain straight and level. The trim setting is not vitally important, but it
does give a consistent feel to the aircraft and on those aircraft where pitch control is
heavy this will ensure that full deflection of the elevator can be achieved without the
student feeling that they are working out in the gym. Most training aircraft will require
full elevator deflection, or at least pretty close to it, for the critical AoA to be achieved.
Once the entry has been taught, the student should perform each subsequent entry.
Remember to take control early enough during the entry to enable your teaching and
demonstrations not to be rushed.

Subject to specific aircraft type considerations, include each of the following items
when teaching the signs of the approaching stall:
 Low and reducing airspeed.
 Decreasing control effectiveness.
 High nose attitude.
 Stall warner.
 Light buffet.

Demonstrate the decreasing control effectiveness by showing the low rate of pitching
using relatively large pitch inputs – take care not to be too heavy handed or you will
stall prematurely! Previously, some instructors have used aileron inputs to illustrate
this point. Some now believe that showing the student use of coarse aileron close to
the stall is inappropriate. An important learning objective is for the student to
recognise the stall warner and buffet. To establish this, gently pitch nose up to
activate the stall warner and generate buffet pointing out to the student when each
occurs. Gently pitch nose down and demonstrate that this action removes the buffet
and silences the stall warner. Repeat these pitching manoeuvres but elicit from the
student recognition of when the stall warning sounds and the buffet is felt. Accept
that you will lose altitude during this demonstration (hence the earlier comment
regarding height in the HASELL check).

Again, subject to the type specific aircraft considerations, teach each of the following
signs of the full stall, if and when they appear:
 Heavy buffet.
 Nose drop.
 Sink.
 Possible wing drop.

To allow each of these signs to be taught effectively will require the aircraft to be held
in a fully stalled condition sufficient to teach these signs. Make it clear to the student
that recovery is normally initiated on the first incipient stall sign, the delay in recovery
on this occasion is to allow the student to see the full range of full stall signs.

19
Recovery at the incipient stage should be taught first with recovery action being
initiated by the sounding of the stall warner and/or onset of buffet. Individual aircraft
type stalling characteristics will determine which is best to use. Stress during the
teaching that in a real situation, recovery should be carried out at the first sign of the
approaching stall whatever it may be. Note that the recovery action is standard stall
recovery (SSR), but the forward movement of the control column / wheel is very
small, only sufficient to remove the buffet / stall warner. Whilst not essential, it can be
useful to note the altitude at which the stall warning occurred so that the height lost
can be noted. Ensure that the student maintains balance throughout the recovery.

Standard Stall Recovery (SSR) from a fully stalled condition is then taught. Recovery
action should be initiated at the first full stall sign. Noting the entry height will again
enable the height lost during recovery to be demonstrated illustrating the increased
height loss in the event of a full stall. This emphasises the benefit of early recognition
and recovery at the incipient stage.

Recovery without power can then follow. This clarifies that to recover from the stall
the angle of attack must be reduced using the elevator, which remains effective in the
stall. The other teaching point that is worthy of mention to the student is that this
recovery technique would have to be used should they inadvertently stall whilst
carrying out a forced landing without power. For this reason once stall recovery is
complete it may be wise to teach that the next action is to establish the aircraft at the
recommended gliding speed. This also provides a clear situation in which both
student and instructor can recognise that the teaching/practise is complete. There
can then be no confusion regarding the application of power for climbing back to the
start height, which might be the case if a climb is initiated straight after recovery
without power.

Again, if the height loss is noted, the student will see that without the use of power a
greater height loss is experienced to achieve recovery.

20
Exercise 10A/B(2) – Stalling Part Two

Exercise 10A/B(1) taught the student to recognise and recover from a clean, power
off stall. This lesson will teach recovery from more realistic situations that might be
encountered. It could be described as teaching the student the skills to prevent him
from stalling in the circuit. As part of this exercise the effects of power and flap will be
demonstrated. As such, reference to the Pilots Operating Handbook / Flight Manual
prior to flight can prove useful as this will give some insight into these effects which
can then be reinforced during the airborne exercise. This exercise will also enable
approximate speeds to be derived for Vs1 and Vso which, again, can be demonstrated
when airborne.

Considerations
This exercise is primarily aimed at stall prevention. Recovery at the incipient stage is
the important part of this exercise. All too often instructors spend so much time
dealing with full stall recovery from stalls with power and/or flap that the incipient
recoveries are rapidly covered at the end of the lesson as if just a small, academic
part. It may be that the student has a lot of problems dealing with the power/flapped
stall recoveries at first, particularly if wing drop is present. Don’t get bogged down in
these recoveries at the expense of the recovery at the incipient stage being taught
and practised thoroughly.
Threat & Error Management
The HASELL checks are the same as for the previous exercise. A convenient method
for achieving the correct configuration for the stall and setting the scenario is to fly the
latter part of a simulated circuit incorporating the checks – the lookout turns can be
from a simulated downwind to base and then base to final.
Air Exercise
The exercise should begin with revision of recovery from the stall at the incipient
stage followed by revision of SSR from a full stall (clean configuration, power off).
Brief the student to note the following during his entry to the full stall, or carry out a
further instructor demonstration to point out;
 Rate of deceleration.
 The nose attitude at a speed approximately 10 knots above stalling speed.
This would ideally be the attitude at the stall, but this is almost impossible for
the student to note given that there is much happening at the point of stall, not
least the need for recovery action to be initiated.
 Control effectiveness – point the relatively large elevator inputs required to
maintain level flight.
 IAS at the stall.
This should provide a datum with which the student can then compare the effects of
power and flap. With a less able student, it may be necessary for the instructor to
perform a datum stall to provide a datum for the student to use.
Having set a datum the next part will be to teach the effect of power and flap on the
stall. The exact power settings and flap extension to be used will be aircraft type
specific. As a general guide try to use approach power and landing flap whenever
possible. With both of these stalls, ensure that a full stall and recovery is
demonstrated and practised. Should wing drop occur, teach the correct use of rudder
as part of the recovery. The amount of rudder used should be sufficient only to
prevent further yaw developing. On no account should an attempt be made to “pick-
up” the wing drop with rudder.

21
A full stall in the landing configuration with typical approach power should then be
demonstrated. The main points to come out of this instruction are as follows:
 The rate of deceleration depends on the attitude and power, but may be
relatively slow.
 The nose attitude is higher than would be normal on the approach.
 The stall warner will activate.
 The duration of the pre-stall buffet is short.
 The stalling speed will be reduced further as both flap and power are in use.
 Wing drop is likely.

Point out that there were plenty of clues that to alert the pilot to the impending stall
situation. The height loss incurred, especially if wing drop is present, is such that
recovery from a full stall on final might not be possible, hence the need to recover at
the incipient stage.

Recoveries at the incipient stage should be taught and practised both for a stall on
final and in the base to final turn. When setting up for these stalls it is important to
make the situation as realistic as possible. For the stall on the final approach,
suggest to the student that during the base leg the power is incorrectly set too low,
this results on being low on the final approach once the wings are level hence the
higher nose attitude to try to regain the correct approach path. If this attitude is
maintained without any power increase then a stall situation will inevitably develop.
A similar situation will be appropriate for the stall in the base to final turn. This time
brief that the aircraft has become low during the base leg, the aircraft has flown
through the runway centreline, so a level turn at 30 degrees AoB is attempted to
rectify these errors. If excessive bank angle is used, on most training aircraft the nose
will tend to drop into the turn and achieving a stall will prove extremely difficult. This
will not assist the credibility of the teaching. Recovery from the stall in the turn is still
SSR but note that it is important to ensure that the wing is unstalled prior to using the
roll controls to achieve a laterally level attitude.

For the final part of the lesson, set the aircraft up in the short field take-off
configuration with full power and teach the recovery from the incipient stage of the
stall during a climbing turn after take-off. A full stall in this configuration often
produces a rapid wing drop and considerable height loss, and most fatal stalling
accidents occur during this phase of flight. It is not recommended for students to
prove this to themselves, an instructor’s demonstration should be more than
adequate! However, although the recovery at the incipient stage may appear, and is,
very simple, it is vital that the student learns to recognise the symptoms and adopts
the recovery action immediately.

22
Exercise 10A/B (3) - Stalling Part Three

As the student progresses towards first solo standard, this exercise gives essential
stalling recognition and recovery practice.

The exercise begins with a normal departure from the circuit and climb to a safe
height for the stalling revision. The student should be able to perform the HASELL
checks, prompt or re-teach as required. The student should then perform the
following stalls as revision:

 Recover at the incipient stage from a stall on a simulated final approach to

land.
 Recover at the incipient stage from a stall in the approach configuration whilst
on a simulated base to final turn.
 Recover at the incipient stage from a stall in the take-off configuration whilst in
a climbing turn.

During the exercise the quality of the entry to the stall is relatively unimportant as
long as an effective stall in the correct configuration is achieved. The standard of the
recoveries are of prime importance. The recovery must be timely, with minimum
height loss and result in the aircraft being safely established into a climb at
recommended speed – effectively a go-around. An experienced pilot might be able to
re-establish the aircraft on final after an incipient stall but at this stage of the student’s
training it is probably best practise to insist on a go-around from any incipient stall
recovery. Any shortfall in the required standard should be addressed with either
further practise or teaching as necessary.

Any time remaining of the lesson can be utilised for further circuit practise or teaching
as required.

NOTES:

If exercise 10AB (1) has been completed then exercises 12 and 13 can be started if
conditions, such as low cloud base, prevents 10AB (2) from being carried out – be
flexible.

If there has been a long gap between Stalling Part 3 and potential first solo, carry out
Stalling Part 3 again.

23
 SYLLABUS CHECK LIST – EASA Ref: AMC 1 FCL.210.A (c) 2

EASA Ref. Exercise Notes

(A) characteristics of the aeroplane;

(i) Ex 1a Aircraft
(B) cockpit layout;
Familiarisation
(C) systems;
(D) checklists, drills and controls.

(A) action if fire on the ground and in the air;

(ii) Ex 1b (B) engine cabin and electrical system fire;
Emergency drills (C) systems failure;
(D) escape drills, location and use of
emergency equipment and exits.

(A) flight authorisation and aeroplane

acceptance;
(B) serviceability documents;
(C) equipment required, maps, etc.;
(D) external checks;
(iii) Ex 2 (E) internal checks;
(F) harness, seat or rudder panel
Preparation for
adjustments;
and action after (G) starting and warm-up checks;
flight (H) power checks;
(I) running down system checks and shutting
down the engine;
(J) parking, security and picketing (for
example tie down);
(K) completion of authorisation sheet and
serviceability documents.

(iv) Ex 3 Air
Air experience: flight exercise.
experience

(A) primary effects when laterally level and

when banked;
(B) further effects of aileron and rudder;
(C) effects of:
(a) air speed;
(b) slipstream;
(v) Ex 4 Effects of (c) power;
controls (d) trimming controls;
(e) flaps;
(f) other controls, as applicable.
(D) operation of:
(a) mixture control;
(b) carburettor heat;
(c) cabin heating or ventilation.

24
 (A) pre-taxi checks;
(B) starting, control of speed and stopping;
(C) engine handling;
(D) control of direction and turning;
(E) turning in confined spaces;
(vi) Ex 5a Taxiing (F) parking area procedure and precautions;
(G) effects of wind and use of flying controls;
(H) effects of ground surface;
(I) freedom of rudder movement;
(J) marshalling signals;
(K) instrument checks;
(L) air traffic control procedures.

(vii) Ex 5b Taxiing
Brake and steering failure
emergencies

(A) at normal cruising power, attaining and

maintaining straight and level flight;
(B) flight at critically high air speeds;
(C) demonstration of inherent stability;
(viii) Ex 6 Straight (D) control in pitch, including use of trim;
and level (E) lateral level, direction and balance and
trim;
(F) at selected air speeds (use of power);
(G) during speed and configuration changes;
(H) use of instruments for precision.

(A) entry, maintaining the normal and max

rate climb and levelling off;
(B) levelling off at selected altitudes;
(C) en-route climb (cruise climb);
(ix) Ex 7 Climbing
(D) climbing with flap down;
(E) recovery to normal climb;
(F) maximum angle of climb;
(G) use of instruments for precision.

(A) entry, maintaining and levelling off;

(B) levelling off at selected altitudes;
(x) Ex 8 (C) glide, powered and cruise descent
Descending (including effect of power and air speed);
(D) side slipping (on suitable types);
(E) use of instruments for precision flight.

25
 (A) entry and maintaining medium level
turns;
(B) resuming straight flight;
(C) faults in the turn (for example in correct
pitch, bank and balance);
(xi) Ex 9 Turning (D) climbing turns;
(E) descending turns;
(F) faults in the turns (slipping and skidding
on suitable types);
(G) turns onto selected headings, use of gyro
heading indicator and compass;
(H) use of instruments for precision.

(A) safety checks;

(B) introduction to slow flight;
(xii) Ex 10a Slow (C) controlled flight down to critically slow air
flight speed;
(D) application of full power with correct
attitude and balance to achieve normal climb
speed.

(A) safety checks;

(B) symptoms;
(C) recognition;
(xiii) Ex 10b (D) clean stall and recovery without power
Stalling and with power;
(E) recovery when a wing drops;
(F) approach to stall in the approach and in
the landing configurations, with and without
power and recovery at the incipient stage.

26
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 1 – EXERCISE 3 AIR EXPERIENCE DURATION 0:30

Aim: To introduce the student to single engine piston flying. EASA Ref: AMC1 FCL.210.A (c) 2 i-iv Exercise 3

Threat Error Management: Comments:

Threat Consequence Mitigation ………………………………………………………………………
Not knowing who has control No one has control Handover/Takeover
procedures ………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
PRE FLIGHT:
………………………………………………………………………
 Introduction to safety in and around the aircraft ………………………………………………………………………
 Emergency and evacuation brief (Keep simple)
 Preparation for flight (Introduction to the basics only)
 Handover/ Takeover/Follow Through/Relax procedures
 Use of heating and ventilation controls
AIREX:

 Aircraft familiarisation
 Demonstration of aircraft stability
Introduction to attitude flying
DEBRIEF:

 Instructor to debrief and encourage student to continue

Date: Instructor:

27
 AIR PILOTS LESSON 2 – EXERCISE 4.1 EFFECTS OF CONTROLS 1 DURATION 1.00
EASA PPLA) Lesson Plans

Aim: To learn the effects of the primary controls. To select, hold and EASA Ref: AMC1 FCL.210.A (c) 2 v Ex 4
trim an attitude.
Accuracy at this stage is a secondary consideration. An understanding
Threat Error Management: of the principles involved and the techniques to be applied are essential,
Threat Consequence Mitigation however. The following competencies must, therefore, be evident before
Unfamiliar surroundings Becoming lost Local area orientation the next lesson.
Busy airspace Collision Develop lookout
(clockcode)
NB – Mark as satisfactory √ or X as applicable.
PRE FLIGHT:
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.

 Pre-flight brief on Effects of Controls Part 1 (Ex 4.1) The student demonstrates a clear understanding of the principles of:
 Pre-flight brief on Taxying (Ex 5)  Roll, pitch and yaw control Omitted / Re-teach / Revise
 Instructor to teach:  The effects of speed & slipstream Omitted / Re-teach / Revise
o Administration  The inter-relationship between roll & yaw Omitted / Re-teach / Revise
o External checks  Adverse aileron yaw Omitted / Re-teach / Revise
o Cockpit preparation
o Use of ventilation and heating controls The student demonstrates the correct use of the requisite techniques to:
o Use of check list
o Engine starting procedures.  Control the aircraft in all 3 axes Omitted / Re-teach / Revise
 Select and trim to an attitude Omitted / Re-teach / Revise
AIREX:
 Datum attitude
 Primary effect of the: Comment on all items annotated “X” above
o Elevators
o Ailerons
o Rudder
 Effect and use of trim – Select – Hold - Trim
 Effect of speed on the primary controls
 Effect of slipstream on the primary controls
 Further effect of the: General remarks and notes:
o Elevators
o Ailerons
o Rudder
 Demonstrate adverse yaw and the need for co-ordinated use of
controls when rolling
 Teach introduction to taxying during taxy after landing.

DEBRIEF: Date: Instructor: Student:

Instructor to debrief and inform student what to study for next lesson.

28
 AIR PILOTS LESSON 3 – EXERCISE 4.2 EFFECTS OF CONTROLS 2 DURATION 0.45
EASA PPL (A) Lesson Plans

Aim: To set an engine RPM and operate flaps and supplementary

controls whilst maintaining the datum attitude in trim.
EASA Ref: AMC1 FCL.210.A (c) 2 v Ex 4

Before moving on to the next lesson reasonable accuracy and

Threat Error Management: proficiency should be shown in the techniques listed below.
Threat / Error Consequence Mitigation
Exceeding flap limit Overstress aircraft Check VFE L-O-I NB – Mark as satisfactory √ or X as applicable.
Exceed engine limits Engine damage/failure RPM red line If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
Brake/steering failure Loss of control on ground Checks, speed, drills

The student demonstrates a clear understanding of the principles of:

PRE FLIGHT:
 The trim controls Omitted / Re-teach / Revise
 Pre-flight brief on Effects of Controls Part 2 (Ex 4.2)  The throttle and RPM controls Omitted / Re-teach / Revise
 Introduction to weather interpretation and NOTAM decoding  The flaps Omitted / Re-teach / Revise
 Student to practise: Items covered by instructor previously  Other engine & ancillary controls Omitted / Re-teach / Revise
 Instructor to teach:
o Operation of radio (tailored to the individual) The student demonstrates the correct use of the requisite techniques to:
o Taxy (continued)
o Power checks and pre take off checks  Select & trim to any pitch attitude Omitted/Re-teach/Revise
 Instructor to demo:  Maintain attitude & balance whilst changing power Omitted/Re-teach/Revise
o Normal take off  Maintain attitude & balance whilst operating flaps Omitted/Re-teach/Revise
 Retrim following changes to powerand flaps Omitted/Re-teach/Revise
AIREX:  Operate the ancillary controls Omitted/Re-teach/Revise
 Revision of effects of controls part 1 – Select/Hold/Trim to attitude
 Use of throttle and the engine gauges
 Effect of power, speed and flap on the trimmed state Comment on all items annotated “X” above
 Effect and use of flap: Limitation – Operation – Indication
 Supplementary controls: Use of mixture and carb heat
 Set an engine RPM
 Recovery to base instructor to demo:
o Approach checks
o Arrival procedures
o Map orientation General remarks and notes:
 POST FLIGHT:
 Instructor to teach:
Shutting down
Administration
DEBRIEF:
Date: Instructor: Student:
 Instructor to debrief and inform student what to study for next lesson.

29
 AIR PILOTS LESSON 4 – EXERCISE 6.1 STRAIGHT AND LEVEL 1 DURATION 1.00
EASA PPL (A) Lesson Plans

Aim: To learn to fly straight and level, in balance and in trim, at EASA Ref: AMC1 FCL.210.A (c) 2 viii Ex 6
a constant power setting
An understanding of the relationship between power, attitude and trim is
Threat Error Management: required in this lesson along with recognition of the correct attitude ‘pictures’.
Threat Consequence Mitigation The understanding of the principles involved is more important than accuracy at
System/Engine problems System/Engine Failure Monitor gauges – this stage but the following competencies must be evident before the next
FREDA Check lesson.
Blind spots Collision risk Correct lookout technique
NB – Mark as satisfactory √ or X as applicable.
PRE FLIGHT: If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.

 Pre-flight brief on Straight & Level Part 1 (Ex 6.1) The student demonstrates a clear understanding of the principles of:
 Weather and NOTAM brief
 Student to practise: Items covered by instructor previously  Achieving S&L flight with ref to attitude Omitted / Re-teach / Revise
 Maintaining balanced flight Omitted / Re-teach / Revise
 Instructor to teach: Develop R/T and begin introducing emergencies  Appropriate power setting for cruise speed Omitted / Re-teach / Revise
with engine fire on the ground. Teach normal take-off.  Power + Attitude = Performance Omitted / Re-teach / Revise
AIREX: The student demonstrates the correct use of the requisite techniques to:
 Revision of effects of controls (Select/Hold/Trim to Datum Attitude)
 Achieve straight flight  Recover to and maintain balanced, S&L from attitude excursions
 Achieve level flight Omitted / Re-teach / Revise
 Achieve straight and level flight  Trim the aircraft Omitted / Re-teach / Revise
 Demo gross and slight imbalance
 Lookout (Teach scan technique)  Make small corrections to recover & maintain HDG & altitude datum
 Teach maintenance of S & L (Lookout/Attitude/Instruments) - FREDA Omitted / Re-teach / Revise
 Correct to datums (Constant power - +/- 100’ - +/- 10)
 Recovery to base instructor to teach:
o Approach checks
Comment on all items annotated “X” above
o Arrival procedures
o Map orientation

POST FLIGHT:
Instructor to teach:
After landing checks General remarks and notes:
Student to practise:
Shutting down
Administration

DEBRIEF: Date: Instructor: Student:

 Instructor to debrief and inform student what to study for next lesson.

30
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 5 – EXERCISE 6.2 STRAIGHT AND LEVEL 2 DURATION 1.00

Aim: To learn to fly the aircraft straight and level at different power EASA Ref: AMC1 FCL.210.A (c) 2 viii Ex 6
settings, speeds and with flap.
As well as understanding the principles stated below, before moving on
to the next lesson, reasonable accuracy and proficiency needs to be
Threat Error Management:
shown in the necessary techniques.
Threat / Error Consequence Mitigation
Exceeding limiting speeds Damage aircraft Speed awareness/LOI
Flying too slowly Stall/ height loss Speed awareness NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.

The student demonstrates a clear understanding of the principles of:

PRE FLIGHT:
 Speed stability Omitted / Re-teach / Revise
 Pre-flight brief on Take-off  Best endurance speed Omitted / Re-teach / Revise
 Pre-flight brief on Straight & Level Part 2 (Ex 6.2)  Best range speed Omitted / Re-teach / Revise
 Weather and NOTAM brief  Slow safe cruise Omitted / Re-teach / Revise
 Student to practise: Items covered by instructor previously
 Instructor to teach: Brake failure and steering failure The student demonstrates the correct use of the requisite techniques to:
AIREX:  Maintain S&L when adjusting power Omitted/Re-teach/Revise
 Maintain S&L when changing speed Omitted/Re-teach/Revise
 Teach Take-off  Maintain S&L when changing configuration
 Revision of straight and level 1 Omitted/Re-teach/Revise
 Deceleration & acceleration  Retrim following changes Omitted/Re-teach/Revise
 Straight & level at different power settings and speeds  Adopt slow safe cruise & return to normal cruise
 Relate to best endurance and best range speeds Omitted/Re-teach/Revise
 Speed instability (slow flight)
 Straight & level with flaps
 Slow safe cruise
 Recovery to base student to practise:
Comment on all items annotated “X” above
a. Approach checks
b. Arrival procedures
c. Map orientation
 Recovery to base instructor to demonstrate:
a. Landing

POST FLIGHT:
General remarks and notes:
 Student to practise:
a. After landing checks
b. Shutting down
c. Administration

DEBRIEF: Date: Instructor: Student:

 Instructor to debrief and inform student what to study for next lesson.
31
 AIR PILOTS – EASA PPL A) Lesson Plans LESSON 6 – EXERCISE 7.1 & 8.1 CLIMBING & DESCENDING 1 DURATION 1.00
AND EXERCISE 9.1, MEDIUM LEVEL TURNS

Aim: To climb at best rate and glide at best range speed, and level off at EASA Ref: AMC1 FCL.210.A (c) 2 ix & x Ex7 & 8 and xi Ex9
specified altitudes. To execute a level turn at 30° AOB and roll out on
specific headings. This early lesson in climbing and descending requires an essential
understanding of the use of power and attitude to control airspeed to attain best
Threat Error Management: rate of climb (Vy) and the glide descent. Recognition of the correct attitude
Threat / Error Consequence Mitigation ‘pictures’ and the correct use of elevator and rudder trim are essential.
Aircraft above/below Collision Lookout/weave The medium level turns exercise requires an understanding of entry technique,
Exceeding engine limits Engine damage Full power checks use of controls in the turn, attitude reference and roll out technique.
Carburettor icing Loss of power Carburettor heat use Refined accuracy is not required at this stage and will follow with practise.
Loss of situational awareness Becoming lost Map interpretation/ref The following competencies must be evident before the next lesson.
points NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
PRE FLIGHT:
 Pre-flight brief on Climbing & Descending Part 1 (Ex 7.1 & 8.1) The student demonstrates a clear understanding of the principles of:
 Pre-flight brief on Medium Level Turns (Ex 9.1)
 Weather and NOTAM brief  Climbing at best rate Omitted / Re-teach / Revise
 Student to practise: Items covered by instructor previously  Descending in the glide Omitted / Re-teach / Revise
 Instructor to teach: Items as seen appropriate from the overview  A medium level turn Omitted / Re-teach / Revise
AIREX:
 Revision of straight and level 2 – Achieve S & L @ different IAS. The student demonstrates the correct use of the requisite techniques to:
 Teach/Practise:
a. Maintain the climb (inc. control of IAS and engine management)  Enter, maintain and level off from a climb Omitted / Re-teach / Revise
b. Entry into the climb  Enter & maintain the glide Omitted / Re-teach / Revise
c. Level off at specified altitudes  Maintain balance and hdg in climb/descent Omitted / Re-teach / Revise
 Make transition from glide to climb Omitted / Re-teach / Revise
 Teach/Practise:  Turn, recovering by ref to landmarks Omitted / Re-teach / Revise
a. Maintain a medium level turn  Turn, recovering onto specified hdgs Omitted / Re-teach / Revise
b. Entry into a medium level turn
c. Roll out of a medium level turn
d. Roll out onto specific features/headings Comment on all items annotated “X” above
 Teach/Practise:
a. Maintain the glide (inc. control of IAS and engine management)
b. Entry into the glide
c. From glide to climb
d. Engine fire in the air drill
 Recovery to base student to practise:
a. Approach checks General remarks and notes:
b. Arrival procedures
c. After landing checks
 Recovery to base instructor to teach:
b. Develop map reading skills
c. Landing
Date: Instructor: Student:
POST FLIGHT & DEBRIEF: As previous

32
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 7 – EXERCISE 7.2 & 8.2 CLIMBING & DESCENDING 2 DURATION 1.30

Aim: To learn the climb and descent techniques used in the circuit, EASA Ref: AMC1 FCL.210.A (c) 2 ix & x Ex7 & 8
and how to fly a go-around.
As well as understanding the principles stated below, before moving on
to the next lesson, reasonable accuracy and proficiency needs to be
Threat Error Management: shown in the necessary techniques.
Threat / Error Consequence Mitigation
Weather conditions Entry into cloud Pre-entry checks NB – Mark as satisfactory √ or X as applicable.
Incorrect pressure setting CFIT/Terrain clearance Pre-descent checks If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
Flap misuse Overstress/sink After take off checks
Excessive engine cooling Poor engine response Engine warming The student demonstrates a clear understanding of the principles of:
 Effect of flaps in the climb Omitted / Re-teach / Revise
PRE FLIGHT:  Effect of flaps on the glide Omitted / Re-teach / Revise
 Pre-flight brief on Climbing & Descending Part 2 (Ex 7.2 & 8.2)  Effect of power in the descent Omitted / Re-teach / Revise
 Weather and NOTAM brief
 Student to practise: Items covered by instructor previously The student demonstrates the correct use of the requisite techniques to:
 Instructor to teach: Cabin fire and electrical fire on the ground
 Take off and carry out checks Omitted / Re-teach / Revise
AIREX:  Carry out climbing turns Omitted / Re-teach / Revise
 Revision of climbing and descending Part 1  Carry out descending turns Omitted / Re-teach / Revise
 Level off at pre-determined altitudes Omitted / Re-teach / Revise
Teach then student practice:  Descend in approach configuration Omitted / Re-teach / Revise
 Climbing turns and lookout technique  Descend in landing configuration Omitted / Re-teach / Revise
 Effect of flaps in the climb  Perform a go round Omitted / Re-teach / Revise
 Effect of flaps in the glide
 Effect of power in the descent
 Descending turns
Comment on all items annotated “X” above
Fly a dummy circuit at a safe altitude to teach the following
followed by student practice:
 Approach & landing configurations – control of descent
 Go around
 Demonstration stall. Instructor shows features of slow flight,
pre stall features, full stall and recovery.
General remarks and notes:
 Recovery to base student to practise: Items as seen
appropriate from the overview. Control of descent on Final
Approach (from straight in approach from 1000’)
 Recovery to base instructor to: Demonstrate approach
paths
Date: Instructor: Student:
POST FLIGHT & DEBRIEF: As previous
33
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 8 – EXERCISE 10A/B(1) STALLING PART 1 DURATION 1.00

Aim: To learn to recognise and recover from the full and

EASA Ref: AMC1 FCL.210.A (c) 2 xiii Ex10b
approaching stall.
This first stalling lesson requires an essential understanding of the principles of
Threat Error Management: flight involved with stalling. Recognition of the signs of the incipient stall and
Threat/error Consequence Mitigation symptoms of a stall is essential and understanding that the buffet is the critical
Unrecognised stall Full stall/Possible spin Correct technique sign is of paramount importanc. The main emphasis is on the incipient stall
Other aircraft Collision Clear of Cloud/Lookout signs.
Incorrect configuration Overstress Airframe in HASELL It is important to get the recovery technique correct first before honing the
Harness insecure Difficulty in recovery Security in HASELL technique to achieve minimum height loss. Therefore the correct stall recovery
Loose objects Damage Security in HASELL technique is to be demonstrated by the student to a good standard before
Engine fails Forced landing Engine in HASELL/Safe area moving on to the next lesson.

NB – Mark as satisfactory √ or X as applicable.

If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
PRE FLIGHT:
The student demonstrates a clear understanding of the principles of:
 Pre-flight brief on Stalling Part 1 (Ex10B1)
 Weather and NOTAM brief
 Signs of the incipient stall Omitted / Re-teach / Revise
 Student to practise: Items covered by instructor previously
 Symptoms of the full stall Omitted / Re-teach / Revise
 Instructor to teach: Items as seen appropriate from the
 Standard Stall Recovery Omitted / Re-teach / Revise
overview
The student demonstrates the correct use of the requisite techniques to:
AIREX:
 Revision as required
 Carry out HASELL checks Omitted / Re-teach / Revise
 Introduction to the stall:
 Recover at the incipient stage (SSR) Omitted / Re-teach / Revise
a. Demo/ guide HASELL and entry
 Recover from a full stall (SSR) Omitted / Re-teach / Revise
b. Demonstrate full stall & recovery if not previously done
 Recovery without power Omitted / Re-teach / Revise
c. Teach signs of the approaching stall
d. Confirm buffet identification
e. Teach full stall features
 Recovery from the stall: Comment on all items annotated “X” above
a. Teach / practise recovery at incipient stage
b. Teach / practise recovery without power
c. Teach / practise Standard Stall Recovery (SSR)
d. Checks after stalling – FREDA
 Recovery to base student to practise: Items as seen General remarks and notes:
appropriate from the overview
 Recovery to base instructor to: Guide cruise descent and
level off. Demo circuit if not already done

POST FLIGHT & DEBRIEF: As previous

Date: Instructor: Student:
34
 AIR PILOTS – EASA PPL (A) Lesson Plans LESSON 9 – EXERCISE 10A/B(2) STALLING PART 2 DURATION 1.00

Aims: To learn how flaps & power affect stalling characteristics. EASA Ref: AMC1 FCL.210.A (c) 2 xiii Ex10b
To learn how to avoid stalling in the circuit. This lesson, compared to the first stalling lesson, teaches the student to
recognise and recover from more realistic situations that might be
encountered. It teaches the student the skills to prevent stalling in the
circuit so therefore the following techniques must be carried out with
Threat Error Management: good skill and accuracy before moving onto the next lesson
Threat/error Consequence Mitigation
Unrecognised stall Loss of control / hit ground Correct technique NB – Mark as satisfactory √ or X as applicable.
When practising recoveries: If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
Other aircraft Collision Clear of Cloud/Lookout
Incorrect configuration Overstress Airframe in HASELL The student demonstrates a clear understanding of the principles of:
Harness insecure Difficulty in recovery Security in HASELL
 Effect of power & flap on the stall Omitted / Re-teach / Revise
Loose objects Damage Security in HASELL
Engine fails Forced landing Engine in HASELL/Safe area  Recognising the signs of the stall (full & incipient) in approach configuration
Omitted / Re-teach / Revise
PRE FLIGHT:
 Recognising the signs of the stall (full & incipient) in landing configuration
 Pre-flight brief on Stalling Part 2 (Ex10B2) Omitted / Re-teach / Revise
 Weather and NOTAM brief
 Student to practise: Items covered by instructor previously The student demonstrates the correct use of the requisite techniques to:
 Instructor to teach: Items as seen appropriate from the overview
 Recover at the incipient stage in simulated final approach
AIREX: Omitted / Re-teach / Revise
 Student revise clean, power off stall - SSR at incipient stage.  Recover at the incipient stage in simulated base to final turn
 Stalling with power/flap/landing configuration: Omitted / Re-teach / Revise
 Recover at the incipient stage in simulated turn after take off
a. Teach/practise effect of power on the stall - SSR
Omitted / Re-teach / Revise
b. Teach/practise effect of flap – SSR (include wing drop)
c. Teach/practise full stall in landing configuration - SSR
 Recovery from the stall at the incipient stage:
a. Recovery at the incipient stage in landing configuration
(simulated final approach) Comment on all items annotated “X” above
b. Recovery at the incipient stage in the turn with approach
configuration (simulated base to final turn)
c. Recovery at the incipient stage in the departure turn with and
without take-off flap setting (simulated turn after take off)
d. Checks after stalling – FREDA
 Recovery to base student to practise: Cruise descent and level off General remarks and notes:
and items as seen appropriate from the overview
 Recovery to base instructor to: Guide join, circuit, approach and
landing and teach items as seen appropriate from the overview
POST FLIGHT & DEBRIEF: As previous

35 Date: Instructor: Student:

The Honourable Company of Air Pilots

Flight Lesson Plans

Phase 2
Circuits

(Ex 12-14)

36
 Phase 2 Overview
During Phase 2 Exercises 12 to 14 are to be completed to a competent standard, as
shown in the Lesson Plans.

The Threat Error Management points shown below must all be covered, in addition to
those in Phase 1, before moving on to Phase 3. The exact point at which each is covered
within the lessons is left to the instructor to decide dependent on the individual student
and lesson circumstances.

Threat Error Management:

Threat Consequence Mitigation

Concentration of aircraft in Collision/ Lookout/spacing/RT/spatial

the circuit lose control avoiding awareness/right of way

Use of flap at high speed/ Over stress the aircraft Vfe/Limitation-Operation-Indication

Premature flap retraction Sink After take-off checks

after take-off

Engine cooling/heating Engine malfunction Monitor gauges

Repeatedly flying over populated Complaints Noise abatement procedures

Areas

System/Engine problems System/Engine failure Circuit checks/emergency

procedures

Lack of theoretical knowledge Incident/accident Air Law & Operational

Procedures Exams pass

Medical fitness to fly solo Incapacitation Medical held

Insufficient runway performance Runway overrun Performance calculations (FM/POH)

Unstable approach Loss of control / runway Establish stable approach, go-

excursion around if approach not stable in
accordance with established criteria

37
During Phase 2 the instructor should ensure that the student remains familiar with items in
the Phase 1 Overview. The exact point that this is carried out will be determined by the
instructor on a flight by flight basis.

In addition to the above, radio failure procedures are to be taught during this phase. This is
to be done when deemed appropriate by the instructor but the student must be competent
to deal with a radio failure during his/her first solo flight.

TEACH PRACTISE COMPETENT

DATE: DATE: DATE:

Radio Failure INSTRUCTOR:

STUDENT:

CIRCUIT TRAINING
Exercises 12 and 13 are combined into the same lesson, and this lesson is then
repeated on a number of occasions. These lesson plans detail only four “circuit
sessions” but they are to be repeated until the student achieves a competent standard.

It is extremely important to emphasise the need for a stable approach. It is strongly

recommended that the following criteria should be achieved by 300’ AGL or a go-around
should be flown:
1. On intended approach path
2. Aircraft configured in the landing configuration
3. IAS at calculated approach speed (+10/-0 kts)
4. Clearance received (if appropriate)
5. Runway correct and clear
The handling of emergencies within the circuit are to be taught and practised at the
discretion of the instructor.

Flapless and glide approaches and cross wind techniques are introduced prior to first
solo but covered in more detail as part of circuit consolidation. Cross wind techniques
should be covered whenever conditions are suitable. However, be wary of teaching crosswind
techniques in strong crosswinds initially as failure to cope satisfactorily may reduce the
student’s self-confidence.

List of Flight Lessons in this Phase

Flight Lesson 10 - Ex 12 & 13
Flight Lesson 11 - Ex 12 & 13
Flight Lesson 12 - 10B(3) and 12 & 13
Flight Lesson 13 - Ex 14 (following Ex 12 & 13 if required)
Flight Lesson 14 - Flapless Approach and solo consolidation
Flight Lesson 15 - Glide Approach and solo consolidation
Flight Lesson 16 - Crosswind Technique and solo consolidation
Flight Lesson 17 - Short and Soft Field Technique and solo consolidation

38
 *CIRCUIT EMERGENCIES
The student needs to be competent in all of the following emergencies prior to first solo.
 Abandoned take-off
Directional control/ effective braking
Use of flying controls to protect nosewheel/counter crosswind.
 RT Call
 Engine failure after take-off
Maintain airspeed – establish glide
Landing area selection
Aircraft configuration for landing
 Cockpit checks
 RT - Mayday
 Partial engine failure after take-off
 Aircraft may still have some power enabling different options (Decision making)
 Maintain airspeed /attitude control
 Aviate – Navigate – Communicate
 Mis-landing and subsequent go-around (from bounce or balloon)
Power/attitude control – establish safe climb
Safe and timely changes to aircraft configuration during climb
R/T call

 Missed approach/Go-around
Power/attitude control – establish safe climb
Safe and timely changes to aircraft configuration during climb
RT call, comply with local procedures

EMERGENCIES TEACH PRACTISE COMPETENT

DATE: DATE: DATE:

Abandoned take- INSTRUCTOR:

off STUDENT:

DATE: DATE: DATE:

Engine failure after INSTRUCTOR:

take-off STUDENT:

DATE: DATE: DATE:

Partial engine INSTRUCTOR:

failure after take-off STUDENT:

DATE: DATE: DATE:

Missed landing and
INSTRUCTOR:
Go-around
(bounce/balloon) STUDENT:

DATE: DATE: DATE:

INSTRUCTOR:
Missed approach
STUDENT:

39
FIRST SOLO AND SOLO CONSOLIDATION

Before sending the student on their first solo flight, the instructor is to ensure all
necessary exercises including emergencies have been completed, the student is
competent. and has been signed for accordingly in the student record.

The student must have read, understood and signed the school’s Operations Manual
prior to their first solo flight.

It is strongly recommended that the student passes the Air Law and Operational
Procedures examinations before their first solo flight.

A medical (at least Class 2) is to have been issued by an AME to the student before
first solo is permitted– a certified copy should be placed into the student record.
Before the first solo flight, the supervising instructor is to ensure that a current medical
certificate is held by the student.
The first solo flight is to be one circuit and a full stop landing.
Circuit consolidation, of approximately 3 hours, is to be used to practise all circuit
types and to increase the student’s confidence. The exact format of each consolidation
flight is to be determined by the instructor based on the student’s performance.
It is advised not to tell the student that their next lesson will probably include their first
solo – this may lead to worry and possibly a nervous performance below the standard
to allow the solo to take place. The student will be disappointed that they aren’t up to
standard and may cause issues with confidence in future.

The first solo of a student of a FI[R] will need to be authorised by an unrestricted FI. It
is strongly recommended that the authorising FI flies with the student before that solo
flight. For the reasons stated above, do not tell the student the reason for the
instructor change. It can be explained as a normal standardisation flight, rather than a
flight to assess the student’s performance.

Only the FIRST solo is exercise 14 – subsequent solos are ‘circuit consolidation’,
exercises 12 & 13.

Be creative when teaching/ supervising the circuit consolidation lessons. Include all
the circuit types including short/soft field techniques whenever possible.

Supervise solo flights from a suitable location to provide effective supervision. For first
solos, it is strongly recommended to supervise from the control tower.

If in doubt, there is no doubt – if, even after completing their first solo, a student is not
up to solo standard on subsequent flights, do not authorise solo flights until a
competent standard is again reached. This problem often occurs on the next dual
flight after the first solo, and if so, reassure the student that this si common and the
standard will soon be regained.

For a student to fly solo safely, the weather conditions must be favourable. Visibility,
crosswind and cloudbase should allow a safe diversion to an alternate aerodrome in
the event that the base aerodrome becomes unavailable (e.g. a blocked runway)

40
SYLLABUS CHECK LIST – EASA Ref: AMC 1 FCL.210.A (c) 2
EASA Ref. Exercise Notes
(A) safety checks;
(B) symptoms;
(C) recognition;
(D) clean stall and recovery without power
(xiii) Ex 10b Stalling and with power;
(E) recovery when a wing drops;
(F) approach to stall in the approach and in
the landing configurations, with and
without power and recovery at the incipient
stage.

(A) pre-take-off checks;

(B) into wind take-off;
(xv) Ex 12 Take-off (C) safeguarding the nose wheel;
(D) crosswind take-off;
and climb to
(E) drills during and after take-off;
downwind position (F) short take-off and soft field
procedure/techniques including
performance calculations;
(G) noise abatement procedures.

(A) circuit procedures, downwind and base

leg;
(B) powered approach and landing;
(C) safeguarding the nose wheel;
(D) effect of wind on approach and
(xvi) Ex 13 Circuit, touchdown speeds and use
of flaps;
approach and
(E) crosswind approach and landing;
landing (F) glide approach and landing;
(G) short landing and soft field procedures
or techniques;
(H) flapless approach and landing;
(I) wheel landing (tail wheel aeroplanes);
(J) missed approach and go-around;
(K) noise abatement procedures.
(A) abandoned take-off;
(xvii) Ex12/13 (B) engine failure after take-off;
Emergencies (C) mislanding and go-around;
(D) missed approach.

(A) instructor’s briefing, observation of

flight and de-briefing;
Note: during flights immediately following
the solo circuit consolidation
the following should be revised:
(xviii) Ex 14 First (a) procedures for leaving and rejoining
solo the circuit;
(b) the local area, restrictions, map
reading;
(c) use of radio aids for homing;
(d) turns using magnetic compass,
compass errors.

41
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 10 - EXERCISE 12 & 13 – CIRCUITS DURATION 1.00

Aim: To learn to fly the standard circuit pattern and the normal landing EASA Ref: AMC1 FCL.210.A (c) 2 xv & xvi Ex 12 & 13
technique
Threat Consequence Mitigation During this exercise the student will acquire the skills necessary to
Concentration of aircraft Collision Lookout/spacing/RT/spatial operate an aircraft within the Aerodrome Traffic Zone and develop the
awareness/right of way
Unstable approach Touchdown in wrong place Go-around nb 300’ ability to take-off and land safely. This lesson will need to be repeated a
number of times before the student gains the required skill and
accuracy.
PRE FLIGHT:
NB – Mark as satisfactory √ or X as applicable.
 Pre-flight brief on the standard circuit and normal landing (Ex 12 & 13) If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
 Weather and NOTAM brief
 Student to practise: Items covered by instructor previously
 Instructor to teach: Items as seen appropriate from the overview The student demonstrates the correct use of the requisite techniques to:
AIREX:  Pre T/O and runway checks Omitted / Re-teach / Revise
 Revise pre take-off and runway checks
 Normal take-off Omitted / Re-teach / Revise
 Normal take-off, Climb upwind and crosswind to circuit height/altitude
Revise after take-off checks; drift correction.  Climb upwind and crosswind Omitted / Re-teach / Revise
 Downwind leg Omitted / Re-teach / Revise
 Turn to downwind and downwind leg  Base leg Omitted / Re-teach / Revise
Spacing from runway / Spacing against other aircraft / Drift correction
Reference points / RT Call
 Final Approach Omitted / Re-teach / Revise
Pre-landing checks  Stabilised Approach Omitted / Re-teach / Revise
 Landing flare Omitted / Re-teach / Revise
 Base leg  Ground roll Omitted / Re-teach / Revise
Configuring the aircraft
Drift correction  Touch and go Omitted / Re-teach / Revise
Assessment of rate of descent/flight path  Use of standard RT Omitted / Re-teach / Revise
Anticipation and technique for turn onto Final Approach Comment on all items annotated “X” above
 Final Approach – Stable Approach – If not stable by 300’agl go around
Control of approach path / Landing Configuration / Correct IAS
Clearance received (if appropriate)
o Runway correct and clear

 Landing flare
When and where to look
Throttle/attitude control General remarks and notes:
 Ground roll - Use of flying controls and brakes

 Touch and Go procedures

POST FLIGHT & DEBRIEF:

As previous Date: Instructor: Student:

42
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 11 - EXERCISE 12 & 13 – CIRCUITS DURATION 1.00
FLAPLESS/ GLIDE APPROACH & EMERGENCIES

Aim: To continue practising the circuit. Introduction of flapless and EASA Ref: AMC1 FCL.210.A (c) 2 xv & xvi Ex 12 & 13
glide approaches plus introduction of circuit emergencies. During this exercise the student will continue to acquire the skills
necessary to operate an aircraft within the Aerodrome Traffic Zone
and to take-off and land safely. Introduction of circuit emergencies
Threat Consequence Mitigation
add additional learning points. At least 2 lessons may be required
Flap failure Long landing run Flapless circuit
Engine malfunctions Forced landing Glide approach to cover all items and allow the student to achieve competency.
Major malfunction during T/O Flight with major fault Rejected T/O
Crosswind Runway excursion Crosswind technique NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
The student demonstrates the correct use of the requisite techniques to:
PRE FLIGHT:
 Fly the standard circuit Omitted / Re-teach / Revise
 Pre-flight brief on continuing practise of Ex12 and 13  Flapless circuit & landing Omitted / Re-teach / Revise
 Pre-flight brief on engine failure after takeoff procedure.  Glide circuit & landing Omitted / Re-teach / Revise
 Weather and NOTAM brief  Selected emergencies Omitted / Re-teach / Revise
AIREX:
 Use of standard RT Omitted / Re-teach / Revise

 Revise general circuit procedures

 Engine failure after takeoff;
Speed achievement and maintenance
Field selection
Crash drill
 Flapless approach;
Higher stall speed = higher approach speed Comment on all items annotated “X” above
Difficulty in slowing down
Extension of final approach
Different flare
 Academic glide approach (Final stage of Forced Landing
procedure); General remarks and notes:
Position to close the throttle
Judgement of touchdown point (point of constant reference)
Undershoot/overshoot corrections – Flap/Turns/sideslip
Speed control
Landing flare

 Circuit emergency(s) from overview (EX 12E & 13E)

Date: Instructor: Student:
POST FLIGHT & DEBRIEF:
As previous
43
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 12 – EXERCISE 10A/B(3) STALLING PART 3 DURATION 1.00

Aim: To revise stall avoidance and practise circuit joining. EASA Ref: AMC1 FCL.210.A (c) 2 xiii xv & xvi Ex 10b, 12 & 13
An opportunity to refresh stalling prior to the student being authorised for
Threat Error Management: solo flight. Lesson will be a split between stalling and circuit practice. If
As stalling 2 (lesson 9) and student is deemed safe and all circuit items have been covered by the
Bounce on landing Damage to nose leg/propeller Correct Vref/landing end of this lesson a First Solo can be authorised (see lesson 13).
attitude/go-around
Wake vortices Loss of control Correct spacing NB – Mark as satisfactory √ or X as applicable.
Aircraft joining the circuit Confliction Lookout/listen out If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
Insufficient spacing behind Loss of safe separation Extend upwind/go-around
aircraft ahead
The student demonstrates the correct use of the requisite techniques to:
Aircraft on runway Confliction Go around NB 300’
 All relevant checks and drills Omitted / Re-teach / Revise
PRE FLIGHT:  Incipient – stall on final turn Omitted / Re-teach / Revise
 Pre-flight brief on Stalling Part 3 (Ex10B3)  Incipient – stall on final approach Omitted / Re-teach / Revise
 Weather and NOTAM brief  Incipient – stall on departure turn Omitted / Re-teach / Revise
 Student to practise: Items covered by instructor previously  Circuit flying – all aspects Omitted / Re-teach / Revise
 Instructor to teach: Items as seen appropriate from the overview  Use of standard RT Omitted / Re-teach / Revise
AIREX:
 Student practise –Start; Taxi; Take-Off; Climb to a suitable
area for stalling.
 Revision of incipient recoveries:
a. In the approach configuration (simulated turn from base Comment on all items annotated “X” above
to final)
b. In the landing configuration (simulated final approach)
c. In the departure turn (simulated turn after take off)
d. Checks after stalling – FREDA

 Recovery to base student to practise:

 Plan and execute a suitable circuit join with standard RT calls
 Practise normal circuits
 Recovery to base instructor to: General remarks and notes:
 Review selected circuit emergency from overview.

POST FLIGHT & DEBRIEF:

As previous

Date: **
44
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 13 - EXERCISE 14 FIRST SOLO DURATION 0.20

Aim: To safely fly a circuit of the airfield for the first time EASA Ref: AMC1 FCL.210.A (c) 2 xviii Ex14
unaccompanied.
Student has reached a safe level of flying skill to be able to fly a
Threat Error Management: circuit solo.
Threat Consequence Mitigation NB – Mark as satisfactory √ or X as applicable.
Student bounce/balloon Damage Go-around technique If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
Unfit to fly Incapacitation Medical held/
declaration The student demonstrates the correct use of the requisite
techniques to:
PRE FLIGHT:  Fly the circuit Omitted / Re-teach / Revise
 Use of standard RT Omitted / Re-teach / Revise
 Instructor to be satisfied that weather and traffic
levels are suitable for a First Solo

 Brief before solo:

Requirements for the flight If the student has not demonstrated all the above he is not to
Action in the event of an unsatisfactory approach be sent solo
or baulked landing
Ensure cockpit secured for solo flight

AIREX:

 Student to fly a circuit and normal landing

Go-around if unsafe
General remarks and notes:

POST FLIGHT & DEBRIEF:

 The instructor should monitor the flight and debrief as necessary, and
also ensure that the student has completed the shutdown checks and
paperwork correctly. Date: Instructor: Student:

45
 AIR PILOTS – EASA PPL (A) Lesson Plans LESSON 14 - EXERCISE 13 FLAPLESS APPROACH DURATION Dual 0.30 Solo 0.30
Followed by solo consolidation

Aim: To consolidate circuit and landing proficiency and to revise EASA Ref: AMC1 FCL.210.A (c) 2 xv & xvi Ex 12 & 13
flapless circuits and landings dual and solo. A lesson to refresh circuit procedures including the flapless
. approach. Student to consolidate dual with solo practice.

Threat Consequence Mitigation NB – Mark as satisfactory √ or X as applicable.

Insufficient performance Runway excursion Performance If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
Calculations (FM/POH)
Confliction with other A/C Airprox Lookout/Extend upwind The student demonstrates the correct use of the requisite techniques to:
Go around
 Circuit flying – all aspects Omitted / Re-teach / Revise
 Final Approach – flapless landing Omitted / Re-teach / Revise
 Use of standard RT Omitted / Re-teach / Revise
PRE FLIGHT:

 Pre-flight revision on flapless approach and landing

 Weather and NOTAM brief Comment on all items annotated “X” above
 Student to practise: Items covered by instructor
previously
 Instructor to teach: Items as seen appropriate from the
overview

AIREX:

 Revise general circuit procedures

 Revise Flapless circuit procedures General remarks and notes:

 Carry out solo consolidation of normal and flapless
circuits and landings under instructors supervision

POST FLIGHT AND DEBRIEF:

As previous
Date: Instructor: Student:

46
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 15 - EXERCISE 13 GLIDE APPROACH DURATION Dual 0.30 Solo 0.40
Followed by solo consolidation

Aim: To revise circuit flying, fly a glide approach and landing EASA Ref: AMC1 FCL.210.A (c) 2 xv & xvi Ex 12 & 13
and carry out solo consolidation.
A lesson to consolidate circuit procedures including the glide
approach. Student to consolidate dual with solo practice.
Threat Error Management:
Threat Consequence Mitigation NB – Mark as satisfactory √ or X as applicable.
Landing too far up runway Runway excursion Go-around If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
Wind goes out of limits Runway excursion Divert
The student must demonstrate the correct use of the requisite
techniques to:

PRE FLIGHT:  Circuit flying – all aspects Omitted / Re-teach / Revise

 Final Approach – glide approach Omitted / Re-teach / Revise
Pre-flight brief on glide approach and landing  Use of standard RT Omitted / Re-teach / Revise

Student to practise: Items covered by instructor previously Comment on all items annotated “X” above
Instructor to teach: Items as seen appropriate from the Note: If the student has not demonstrated all of the above he is not to be
overview sent solo.

AIREX:

 Revise normal and glide circuit procedures

 Revise Glide approach;

 Carry out solo consolidation of normal, flapless and glide General remarks and notes:
circuits and landings under instructors supervision

POST FLIGHT AND DEBRIEF:

As required from the dual flight to provide suitable tasks for the
student on the solo flight. Monitor the solo flight and debrief.
Date: Instructor: Student:

47
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 16 - EXERCISE 12 & 13 CROSSWIND TAKE-OFF AND LANDING DURATION Dual 0.30 Solo 0.45
Carried out when conditions dictate and followed by solo consolidation if suitable
.

Aim: To safely handle the aircraft during take-off and landing in EASA Ref: AMC1 FCL.210.A (c) 2 xv & xvi Ex 12 & 13
crosswind conditions.
Student should now be developing confidence having flown 4 post
Threat Error Management: solo sessions. Further skills are learnt in this lesson that will equip
Threat Consequence Mitigation
Excessive gust Loss of control Preparedness/technique
the student with the ability to operate in varying wind conditions.
Student to consolidate dual with solo practice.

NB – Mark as satisfactory √ or X as applicable.

PRE FLIGHT: If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.

 Pre-flight brief on Crosswind Take-off and Landing (Ex12&13) The student demonstrates the correct use of the requisite techniques to:
 Weather and NOTAM brief
 Student to practise: Items covered by instructor previously  Circuit flying – all aspects Omitted / Re-teach / Revise
 Instructor to teach: Items as seen appropriate from the overview  Drift allowance Omitted / Re-teach / Revise
 Mislanding/Go around Omitted / Re-teach / Revise
AIREX:
 Use of standard RT Omitted / Re-teach / Revise
 Calculation of crosswind component
Comment on all items annotated “X” above
 Use of elevator/aileron to counter wind effects taxying
 Take-off and initial climb
Anticipation and prevention of weathercocking and wing lifting
Drift allowance when airborne on all circuit legs

 The approach
Aircraft configuration
Drift allowance

 The landing
Wing down or crab to offset for drift
Use of rudder/aileron to align aeroplane with landing path just prior to General remarks and notes:
touchdown
Control after landing

 Revise mislanding and go-around (bounce/balloon)

Power/attitude control
Aircraft configuration climbing away

POST FLIGHT AND DEBRIEF:

As previous Date: Instructor: Student:

48
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 17 - EXERCISE 12 & 13 SHORT & SOFT FIELD TAKE-OFF AND LANDING DURATION Dual 0.30 Solo 0.45
Followed by solo consolidation

Aim: To take off and land in minimum distance. EASA Ref: AMC1 FCL.210.A (c) 2 xv & xvi Ex 12 & 13
Student should now be developing confidence having flown 3 post
solo sessions. Further skills are learnt in this lesson that will equip
Threat Error Management:
Threat Consequence Mitigation
the student with the ability to operate off varying types of runway.
Short runway Runway excursion Calculation/Technique Student to consolidate dual with solo practice.
Recent heavy rain Poor acceleration Calculation/Technique
NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
PRE FLIGHT:
The student demonstrates the correct use of the requisite techniques to:
 Pre-flight brief on Short & Soft Field Take-off and Landing
(Ex12&13)  TODR & LDR calculations Omitted / Re-teach / Revise
 Weather and NOTAM brief  Short field take-off Omitted / Re-teach / Revise
 Instructor to teach: Calculation of TODR and LDR. Compare  Soft field take-off Omitted / Re-teach / Revise
with TODA and LDA. Other items as seen appropriate from the  Best angle of climb Omitted / Re-teach / Revise
overview  Short field landing Omitted / Re-teach / Revise
 Student to practise: Performance calculations and items covered  Soft field landing Omitted / Re-teach / Revise
by instructor previously  Use of standard RT Omitted / Re-teach / Revise
AIREX:

 Runway conditions, short field technique

Comment on all items annotated “X” above
 Short field take-off
Aircraft configuration
Control of lift off
Best angle climb out to clear obstacle – convert to best rate

 Short field landing

Aircraft configuration
Approach picture
Speed control General remarks and notes:
Landing flare
Control after landing/maximum effective braking to stop

 Repeat take-off and landing sequences using soft field techniques

POST FLIGHT AND DEBRIEF:

As previous Date: Instructor: Student:

49
 Phase 3 Overview
During Phase 3 Exercises 15 to 19 are to be completed to a competent standard, as
shown in the Lesson Plans.

The Threat Error Management points shown below must all be covered, in addition to
those from Phase 1 and 2. The exact point each is covered is the decision of the instructor
depending on the individual student although some guidance is given in the lesson plans.

Threat Error Management:

Threat Consequence Mitigation
Blind spots Collision Lookout
Loss of bearings Becoming lost Anchor points
Breach of Low Flying
Potential litigation Define platform altitude
regulations
Engine failure Actual forced landing Carb heat/ engine warming
Low flying aircraft Collision Focus on lookout below
Confined airspace due weather Collision Weather awareness
Poor landing area Unsuccessful landing Landing area selection
Errors in measuring/
Getting lost Gross error checks
calculating navigation data
Flight planning - studying route
Feature misidentification Getting lost & waypoints at planning stage
Maintain lookout whilst
Other aircraft Collision
planning diversion
Terrain Clearance CFIT Minimum Operating Altitude
Correct joining procedures/RT
Other circuit traffic Collision at unfamiliar aerodrome
Correct landing configuration/
Unfamiliar runway shape/ technique & performance
Runway over-run/ excursion
size/surface planning
CFIT./.Contravene low flying Correct altimetry/map
Inadequate terrain clearance reading/planning
rules
Illusion of speed/sideslip at low Use of instruments(ASI and
Stall/Spin balance ball)
altitude
Poor lookout whilst using radio
Collision Maintain effective lookout
aids
Physiological sensations Spatial disorientation Trust instruments
Erroneous data accepted by
Instrument limits Checks and know limits
pilot

During Phase 3 the instructor should ensure that the student remains familiar with
items in the Phase 1 and 2 Overview. The exact point that this is carried out will be
determined by the instructor on a flight by flight basis.

50
Additional Notes for Navigation Training

Lesson 27 – Dual Navigation 1 (Ex 18A)

The primary aims of this exercise are:

 To teach how to conduct pre-flight planning of a navigation route, including
Threat and Error Management.
 To teach how to conduct airborne navigation technique / work-cycles to
achieve visual navigation.

Brief for this exercise based on the flight planning for a simple triangular route. The total
flight time for this route should be approximately one hour with each leg covering between
approximately 15 to 20 minutes of flight time. Teach chart preparation including the
selection of suitable fix points. The students should carry out the pre-flight inspection, solo
engine start, Taxiing, checks prior to take-off and the take-off. Teach or get the student to
practise a short field or soft field take-off.

After take-off and initial climb take control and teach how to identify the start point and
carry out the pre-WHAT checks – checking the Weather ahead, then Heading, Altitude and
Time from the plog. Once over the start point start the stopwatch and note down the time
and. Establish the aircraft straight and level, in trim, and on track, teach the gross error
check. Teach the repetition at this stage of the WHAT check to confirm that the planned
values on the plog are being flown, and confirm the next fix and the time to look for it. Stow
the map and hand over control to the student to fly straight and level. Ask the student to
complete the en-route checks (usually FREDA or similar).

Not less than 2 minutes before the fix, take control back and teach how to fix the position of
the aircraft. Demonstrate the working cycle from watch/stopwatch, to map, to ground.
Having fixed the position, mark this on the chart and teach how to correct for any error both
to track and ETA. Adjust the heading appropriately and once again hand over control to the
student to maintain straight and level flight.

With approximately 2 minutes to run to the turning point, take control and teach the actions
to identify the waypoint and execute the turn onto the next leg including WHAT checks and
gross error check.

During the second leg the emphasis now changes with the student given practice in
completing the navigation tasks whilst the instructor flies the aircraft. Again, the exception
is the portions of the leg when the map is stowed, during which the student should be in
control.

For the final leg, the student can practise the navigation whilst flying the aircraft.

The student can organise the rejoin, and fly the circuit and landing. To prove the accuracy
of the student’s estimate for the field, it may be useful to join in the overhead. Arriving in
the overhead places the aircraft in a suitable position to practise a forced landing.

51
Lesson 28 – Dual Navigation 2 (Ex 18A)

The primary aims of the second navigation exercise are:

On arriving at the turning point, again the student should be able to identify the turning
point and set course along the next leg. Once the aircraft is successfully established on
track, take control and teach the correct technique to leave track to avoid
weather/obstacle, parallel track if appropriate, then to rejoin track – a dog-leg diversion. If
possible, try to rejoin track before the fix so that the success of the dogleg technique is
confirmed. After the fix, allow the student to practise this dogleg diversion, rejoining track
before the turning point.
On reaching the second turning point, take control and teach how to plan and perform a
diversion to an alternative destination – in this case the airfield. Start by nominating a
suitable start point. Draw a line on the chart from this point to destination marking on
suitable fix(s). Measure both the track and distance (use of a simple plotter is acceptable
but a good estimate by eye/thumb will still be effective) and calculate heading,
groundspeed and time using MDR techniques. Once the planning is complete, hand
control back to the student as from this point onwards, the techniques to start and then
navigate this leg are no different to any other leg previously flown .
Once again, be constructive on the use of the rejoin and circuit to teach/student practise of
short-field/flapless/glide approach.

Lesson 29 – Dual Navigation 3 (Ex 18A)

The primary aims of this exercise are:
 To revise all previously taught techniques, including Threat and Error
Management.
 To “landaway” at another airfield.
 To cross a MATZ or negotiate controlled airspace.
 To teach the procedure to be carried out if lost.

Brief covering the topics listed in the aims above. The student can plan the route to and
from a selected airfield. Include a MATZ crossing or controlled airspace entry. Discuss the
R/T formats required. The student should be able to carry out all the normal planning
without much assistance. Ensure that the landing and take-off performance at the
landaway airfield is calculated using the aeroplane Flight Manual.

The student should depart and set course. Throughout the flight the student’s task is to fly
the aircraft and navigate using the previously taught techniques. Approaching the
MATZ/controlled airspace boundary, take responsibility for the R/T and teach the correct
initial R/T call, reply and read-back of the clearance. After leaving the MATZ/controlled
airspace the student resumes responsibility for the R/T. Teach how to join at the
destination airfield. Allow the student to complete the circuit and land. On the ground,
teach the procedures for refuelling and booking in/out.

After departure and settled on track for the return flight, an in-flight diversion should be
practised. This revision places the aircraft in a position from which to teach the lost
procedure.

Do a “training fix” with D&D to illustrate this facility to the student.

52
Next, teach the actions should the radio be unavailable or the assistance from ATC
ineffective. Teach to read from ground to map. Identify any distinctive ground feature to fix
position positively (a line feature leading back to track or a prominent fix point). Re-
calculate the route. If no fix or line feature is available, then check actual heading flown, DI
alignment and time. From the last confirmed fix, plot the track actually flown for the
appropriate time to make a DR fix. Plot this fix on the map and construct a “circle of
uncertainty”, radius 10% of the distance flown since the last reliable fix. Select a line
feature on the map outside the circle of uncertainty, and set heading towards it, map
reading from ground to map. On reaching the line feature, fly along it until the position is
established.

The result of this teaching should give a fix on the chart, from which the student can
practise calculating an in-flight diversion to return the aircraft to the airfield.

Lesson 32 – Dual Navigation 4 (Ex 18B)

The primary aims of this exercise are:
 To teach the actions prior to descending.
 To teach the difficulties and differences with map reading and operating at
low level.
 To teach the effects of wind and turbulence.
 To teach the join and circuit at low-level (simulated bad weather circuit).
NOTE: This lesson is most effective when there is sufficient surface wind strength to give
significant drift. However, if the surface wind is so strong it generates significant turbulence
then the teaching points of the exercise are likely to be lost
back up to the normal operating altitude. Hand control back to the student to fly the second
planned leg, initially at the normal planned altitude. Once established on track, simulate a
lowering cloud base ahead and allow the student to practise descending to and completing
the leg at a low level.

The following points need to be covered:-

Height keeping must be done visually, not by reference to the altimeter
Need to climb early to clear and see over high ground
Likelihood of a birdstrike
Possibility of low flying military aircraft
Use of navigation features with vertical extent
High ground may obstruct view of features
Loss of comms and navaids
Little time available in the event of an engine failure

On completion of the leg, teach the wind effects by flying a racetrack pattern discussing on
each leg the precise effect the wind is having. Also, teach the need to increase power, if
required, to maintain the indicated airspeed during the turns. Allow the student to practise
the turns whilst maintaining airspeed and balance.

On completion of this part of the exercise, the student can then practise planning a
diversion leg to return to the field, at low-level if possible. Take control as the circuit is
reached, to teach the bad weather join and circuit to land.

53
Lesson 33 Dual Navigation 5 (Ex18C)
In common with the previous lessons, the success or otherwise of the airborne part of this
exercise is often determined by the quality of the ground briefing given before the lesson.
If, once airborne, the student demonstrates a weak understanding of the correct
interpretation of the cockpit indications, the teaching will become protracted and possibly
only lead to further confusion.
The exact format for teaching this exercise will depend upon various factors including the
equipment fit of the aircraft to be used, the location and availability of the beacons and
their relative position to the airfield. To meet the syllabus requirements the following
elements must be included:
 How to select, identify and display the radio beacon correctly.
 Obtaining a position fix using two VORs.
 Intercepting and maintaining a VOR radial both “TO” and “FROM” the VOR
including the indications on passage over the VOR. Make allowance for estimated
drift.
 Orientation relative to the NDB
 Homing to the NDB.
 Modes of DME operation – distance, groundspeed and time to run.
During the teaching of these items it should be emphasised that the aircraft is still being
operated in visual conditions under VFR so lookout must not be compromised. Note that
there is no requirement in the PPL(A) syllabus to be able to carry out radio navigation
whist instrument flying.
Another important point of technique that should to be emphasised is the need to fly
selected headings to achieve the desired needle indications. Do not allow the student to
chase the needles endlessly!

Lesson 35 - Dual Navigation 6 (Ex18C - GPS)

A syllabus of training for the use of GPS as an aid to VFR navigation has been formulated
by The Royal Institute of Navigation (internet link to the RIN website:
http://www.rin.org.uk/Uploadedpdfs/ItemAttachments/GPS%20Syl2011%20Instructors%20
Mar%2011.pdf).
This syllabus is comprehensive and comes highly recommended. As with the previous
lesson the exact nature of the lesson content is determined by the availability of GPS to
the student – a panel mounted GPS receiver is not a common feature of most training
aeroplanes. The training will by necessity have to be based on the particular make/model
of GPS receiver with reference to the manufacturers user guide.
As a minimum the following points should be covered during the initial navigation training:
 How to initialise the unit – checking database and satellite signal integrity.
 How to load, check, and activate a planned route, either manually or through
another electronic device, and the importance of doing so before flight.
 How to use the “direct to” function (if available).
 How to integrate the use of GPS into the normal visual navigation technique.
As the number of VORs and NDBs reduces in the near future, reliance on GPS as an aid
to navigation will become even more common. It is important that the instructor fraternity
embrace the technology and include it as an essential part of the training syllabus.

54
Lesson 36 – Dual Navigation 7 (Ex18B – Navigation in Low Visibility VMC (DVE)
This lesson builds provides a practical application for the skills taught in Lesson 26 – the
integration of instrument scan within VMC flight. No pilot should intentionally enter IMC
unless an instrument rating is held and is current. However, flight in VMC but at the
minimum visibility of only 1500 metres also requires good instrument flying skills. Flight
over water in otherwise good visibility but without a defined horizon will often require a
competent level of instrument flying ability. Another and particularly hazardous scenario is
flight at low level in deteriorating weather where vertical situational awareness will be
challenging and stressful and has the potential of quickly becoming overwhelming.
Instrument flight training in support of cross country navigation must therefore be more
than teaching temporary control whilst a 180° turn is achieved. Lowering cloud and poor
visibility may well develop behind the pilot particularly in high ground regions of the UK.
The pilot may be required to combine their instrument flying skills over a sustained period.
Work load will be high; maintaining a good situational awareness whilst coping with
potentially distracting ATC messages although there to assist. Operations at low level are
particularly demanding and map reading can prove difficult.
Fatigue is a major factor. The pilot should have been taught to recognise the early signs of
the “leans” and be able to prevent any potential for loss of control. However, since
concentration may slip, encourage the adoption of the IFR safety altitude of 1000’ AGL
within 5 Nm of the intended route as best practice whenever low visibility is encountered.
The student and pilot must be left in no doubt about the wisdom of avoiding low level flight
in poor visibility – even though the flight conditions may be within the licence privileges.
Cross-referencing with the flight instruments is always necessary in low visibility. The
possibility of a vacuum pump failure or an underperforming attitude indicator gyro may not
be high, but would be the catalyst for disorientation and loss of control.
Flying at low level in poor visibility and undulating ground may lead to spatial
disorientation. Masts, wind farms and other obstacles become major threats. An
assessment of the aircraft’s attitude, normally referenced to the natural horizon, may
become impracticable and confused. The illusions from drift can cause the pilot to over
control particularly in turns. A minimum safe cruise speed therefore should be adopted and
suitable flap, if available, deployed to aid forward field of view. Angles of bank greater than
20° should be discouraged as larger angles may more easily lead to a loss of control. The
turning radius reduces with speed which compensates for the shallow angles of bank in
the turn. At the lower speeds, the pilot will have more time to see obstacles ahead and
generally have time to make better, reasoned decisions. . During the exercise, it may be
necessary for simulation purposes for the student to move his or her head between looking
out and scanning the instruments. To avoid inducing disorientation, emphasise the
importance of moving only the eyes in the real case of flight in marginal visibility.
The first decision of the pilot should be to turn back ahead of lowering cloud and
deteriorating visibility but too often optimism and pressure to get home rules. The CAA
Safety Sense Leaflet 23: ‘Pilots - It’s Your Decision!’ provides excellent relevant advice
and should be made available to the student as essential reading.
The instructor should explain that human factors encourage pilots to press on when
common sense should be to turn around well before poor conditions are encountered, and
by example and teaching warn the student to adopt safe practices. The overriding
message must be: if the forecasts warn of reduced visibility and low cloud, then do not fly.

The lesson skills to be taught form into three main groups:

55
1. Pre-flight route planning. A paper chart provides good surface elevation depiction:
contours and colour shading allow easy interpretation. Few GNSS units are good
enough for this, particularly those with small screens. However, some GNSS
software, widely commercially available, provides a sectional view of a planned
route and indicates the flight’s separation over high ground and obstructions. A
GNSS unit can also be very helpful during the flight.
Careful study of regional weather forecasts and enroute TAFs and METARs is
essential. These are all accessible from National Met Office downloads and from
many inexpensive apps available on a smart phone or notepad. The student should
be made fully aware of all these resources and be strongly encouraged to use
them.

2. Flight handling skills. Safe slow flight, and flight by sole reference to the
instruments, should have been learnt in exercises previously flown. This lesson
provides a practical application of these skills, and should be developed into a
progressive learning experience.

3. Decision making. Effective and structured decision making is a primary element of

the lesson. The conduct of the flight mainly relies on the consequences of earlier
incorrect decisions, so it will be necessary to continually emphasise that fact, and
discourage any suggestion that students should deliberately place themselves in
such a situation. As with forced landings, the exercise is an emergency drill.

While it is important that the student should experience the workload required by
operating in these conditions, the instructor should take care not to overstress him
or her. This will only have a negative outcome. It is not intended to teach the lesson
in actual poor weather conditions nor at such a low height that would compromise
safety. At the end of a successful lesson the student should understand that,
although the work load is high, by maintaining a calm, reasoned approach there will
be a safe result.

The instructor workload is also high and the ability to teach and remain safe must
not be compromised. Maintain a safe minimum height of at least 600ft agl and an
in-flight visibility that ensures any surrounding high ground or obstruction is in reality
always in sight.

56
SOLO NAVIGATION PRACTICE

The EASA PPL(A) syllabus calls for 5 hours of solo navigation practice, which includes the
“Qualifying Cross Country” (a route of at least 150nm with two stops at airfields other than
the airfield of departure). Practically, this will mean at least two solo navigation flights of
approximately 1 hour 15 minutes duration, in addition to the Qualifying Cross Country.

The scheduling of solo practice will be driven by the normal constraints of student ability
and weather. Prior to the first solo cross-country flight, it is recommended that the following
items have been achieved:

1. Competency in the skills taught in Lessons 1 to 27 of this lesson guide including

use of R/T.
2. A pass in the theory examinations in Air Law, Operational procedures, Flight
Performance & Planning, Navigation and Meteorology.

It is also recommended that all the Navigation dual training exercises are completed
before the student attempts the Qualifying Cross Country flight. Prior to any solo
navigation flight, it is recommended that the supervising instructor completes a briefing
certificate, which is carried on the flight and retained on the ground in the student’s record
of training afterwards. In any case, the pre-flight briefing should be at least as thorough as
the ones for the previous dual flights, as should the post-flight de-brief.

All solo routes should be carefully chosen (and if chosen by the student carefully
monitored) to minimise problems such as airspace or high ground, unless these problems
are intended to give the student specific practice. Routes should include obvious features
to be used as fix points and gross error checks. The first solo route should have been
flown previously dual.

Lesson 34 -The Qualifying Cross-Country Flight

For the Qualifying Cross Country flight, the briefing certificate is to be carried by the
student, and signed at each airfield visited.
The choice of aerodromes to be used, which do not have to lie at the corners of the 150
miles route, is likely to depend not only on airspace and weather considerations, but also
on student experience and ability. There may be no need for the student to have landed at
both these aerodromes dual, but the first solo landing away from base should not be at an
unknown aerodrome, and any aerodrome which he has not previously landed at dual
should not present problems such as short runways, unfamiliar air traffic services or
crosswinds.

57
 SYLLABUS CHECK LIST – EASA Ref: AMC 1 FCL.210.A (c) 2

EASA Ref. Exercise Notes

(A) steep turns (45 °), level and

descending;
(xix) Ex 15
(B) stalling in the turn and recovery;
Advanced turning (C) recoveries from undesired aircraft
states, including spiral dives.

A. Stalling and recovery at the incipient

spin stage (stall with excessive wing
drop > 45°).
a. From academic spin entry.
b. From stall in a climbing turn with
(xiv) Ex 11
full power.
c. From stall in a steep, level turn.
Spin avoidance
d. From Instructor induced
distractions during the stall.
B. Recovery from extreme undesired
aircraft states.
C. Instructor demo full spin and recovery

(A) forced landing procedure;

(B) choice of landing area, provision for
change of plan;
(C) gliding distance;
(xx) Ex 16 Forced (D) descent plan;
(E) key positions;
landing without
(F) engine cooling;
power (G) engine failure checks;
(H) use of radio;
(I) base leg;
(J) final approach;
(K) landing;
(L) actions after landing.

(A) full procedure away from aerodrome

to break-off height;
(B) occasions necessitating;
(xxi) Ex 17 (C) in-flight conditions;
Precautionary (D) landing area selection:
landing (a) normal aerodrome;
(b) disused aerodrome;
(c) ordinary field.
(E) circuit and approach;
(F) actions after landing.

58
 (A) flight planning:
(a) weather forecast and actuals;
(b) map selection and preparation:
(1) choice of route;
(2) controlled airspace;
(3) danger, prohibited and restricted areas;
(4) safety altitudes.
(c) calculations:
(1) magnetic heading(s) and time(s) en-route;
(2) fuel consumption;
(3) mass and balance;
(4) mass and performance.
(d) flight information:
(1) NOTAMs etc.;
(2) radio frequencies;
(3) selection of alternate aerodromes.
(e) aeroplane documentation;
(f) notification of the flight:
(1) pre-flight administrative procedures;
(2) flight plan form.
(B) departure:
(a) organisation of cockpit workload;
(b) departure procedures:
(1) altimeter settings;
(xxii) Ex 18a
(2) ATC liaison in controlled or regulated airspace;
Navigation
(3) setting heading procedure;
(4) noting of ETAs.
(c) maintenance of altitude and heading;
(d) revisions of ETA and heading;
(e) log keeping;
(f) use of radio;
(g) use of navaids;
(h) minimum weather conditions for continuation of
flight;
(i) in-flight decisions;
(j) transiting controlled or regulated airspace;
(k) diversion procedures;
(l) uncertainty of position procedure;
(m) lost procedure.
(C) arrival and aerodrome joining procedure:
(a) ATC liaison in controlled or regulated airspace;
(b) altimeter setting;
(c) entering the traffic pattern;
(d) circuit procedures;
(e) parking;
(f) security of aeroplane;
(g) refuelling;
(h) closing of flight plan, if appropriate;
(i) post-flight administrative procedures.

59
(xxiii) Ex (A) actions before descending;
18b (B) hazards (for example obstacles and terrain);
Navigation (C) difficulties of map reading;
(D) effects of wind and turbulence;
problems at
(E) vertical situational awareness (avoidance of
lower levels
controlled flight into terrain);
and in (F) avoidance of noise sensitive areas;
reduced (G) joining the circuit;
visibility (H) bad weather circuit and landing.

(A) use of GNSS:

(a) selection of waypoints;
(b) to or from indications and orientation;
(c) error messages.
(B) use of VHF omni range:
(a) availability, AIP and frequencies;
(b) selection and identification;
(c) OBS;
(d) to or from indications and orientation;
(e) CDI;
(f) determination of radial;
(g) intercepting and maintaining a radial;
(h) VOR passage;
(i) obtaining a fix from two VORs.
(C) use of ADF equipment: NDBs:
(xxiv) Ex (a) availability, AIP and frequencies;
(b) selection and identification;
18c Radio
(c) orientation relative to the beacon;
navigation (d) homing.
(D) use of VHF/DF:
(a) availability, AIP, frequencies;
(b) R/T procedures and ATC liaison;
(c) obtaining a QDM and homing.
(E) use of en-route or terminal radar:
(a) availability and AIP;
(b) procedures and ATC liaison;
(c) pilot’s responsibilities;
(d) secondary surveillance radar:
(1) transponders;
(2) code selection;
(3) interrogation and reply.
(F) use of DME:
(a) station selection and identification;
(b) modes of operation: distance, groundspeed and
time to run.

(A) physiological sensations;

(B) instrument appreciation; attitude instrument flight;
(xxv) Ex 19 (C) instrument limitations;
(D) basic manoeuvres:
Basic
(a) straight and level at various air speeds and
instrument configurations;
flight (b) climbing and descending;
(c) standard rate turns, climbing and descending,
onto selected headings;
(d) recoveries from climbing and descending turns.

60
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 18 – EXERCISE 15 ADVANCED TURNING DURATION 1.00

Aim: To fly level & descending 45° AOB Turns EASA Ref: AMC1 FCL.210.A (c) 2 xix Ex 15
Threat Consequence Mitigation The emphasis of the lesson is to learn to fly level and descending 45
Aircraft on collision course Potential collision Steep turn AOB turns. However the student should be able to recognise and
Spiral Dive Loss of control/engine overspeed Correct techniques recover the aircraft from unusual Attitudes (including Spiral Dives), and
Stall in turn Possible spin Correct recovery having stalled in the turn. An understanding of the principles involved
and the techniques to be applied are essential. Therefore, the following
PRE FLIGHT: competencies must be evident before the next lesson.

 Pre-flight brief on Advanced Turning (Ex 15) NB – Mark as satisfactory √ or X as applicable.

 Weather and NOTAM brief If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
 Student to practise: Engine fire on start drill and short-
The student demonstrates a clear understanding of the principles of:
field take off over 50ft obstacle
AIREX:  Stalling in the turn and Recovery Omitted / Re-teach / Revise
 Unusual Attitudes and Spiral Dives Omitted / Re-teach / Revise
 Revise climbing(VX VY) and climbing turns on to headings  Use of Magnetic Compass Omitted / Re-teach / Revise
 Student revises 30 AOB turns
Advanced Turning; The student demonstrates the correct use of the requisite techniques to:
 Level 45° AOB Turns
 Use of Magnetic Compass (simulated DI Failure)  Fly level and descending 45 AOB turns
 Steep descending turns 45  AOB Omitted / Re-teach / Revise
 Recover the Aircraft having stalled in the turn
 Stalling in the turn and recovery
Omitted / Re-teach / Revise
 Recoveries from undesired aircraft states, including spiral  Recover the Aircraft Safely Unusual Attitudes (including Spiral Dives)
dives Omitted / Re-teach / Revise
 Recovery to base instructor to teach: Comment on all items annotated “X” above
a. Overhead or other suitable join
POST FLIGHT & DEBRIEF:
As previous General remarks and notes:

Date: Instructor: Student:

61
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 19 – EXERCISE 11 SPIN AVOIDANCE DURATION 1.00

Aim: To learn to recognise and recover the aircraft safely from the spin EASA Ref: AMC1 FCL.210.A (c) 2 xiv Exercise 11
at the incipient stage with minimum height loss
The emphasis of the lesson must be on Spin Avoidance. The
Threat Error Management: student must be able to recognise the conditions that are likely
Threat/Error Consequence Mitigation to lead to an unintentional spin, and to take recovery action
Controls mishandled Full spin Safe Height / recovery
promptly at the incipient stage in order to recover the aircraft
Other aircraft Collision/overstress avoiding Clear of cloud/Lookout safely with minimum height loss. An understanding of the
Incorrect configuration Overstress Airframe check in HASELL principles involved and the techniques to be applied are
Harness insecure Difficult recovery Security check in HASELL essential. Therefore, the following competencies must be
Loose objects Damge/injury Security check in HASELL evident before the next lesson.
Engine fails Forced landing Engine check in HASELL
Location check in HASELL
Spiral dive Overspeed Recovery technique NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
PRE FLIGHT:
The student demonstrates a clear understanding of the principles of:
 Pre-flight brief on Spin Avoidance (Ex11A)
 Weather and NOTAM brief  Incipient Spin Recognition Omitted / Re-teach / Revise
 Note control central position  Incipient Spin Recovery Technique Omitted / Re-teach / Revise

AIREX: The student demonstrates correct use of the requisite techniques to:
Incipient Spin recognition and recoveries:
 From stall in a climbing turn with full power  Recover the Aircraft Safely from the Incipient Spin Stage
 From stall in a steep, level turn. Omitted / Re-teach / Revise
 Recover the aircraft safely from undesired aircraft states
 Instructor induced distractions during the stall Omitted / Re-teach / Revise
 Recovery from extreme undesired aircraft states
Extension of spiral recovery
Comment on all items annotated “X” above
Instructor Demonstrate;
 Full spin and recovery
 Recovery to base student to practise:
a. Cruise descent on recovery
b. R/T and arrival procedures
c. Landing General remarks and notes:
d. Actions after flight

POST FLIGHT & DEBRIEF:

As previous
62
Date: Instructor: Student:
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 20 – EXERCISE 16 FORCED LANDINGS WITHOUT POWER DURATION 1.00

Aim: To learn how to plan, fly an approach and to land safely in EASA Ref: AMC1 FCL.210.A (c) 2 xx Ex16
the event of a complete engine failure.
This exercise in managing an engine failure at altitude requires
Threat Error Management: the student to consider the time available and prioritise actions
Threat Consequence Mitigation requires. Suitable planning and executing appropriate
Engine failure Forced landing Correct drills/choice of landing area checklists are essential. Practice in different locations and wind
Too high in pattern Overshoot landing area Technique conditions will be required however good skill and accuracy
Low flying military Collision/wake turbulence Lookout
must, therefore, be evident before the next lesson.
PRE FLIGHT: NB – Mark as satisfactory √ or X as applicable.
 Pre-flight brief with Forced Landings Without Power (Ex16) as main
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
exercise
 Weather and NOTAM brief The student demonstrates a clear understanding of the principles of:
 Student to practise: Preflight checks with emphasis on engine
performance. Other items as seen appropriate from the overview.  Suitable field selection Omitted / Re-teach / Revise
 Planning Omitted / Re-teach / Revise
AIREX:
The student demonstrates correct use of the requisite techniques of
 Short field take-off over 50ft obstacle
 During transit to training area at low-level (1000’ AGL) teach field  Executing a planned approach Omitted / Re-teach / Revise
selection  Perform relevant checklists Omitted / Re-teach / Revise
 Revise climbing at best angle  Making a Distress R/T call Omitted / Re-teach / Revise
 *insert emergency relevant to the flight*
 Passenger briefing Omitted / Re-teach / Revise
 Further student practise of full procedure..
 Recovery to base student to practise: Items as seen appropriate Comment on all items annotated “X” above
from the overview but to include either :
a. Overhead join PFL from overhead if traffic permits
or:
b. Glide approach & landing
General remarks and notes:
POST FLIGHT & DEBRIEF:

As previous

Date: Instructor: Student:

63
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 21– EXERCISE 16 FORCED LANDINGS WITHOUT POWER DURATION 1.00

Aim: To learn to plan, fly an approach and to land safely in the EASA Ref: AMC1 FCL.210.A (c) 2 xx Ex16
event of a complete or partial engine failure. This exercise in managing an engine failure at low altitude
Threat Error Management: requires the student to consider the time available and prioritise
Threat Consequence Mitigation actions requires. Suitable planning and executing appropriate
Carburettor icing Power loss Use of carburettor heat checklists are essential. Practice in different locations and wind
Real engine failure Actual forced landing Engine warm (500’ Cx) conditions will be required however good skill and decision
Suitable landing areas
Low flying military Collision Lookout making must, therefore, be evident before the next lesson.
NB – Mark as satisfactory √ or X as applicable.
PRE FLIGHT: If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.

 Pre-flight brief with Forced Landing Without Power and partial engine The student demonstrates a clear understanding of the principles of :
failure (Ex16) as main exercise.
 Weather and NOTAM brief  Suitable field selection Omitted / Re-teach / Revise
 Student to practise: Items as seen appropriate from the overview but  Planning Omitted / Re-teach / Revise
including short field take-off performance

AIREX: The student demonstrates the correct use of the requisite techniques of
 Executing a planned approach Omitted / Re-teach / Revise
Student practise - Take-off (soft field?), climb, transit to suitable area  Performing relevant checks Omitted / Re-teach / Revise
FLWOPs:  Making a Distress R/T call Omitted / Re-teach / Revise
 Student practise – PFL (total failure) from a suitable altitude (3000’  Passenger briefing Omitted / Re-teach / Revise
AGL).
 Teach adjustment to procedure for failure at a lower altitude (2000’)
 Student practise. Comment on all items annotated “X” above
 Teach further adjustments to procedure for failure at 1000’ AGL
 Student practise from different starting altitudes and locations.
 Teach actions in the event of partial engine failure.
 Student practise actions in the event of a partial engine failure

 Recovery to base student to practise: Items as seen appropriate General remarks and notes:
from the overview but to include either:
c. Overhead join and PFL from overhead if traffic permits
or:
d. Simulated engine failure downwind, glide approach & landing

POST FLIGHT & DEBRIEF:

As previous Date: Instructor: Student:

64
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 22 – EXERCISE 17 PRECAUTIONARY LANDINGS WITH POWER DURATION 1.00

Aim: To learn when a precautionary landing is appropriate and how EASA Ref: AMC1 FCL.210.A (c) 2 xxi Ex 17
to execute a safe approach to a selected landing area.
This exercise teaches how to manage changing conditions
Threat Error Management: (environment or systems). It requires the student to consider the time
Threat Consequence Mitigation available, exercise sound decision making and prioritise the actions
Deteriorating weather Inability to complete flight Turn back / divert
Poor visibility Unable to see obstacles Poor visibility configuration
required. Suitable planning and sound judgement are essential skills.
Weather all round CFIT Weather awareness Practise in different locations and wind conditions will be required on
Early decision to land other flights, however good skill and decision making must, therefore,
Onset of night CFIT Planning / early land decision be evident before the next lesson.
Poor landing area Unsuccessful landing Landing area selection
NB – Mark as satisfactory √ or X as applicable.
PRE FLIGHT: If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.

 Pre-flight brief with Precautionary Landing (Ex17) as main ex The student demonstrates a clear understanding of the principles of:
 Weather and NOTAM brief
 Student to plan: short field takeoff and landing performance  Suitable field selection Omitted / Re-teach / Revise
calculations, route to suitable area  Planning & decision making Omitted / Re-teach / Revise

AIREX The student demonstrates correct use of the requisite techniques to:
 Student practise PFL,
 Student select and fly in poor visibility configuration.  Safe slow flight Omitted / Re-teach / Revise
 Instructor elicit suitable field  Executing a planned approach Omitted / Re-teach / Revise
Wind / surface / size / slope / stock / surroundings  Perform relevant checklists Omitted / Re-teach / Revise
 Making a relevant R/T call Omitted / Re-teach / Revise
 Instructor guide student through pattern
 Passenger briefing Omitted / Re-teach / Revise
 Student practises at different locations as appropriate with
different simulated scenarios (wx, engine, fuel shortage, etc) Comment on all items annotated “X” above
 Recovery to base student to practise: Items as seen
appropriate from the overview but to include:
a. Cruise descent on recovery
b. Overhead join/ practise precautionary landing pattern if
traffic permits
c. Short field landing General remarks and notes:

POST FLIGHT & DEBRIEF:

As previous
Date: Instructor: Student:

65
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 23– EXERCISE 14 SOLO SECTOR RECCE DURATION 1.00

Aim: To safely fly a departure to the local area, practise EASA Ref: AMC1 FCL.210.A (c) 2 xviii Ex14
general handling, then rejoin the circuit to land.
Student must have reached a safe level of flying skill to be able
Threat Error Management:
Threat Consequence Mitigation to fly to and from the local area.
Loss of bearings Becoming lost Local area orientation
Map orientation/reading NB – Mark as satisfactory √ or X as applicable.
System/Engine problems System/Engine failure checks/emergency procedures If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
Unsure of ATC clearance Confliction Request repeat
The student demonstrates the correct use of the requisite techniques
PRE FLIGHT: to:

 Instructor to be satisfied that weather and traffic  Fly the departure Omitted / Re-teach / Revise
levels are suitable for a solo sector recce  Rejoin the circuit Omitted / Re-teach / Revise
 Fly the circuit following the join Omitted / Re-teach / Revise
 Ensure cockpit secured for solo flight  Use of standard RT Omitted / Re-teach / Revise

AIREX:
Comment on all items annotated “X” above
 Student to fly solo, leave the circuit and carry out general
handling, return and land as authorised by the instructor
 Rejoin the circuit and land

POST FLIGHT & DEBRIEF:

General remarks and notes:
Instructor to ensure that the post-flight documentation is correctly
completed by the student and that the student is debriefed. The
student should be asked to analyse their performance and any
difficulties, problems or questions addressed.

Date: Instructor: Student:

66
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 24 – EXERCISE 19 BASIC INSTRUMENT FLYING DURATION 1.00

Aim: To learn to fly the aircraft by sole reference to instruments EASA Ref: AMC1 FCL.210.A (c) 2 xxv Ex 19
Threat Error Management: The emphasis of the lesson should be on the introduction of Basic
Threat Consequence Mitigation IF as a natural extension of the visual techniques that the student
Physiological sensations Spatial disorientation Trust instruments
not sensations has already learned using the artificial horizon. An understanding
Inadvertent entry into cloud Loss of control Recognise and avoid of the principles involved and the techniques to be applied are
Artificial horizon essential. Therefore, the following competencies must be evident
PRE FLIGHT: before the next lesson.
 Pre-flight brief on Basic Instrument Flying (Ex19A) NB – Mark as satisfactory √ or X as applicable.
 Weather and NOTAM brief If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
 Student to practise: Normal or crosswind take off
AIREX: The student demonstrates a clear understanding of the principles of:
 Revise selected climbing technique and climbing turns on to headings  Physiological Sensations Omitted / Re-teach / Revise
 Instrument Appreciation / Attitude Instrument Flight
 Basic Instrument Flying; Omitted / Re-teach / Revise
 Physiological Sensations  Instrument Limitations Omitted / Re-teach / Revise
 Attitude Instrument Flight, Instrument Appreciation  Basic Manoeuvres on Instruments Omitted / Re-teach / Revise
 Instrument Limitations
 Basic Manoeuvres (S+L / IAS / Configuration) The student demonstrates the correct use of the requisite techniques to:
 Climbing and descending
 Standard rate turns (Climbing/descending/on to HDGs)  Control the aircraft and monitor its performance by sole reference to
 Teach & Student Practice - recoveries from gentle unusual positions Instruments Omitted / Re-teach / Revise
on full panel
 Teach & Student Practice - technique to recover to VFR flight from Comment on all items annotated “X” above
inadvertent entry into IMC (180º turn in simulated IMC)

 Recovery to base student to practise: Items as seen appropriate

from the overview but to include:
a. Cruise descent on recovery
b. Overhead join/ practise precautionary landing pattern if General remarks and notes:
traffic permits
c. Short field landing

POST FLIGHT & DEBRIEF:

As previous
Date: Instructor: Student:

67
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 25– EXERCISE 19 BASIC INSTRUMENT FLYING 2 DURATION 1.00

Aim: To consolidate the techniques required to fly the aircraft EASA Ref: AMC1 FCL.210.A (c) 2 xxv Ex 19
by sole reference to instruments
The emphasis of the lesson should be on the practice of Basic IF
Threat Error Management: with the student applying the Selective Radial Scan. An
Threat Consequence Mitigation
Exceed instrument limits Erroneous data accepted Know the limits understanding of the principles involved and the techniques to be
by pilot applied are essential. Therefore, the following competencies must
Physiological sensations Spatial disorientation Trust instruments be evident before the next lesson.
not sensations
Instrument faults Unusual attitude Instrument taxi checks
Flight above freezing level Airframe icing / performance loss Forecast / avoid NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
PRE FLIGHT:
The student demonstrates a clear understanding of the principles of:
 Pre-flight brief on Basic Instrument Flying (Ex19A)
 Weather and NOTAM brief  Basic Manoeuvres on Instruments Omitted / Re-teach / Revise
 Student to practise: Normal or crosswind take off
The student demonstrates the correct use of the requisite techniques to:
AIREX:
 Revise a selected climbing technique and climbing turns on to  Control the aircraft and monitor its performance on Instruments to a
headings Skill Test standard Omitted / Re-teach / Revise
 Revise recoveries from unusual positions on full panel.
 Teach / student practise Selective Radial Scan
Comment on all items annotated “X” above
 Student Practice.-. recovery to VFR flight from inadvertent entry
into IMC (180º turn in simulated IMC)
 Recovery to base student to practise: Items as seen
appropriate from the overview but to include:

 Cruise descent on recovery

 Overhead join/ practise precautionary landing pattern if
traffic permits
 Short field landing General remarks and notes:

POST FLIGHT & DEBRIEF:

As previous
Date: Instructor: Student:

68
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 26 – EXERCISE 19 MINIMUM VISIBILITY FLYING DURATION 1.00

Aim: To combine visual and instrument inputs in minimum visibility EASA Ref: AMC1 FCL.210.A (c) 2 xxiii Ex 19
The emphasis of the lesson should be on the integration of the use of
Threat Error Management: the Attitude Indicator (AI) into the visual techniques that the student has
Threat Consequence Mitigation already learned, and the need to adopt the Selective Radial Scan when
Poor/no visual horizon Disorientation/loss of control Configuration, necessary. An understanding of the principles involved and the
Combined scan techniques to be applied are essential. Therefore, the following
Poor visibility Collision ATC Radar
Fly above haze layer
competencies must be evident before the next lesson.
CFIT Safe altitude
Physiological sensations Spatial disorientation Trust instruments NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.

The student demonstrates a clear understanding of the principles of:

PRE FLIGHT:
 Pre-flight brief on the Integrated Attitude Scan technique  Minimising time spent in reduced visibility:
 Weather and NOTAM brief Omitted / Re-teach / Revise
 Student to practise: Normal, short or crosswind take off  The Integrated Attitude Scan Omitted / Re-teach / Revise
 Obtaining external traffic information Omitted / Re-teach / Revise
AIREX:
The student demonstrates the correct use of the integrated technique to:
 Revise instrument flying during climb
 Set up poor visibility configuration on instruments - TRIM  Control the aircraft and recover to base in minimum visibility:
 Integrated Technique (use foggles or fly at night); Omitted / Re-teach / Revise
 Interpret external traffic information Omitted / Re-teach / Revise
 Climbing and descending
Comment on all items annotated “X” above
 Interpreting radar information for avoiding action

 Instructor teach: poor visibility overhead join

 Student to practise: high level/glide circuit
General remarks and notes:
POST FLIGHT & DEBRIEF:
As previous
Date: Instructor: Student:

69
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 27 – EXERCISE 18A DUAL NAVIGATION 1 DURATION 1.00

Aim: To learn how to plan and fly a VFR navigation route, using a suitable EASA Ref: AMC1 FCL.210.A (c) 2 xxii Ex 18a
navigation technique
The principles involved and the techniques to be applied in basic visual
Threat Consequence Mitigation navigation need to be clearly understood and then used on the flight with
Errors in measuring/ Getting lost Gross error checks reasonable accuracy before moving on to the next lesson. Knowledge
calculating navigation data of where to obtain and interpret pre flight information should also be
Feature misidentification Getting lost Flight planning and shown to a reasonable proficiency before the next flight.
studying route
Poor choice of fixes Unable to fix position Map interpretation NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
PRE FLIGHT:
 Pre-flight brief on Visual Navigation (Ex18a) The student demonstrates a clear understanding of the principles of:
 Weather and NOTAM brief  Map preparation Omitted / Re-teach / Revise
 Teach planning a triangular route (Flight time approx 0.8 hour)  Navigation planning calculations and completing a plog
AIREX Omitted / Re-teach / Revise
 Student climb to start point, practise cruise climb.  Basic visual navigation technique and work cycle
 Teach start point actions – Identify, WHAT check,cross over start Omitted / Re-teach / Revise
point on planned heading & altitude, note time/ start stopwatch,
gross error check, post WHAT, calculate ETA at next fix The student demonstrates the correct use of the requisite techniques of
 Instructor revises maintenance of S & L, student practise.  Obtaining weather information and extracting data relevant to
 2 minutes before fix, instructor take control – teach fix identification
nav planning Omitted / Re-teach / Revise
 Big features to small
 Obtaining and interpreting NOTAMS
 Relate clock to map to ground
 Teach appropriate method to regain track & how to adjust ETA– Omitted / Re-teach / Revise
adjust HDG and ETA as required  Departing the airfield using previously taught techniques and
 Once steady on HDG give student control to maintain S&L – FREDA procedures Omitted / Re-teach / Revise
 ETA turning point -2 mins, teach identification & WHAT
 Student practise all navigation actions for 2 nd leg whilst instructor flies Comment on all items annotated “X” above
 Student takes full control during remainder of route. Teach other
methods of regaining track as opportunity allows.

 Recovery to base student to practise: Items as seen appropriate

from the overview but to include a PFL practice from overhead if
desired on rejoin. General remarks and notes:
POST FLIGHT & DEBRIEF:

As previous

Date: Instructor: Student:

70
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 28 – EXERCISE 18A DUAL NAVIGATION 2 DURATION 1.00

Aim: To consolidate basic nav technique. To learn en-route hazard EASA Ref: AMC1 FCL.210.A (c) 2 xxii Ex 18a
avoidance and diversion techniques.
Before moving on to the next lesson good skill and accuracy in basic
navigation is to be shown using the principles and techniques taught on
Threat Error Management: the previous flight. A clear understanding of the principles involved in
Threat Consequence Mitigation diverting the aircraft are also to be shown before moving on.
Other aircraft Collision Maintain lookout
whilst planning diversion NB – Mark as satisfactory √ or X as applicable.
Lowering cloudbase Inadvertant entry into IMC Minimum operating altitude If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
Descend / rtb/ divert
Hazard ahead on track Suffer hazard Dog-leg hazard avoid The student demonstrates a clear understanding of the principles of:
 Acceptable minimum weather conditions to continue VFR
PRE FLIGHT: Omitted / Re-teach / Revise
 Sound in-flight decision making Omitted / Re-teach / Revise
 Pre-flight brief on en-route diversion (Ex18a)  A ‘dog- leg’ hazard avoidance Omitted / Re-teach / Revise
 Weather and NOTAM brief  An en-route diversion Omitted / Re-teach / Revise
 Student to plan route and complete all pre-flight tasks
The student demonstrates the correct use of the requisite techniques of
AIREX
 Completing pre-flight navigation planning for route
 Revise crosswind/short field/soft field take-off Omitted / Re-teach / Revise
 Student navigates and flies first leg to revise basic navigation  Basic visual navigation Omitted / Re-teach / Revise
technique, sets course on 2nd leg
 Once established on 2nd leg, teach “dog-leg” hazard avoidance. Comment on all items annotated “X” above
 Student practise of dog-leg hazard avoidance.

 Teach en-route diversion to new destination.

 Student practise of en-route diversion back to the airfield, if
time permits.

 Recovery to base student to practise: Items as seen

appropriate from the overview but to include a PFL from General remarks and notes:
overhead (Simulated engine fire) and circuit practise as
required (flapless/glide approach)

POST FLIGHT & DEBRIEF:

As previous Date: Instructor: Student:

71
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 29 – EXERCISE 18A DUAL NAVIGATION 3 DURATION 2.00

Aim: To land away. To learn procedures for Controlled Airspace. To EASA Ref: AMC1 FCL.210.A (c) 2 xxii Ex 18a
learn the Uncertain of Position and Lost Procedures
During this exercise all previously taught techniques are to be carried out with
good skill and accuracy before moving on to the next lesson. A clear
Threat Error Management: understanding of aircraft performance calculations is to be shown along with an
Threat Consequence Mitigation understanding of the procedures used to cross/enter airspace. A clear
Unfamiliar airfield procedure Collision/conflict Publications/ telephone/ radio understanding of the lost procedure must also be evident before the next
Unfamiliar runway Runway excursion Correct configuration/ technique lesson.
shape/size/surface Performance planning
Uncertain of position Lost/ infringement ATC radar/ Lost procedure NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.

PRE FLIGHT: The student demonstrates a clear understanding of the principles of:

 Pre-flight brief on landaway planning (PPR, joining procedures)  Performance calculations from Flight Manual Omitted / Re-teach / Revise
 Obtaining & following an ATC clearance Omitted / Re-teach / Revise
CAS/MATZ entry/crossing and Lost Procedure (Ex18a)  Correct R/T procedures Omitted / Re-teach / Revise
 Weather and NOTAM brief  Applying lost procedures Omitted / Re-teach / Revise
 Student completes pre-flight planning as before including
The student demonstrates the correct use of the requisite techniques of
performance planning for landaway
 Completing navigation route after planning
AIREX: Omitted / Re-teach / Revise
 Liaising with ATS and joining the circuit at destination
Omitted / Re-teach / Revise
 Student carries out departure  Ground procedures at destination
 Teach procedures & RT for transit of CAS/regulated airspace Omitted / Re-teach / Revise
 Teach/ Direct joining procedure at landaway airfield  Planning & executing a diversion Omitted / Re-teach / Revise
 Teach booking in/out procedures
 Student departs and sets up en-route
Comment on all items annotated “X” above
 Student practise of in-flight diversion
 Teach uncertain of position & lost procedure
 Teach “PAN” call / Training Fix
 Student rejoins for home airfield
General remarks and notes:
 Recovery to base student to practise: Items as seen
appropriate from the overview but to include circuit
emergencies as required

POST FLIGHT & DEBRIEF:

As previous Date: Instructor: Student:

72
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 30 – EXERCISE 18A SOLO NAVIGATION DURATION 1.00

Aim: To plan and fly a solo VFR navigation route. EASA Ref: AMC1 FCL.210.A (c) 2 xxiv

Threat Error Management: As a solo exercise, this gives the student the opportunity to practise and
Threat Consequence Mitigation demonstrate his ability to act as commander. Instructors should offer support,
Over-map-reading Poor lookout/ poor flying Event technique but ultimately must closely supervise the planning process, particularly weather
interpretation, before authorising the flight. Completion of the Briefing Certificate
will assist with ensuring adequate supervision.
PRE FLIGHT:
NB – Mark as satisfactory √ or X as applicable.
 Student to plan a triangular route under supervision If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable
from the instructor (route may be a repeat of that flown
dual in lesson 27 or 28) The student must have previously demonstrated the correct use of the
 Completion of Solo Navigation Briefing Certificate by requisite techniques of
Instructor & Student.
 Student to give: Weather and NOTAM brief  Obtaining weather information and extracting data relevant to nav
planning Re-teach / Revise
AIREX:  Obtaining and interpreting NOTAMS Re-teach / Revise
 Map preparation Re-teach / Revise
 Student flies the route solo completing a log en-route
 Navigation planning calculations and completing a plog

Recovery to base student to practise: Re-teach / Revise

 Join and circuit as briefed by the instructor

Comment on all items annotated “X” above

POST FLIGHT & DEBRIEF

Instructor to ensure that the post-flight documentation is correctly

completed by the student and that the student is debriefed. The
student should be asked to analyse their performance and any General remarks and notes based on the student’s analysis of
difficulties, problems or questions addressed. their performance:

Date: Instructor: Student:

73
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 31 – EXERCISE 18A SOLO NAVIGATION 2 DURATION 1.15

Aim: To consolidate VFR navigation techniques on a solo cross EASA Ref: AMC1 FCL.210.A (c) 2 xxiv
country flight.
As a solo exercise, this gives the student the opportunity to practice and
Threat Error Management: demonstrate their ability to act as commander. Instructors should offer
Threat Consequence Mitigation support, but ultimately must supervise closely the planning process,
Over-map-reading Poor lookout/ poor flying Event technique particularly weather, before authorising the flight. Completion of the
HSI/DI failure Getting lost Compass/ Gross error checks Briefing Certificate will assist with ensuring adequate supervision.
Poor weather en-route Going IMC Turn back/Divert
NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable
PRE FLIGHT:
The student demonstrates the correct use of the requisite techniques of
 Student to plan a triangular route under supervision from the
instructor (route may be a repeat of that flown dual in lesson 27  Obtaining weather information and extracting data relevant to nav planning
or 28 but should be flown in the reverse direction and include
Re-teach / Revise
more complex airspace/RT)
 Revise procedures to transit MATZ/routing under controlled  Obtaining and interpreting NOTAMS Re-teach / Revise
airspace/use of ATC radar service
 Map preparation Re-teach / Revise
 Completion by Instructor & Student of Solo Navigation Briefing
Certificate.  Navigation planning calculations and completing a plog
 Student to give: Weather and NOTAM brief.
Re-teach / Revise


Comment on all items annotated “X” above
AIREX:

 Student completes the flight solo completing a plog en-route

 Recovery to base student to practise: Items solo as seen

appropriate from the overview.
General remarks and notes based on the student’s analysis of
POST FLIGHT & DEBRIEF their performance:
Instructor to ensure that the post-flight documentation is correctly
completed by the student and that the student is debriefed. The
student should be asked to analyse their performance and any
difficulties, problems or questions addressed.
Date: Instructor: Student:

74
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 32 – EXERCISE 18B DUAL NAVIGATION 4 DURATION 1.00

Aim: To learn how to navigate & operate at low-level (<1000’ AGL). EASA Ref: AMC1 FCL.210.A (c) 2 xxiii Ex 18b
An understanding of the principles involved and the techniques to be
Threat Error Management: applied for low level navigation are essential. The following
Threat Consequence Mitigation competencies must therefore be evident before the next lesson.
Inadequate terrain clearance CFIT Correct altimetry/ map
reading/ planning. NB – Mark as satisfactory √ or X as applicable.
Illusion of speed/sideslip Stall/Spin Cross-check instruments If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.
High wind speed Severe turbulence Fly upwind of high ground
The student demonstrates a clear understanding of the principles of:
Engine failure at low level Too low for PFL EFATO procedure
 Usable features at low level Omitted / Re-teach / Revise
 The effect of wind & turbulence at low level Omitted / Re-teach / Revise
PRE FLIGHT:  Applying noise abatement procedure Omitted / Re-teach / Revise
 Preflight brief on low level navigation (Ex 18b)
The student demonstrates the correct use of the requisite techniques of
 Weather and NOTAM brief.
 Student completes pre-flight planning  Completing the safety checks before descending into low level navigation
 Student to practise: Items as seen appropriate from the Omitted / Re-teach / Revise
 Correct terrain clearance procedures Omitted / Re-teach / Revise
overview  Operation in poor visibility Omitted / Re-teach / Revise
AIREX:  Flying a bad weather circuit Omitted / Re-teach / Revise
 Student carries out departure.
 Revise the slow, safe cruise configuration. Comment on all items annotated “X” above
 Revise incipient stall recovery in slow safe cruise
 Once established on track, teach actions prior to descent to
low-level.
 Student fly cruise descent
 Teach low level navigation technique
 Student practise of descent to low-level and navigation
 Teach wind effect on turning at low-level
 Student practise en-route diversion at low-level General remarks and notes:

 Recovery to base instructor to: Teach low level bad

weather circuit join and bad weather circuit
 Recovery to base student to practise: Bad weather circuit
and short-field landing

POST FLIGHT & DEBRIEF: Date: Instructor: Student:

As previous

75
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 33 – EXERCISE 18C RADIO NAVIGATION DURATION 1.00

Aim: To learn how to navigate using radio navigation aids. EASA Ref: AMC1 FCL.210.A (c) 2 xxiv Ex 18c

Threat Error Management: The aim of this lesson is to learn to navigate the aeroplane under VFR
Threat Consequence Mitigation using radio navigation aids . However, the main emphasis when using
Concentrating on radio aids Failed lookout/ Collision Maintain scan these aids in these exercises is that their use should not detract from
Wrong navaid selected Wrong position plotted Identify prior to use the lookout required and maintenance of VFR.
NB – Mark as satisfactory √ or X as applicable.
PRE FLIGHT: If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable.

The student demonstrates a clear understanding of the principles of:

 Pre-flight brief on Radio Navigation (Ex18c)
 Weather and NOTAM brief  The VOR Omitted / Re-teach / Revise
 Student to practise: Items as seen appropriate from  VOR crossing & track maintenance Omitted / Re-teach / Revise
the overview  The RMI/RBI and NDB Omitted / Re-teach / Revise
 DME range/ground speed/ ETA Omitted / Re-teach / Revise

AIREX: The student demonstrates the correct use of the requisite techniques of

 Teach/Practise Correct tracking technique  Position fixing using the VOR Omitted / Re-teach / Revise
 Radial Intercepti and tracking to/from Omitted / Re-teach / Revise
 Demonstrate OBI Indications transiting overhead VOR  Orientating position relative to an NDB Omitted / Re-teach / Revise
 Teach Orientation relative to NDB  NDB homing Omitted / Re-teach / Revise
 Teach “Homing” to NDB  Using a VOR & DME for a position fix Omitted / Re-teach / Revise
 Teach DME tuning, ident and functions
 Teach use of DME combined with VOR for position Comment on all items annotated “X” above
fixing

 Recovery to base student to practise: Items as seen

appropriate from the overview.
General remarks and notes:
POST FLIGHT & DEBRIEF:
As previous

Date: Instructor: Student:

76
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 34 – EXERCISE 18A QUALIFYING CROSS-COUNTRY DURATION 2.30

Aim: To complete the Solo Qualifying Cross-country navigation EASA Ref: AMC1 FCL.210.A (c) 2 xxiv
exercise.
As a solo exercise, this gives the student the opportunity to practice and
Threat Error Management: demonstrate their ability to act as commander. Instructors should offer
Threat Consequence Mitigation support, but ultimately must supervise closely the planning process,
Unfamiliar airfield procedure Collision/conflict Publications/ telephone/ radio
Unfamiliar runway Runway excursion Correct configuration/ technique
particularly weather, before authorising the flight. Completion of the
shape/size/surface Performance planning Briefing Certificate will assist with ensuring adequate supervision.
Uncertain of position Lost/ infringement ATC radar / lost procedure
NB – Mark as satisfactory √ or X as applicable.
PRE FLIGHT: If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable

 Student to plan the route for the QXC. Route to be decided with The student demonstrates the correct use of the requisite techniques of
close liaison with the authorising instructor. Must include  Obtaining weather information and extracting data relevant to nav planning
landaway at two aerodromes other than the departure point
and be a minimum of 150 nm. Student to self-brief Weather Re-teach / Revise
and NOTAMs.  Obtaining and interpreting NOTAMS Re-teach / Revise
 Completion by Instructor & Student of Solo Navigation Briefing
Certificate and Student to be issued with a QXC authorisation  Map preparation Re-teach / Revise
certificate to be completed at landaway aerodromes.  Navigation planning calculations and completing a plog
 Student to practise: Items as seen appropriate from the
overview Re-teach / Revise
 Calculating Landing & Take-off performance using Flight
AIREX:
Manual/POH Re-teach / Revise
 Student completes the flight solo, completing a plog en-route
ensuring the QCC form is completed at the landaway airfields Comment on all items annotated “X” above

 Recovery to base student to practise: Items solo as seen

appropriate from the overview.
General remarks and notes based on the student’s analysis of
POST FLIGHT & DEBRIEF their performance:
Instructor to ensure that the post-flight documentation is correctly
completed by the student and that the student is debriefed. The
student should be asked to analyse their performance and any
difficulties, problems or questions addressed.
Date: Instructor: Student:

77
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 35 – EXERCISE 18C DUAL NAVIGATION 6 DURATION 1.00

Aim: To learn how to navigate using GNSS in addition to EASA Ref: AMC1 FCL.210.A (c) 2 xxiv
visual navigation. An understanding of the principles involved and the techniques to be applied for
navigation using GNSS are important. The following competencies must,
Threat Error Management: therefore, be evident before the next lesson.
Threat Consequence Mitigation NB – Mark as satisfactory √ or X as applicable.
GNSS power failure Lost Charged/spare batteries If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable
GNSS signal failure Lost Preflight plan, navigate
visually The student demonstrates a clear understanding of the principles of:
Poor lookout whilst using GNSS Collision Effective lookout scan  The integration of DR navigation with GNSS techniques.
Omitted/Re-teach / Revise
PRE FLIGHT:
The student demonstrates the correct use of the requisite techniques of:
 Student plans visual route  Checking the validity of the GNSS database.
 Preflight brief on GNSS use and limitations Omitted / Re-teach / Revise
 Teach how to load & activate route in GNSS unit  Programming a route into the GNSS Unit
 Weather and NOTAM brief Omitted / Re-teach / Revise
 Student to practise: Items as seen appropriate from the  Correct technique to track the route using headings to achieve desired
track & cross reference with visual navigation plan.
overview Omitted / Re-teach / Revise
 Use of the “Go-To” Function. Omitted / Re-teach / Revise
AIREX:
 Recognising GNSS failures/error messages and correct subsequent
 Student carries out departure and starts first leg as actions. Omitted / Re-teach / Revise
normal
 Teach use of pre-programmed GNSS route to cross- Comment on all items annotated “X” above
check to first waypoint
 Teach GNSS tracking towards 2nd waypoint
 Student practice GNSS tracking to 3rd waypoint
 Teach use of “Direct” or “GO-TO” Function
 Student practice of “GO-TO” Function
 Simulated GNSS signal/unit failure/error message –
reverting to solely visual navigation techniques. General remarks and notes based on the student’s analysis of
their performance:
 Recovery to base student to practise: Items as seen
appropriate from the overview.

POST FLIGHT & DEBRIEF

As previous Date: Instructor: Student:

78
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 36 – EXERCISE 18A DUAL NAVIGATION 7 DURATION 1.00

Aim: To learn to navigate under VFR in low visibility VMC (Degraded EASA Ref: AMC FCL.210.A
Visual Environment (DVE)). This lesson builds on the techniques taught in Lesson 26. However, the
main emphasis should be to avoid such flight conditions. The knowledge
Threat Error Management:
Threat Consequence Mitigation
and skills gained should enable the maintenance of controlled flight
High ground/obstructions Collision Minimum safe altitude when marginal weather is inadvertently encountered, whilst achieving a
Loss of control Stall/Spin/Spiral Dive Cross reference diversion to land or recovery to good VMC conditions. The emphasis on
instruments/slow safe this lesson (apart from trying to avoid such situations if possible), is to
cruise/rate 1 turns
be aware of the differences in operating and navigating at low level
PRE FLIGHT: compared to at the more usual altitudes.
The student demonstrates a clear understanding of the principles:
 Pre-flight brief: Area surface elevations & obstructions and airspace
 Weather (real and simulated) and NOTAM brief  Spatial Orientation Omitted / Re-teach / Revise
 Student to plan: Suitable route selected by the instructor  Gradient wind effects Omitted / Re-teach / Revise
 Obstruction profiles Omitted / Re-teach / Revise
AIREX:  Situation awareness Omitted / Re-teach / Revise
 Minimum safe Altitude Omitted / Re-teach / Revise
 Instructor demonstration: gyro acceleration errors (during T.O roll)
 Revision of integrated scan taught in lesson 26.
 Radio aids limitations Omitted / Re-teach / Revise
 Rate 1 turns  Usable navigation features Omitted / Re-teach / Revise
 Recovery from spiral dive (inc instrument indications)
 Achieve safe slow flight (stall x 1.3) inc. flap on instruments The student demonstrates the correct use of the techniques:
 Descending to 1000ft AGL: effects of gradient wind on drift.  Integrated visual/instrument scan Omitted / Re-teach / Revise
 Reduced visibility - slow safe cruise - wind effect on navigation
 Situation (obstruction) awareness; map reading
 Safe slow flight Omitted / Re-teach / Revise
 Radio aids & communication limitations at low level.
 Reducing cloudbase & visibility – decision to turn back/divert/land Comment on all items annotated “X” above
 Integrated scan at low level

 Recovery to base student to practise: Items as seen appropriate

from the overview including a low level circuit join and a slow safe
cruise circuit to landing. General remarks and notes:
POST FLIGHT & DEBRIEF
 As previous

Date: Instructor: Student:

79
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 37 – INTRODUCTION TO EASA PPL(A) SKILL TEST DURATION 1.00

Aim: To experience the content and conduct of the PPL(A) Skill Test Threat Error Management:
(Single Engined Piston) and revise to the required PPL(A) Skill Any relevant elements covered in the syllabus to this point
Test standards.

Section 1 Pre-Flight Ops & departure Section 2 General Airwork Section 3 Enroute Procedures
o Pre-flight documentation, NOTAM & weather o ATC liaison, compliance & R/T procedures o Flight Plan, dead reckoning and map reading
briefing o S & L flight with speed changes o Maintenance of altitude, heading & speed
o Mass, balance and performance calculation o Climbing; best rate, turns & levelling off o Orientation, airspace structure, timing, revision of
o Aeroplane inspection & servicing o 30° bank turns; lookout & collision avoidance ETAs & log keeping
o Engine start/post start procedures o 45° bank turns; recognition & recovery from a spiral o Diversion to alternate aerodrome; planning and
o Aerodrome, taxiing & pre-take-off procedures dive. implementation
o Take-off/ after take-off procedures o Flight at critically low airspeed; with & without o Use of Radio aids and GNSS
o Aerodrome departure procedures flaps. o Basic instrument flying to include 180° level turn
o ATC liaison/compliance, R/T o Clean stall & recovery with power. o Flight management; checks/fuel systems &
o Approach to stall in the approach configuration carburettor Icing etc.
descending turning at 20° bank. o ATC compliance & R/T procedures
o Approach to stall in the landing configuration
o Approach to stall in the climb after takeoff
o Descending; with & without power
o Steep gliding turns
o Levelling off.

Section 4 Approach & Land Procedures Section 5 Abnormal & Emergency Section 6 Relevant Class or Type Items
o Aerodrome Arrival Procedures o EFATO (simulated) Oral questions;
o Landings: o Forced landing (simulated) o Relevant items of the class or the type; aeroplane
Precision o Precautionary Landing (simulated) systems: autopilot, pressurisation, de-icing/anti-
Crosswind o Simulated emergencies inc engine fire icing etc.
Flapless o Fuel type, oil, tyre pressures, undercarriage etc
Glide
o Touch and go
o Go around from low height
o ATC compliance & RT procedures
o Actions after flight.

General remarks and notes:

80
Date: Instructor: Student:
 AIR PILOTS – EASA PPL(A) Lesson Plans LESSON 38 – SOLO NAVIGATION AND GH REVISION DURATION 1.15

Aim: To revise basic visual navigation techniques and GH solo. EASA Ref: AMC1 FCL.210.A (c) 2 xxiv

As a solo exercise, this gives the student the opportunity to practice and
Threat Error Management: demonstrate their ability to act as commander. Instructors should offer
support, but ultimately must supervise closely the planning process,
Insert relevant threats and errors particularly weather, before authorising the flight.
NB – Mark as satisfactory √ or X as applicable.
If ‘X’ annotate ‘Omitted/Re-teach/Revise’ – delete as applicable
PRE FLIGHT:
The student demonstrates the correct use of the requisite techniques of
 Student to plan a single leg to a suitable point. The second leg
should be practice of an airborne planned diversion from the Obtaining weather information and extracting data relevant to nav planning
end of leg 1 to an area suitable for GH practice (total time on Re-teach / Revise
Navigation exercises at least 30 minutes). Student to self-brief Obtaining and interpreting NOTAMS Re-teach / Revise
Map preparation Re-teach / Revise
weather and NOTAMs. Navigation planning calculations and preparing a plog
 Completion by Instructor & Student of the Solo Navigation Re-teach / Revise
Briefing Certificate. Calculating Landing & Take-off performance using Flight Manual/POH
 Student to practise: Items as seen appropriate from the Re-teach / Revise
overview
AIREX: The student should be briefed to concentrate on those elements he and the
instructor feel need most attention.
 Student completes the first leg navigation and subsequent
diversion practice into GH practice area.
Comment on all items annotated “X” above
 GH practice as authorised by instructor (steep turns/stalling)
 Recovery to base student to practise: Items solo as
authorised by instructor (various circuits).

POST FLIGHT & DEBRIEF
 Instructor to ensure that the post-flight documentation is General remarks and notes based on the student’s analysis of
correctly completed by the student and that the student is their performance:
debriefed. The student should be asked to analyse their
performance and any difficulties, problems or questions
addressed.

Date: Instructor: Student:

81
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