Initial Training for Cabin Crew

EASA Guidelines on the conduct of Initial training

Issue no.: 1
(valid until further notice)

Date: 01.12.2022

Author EASA’s Cabin Safety Expert Group

FS2 Focal point: Lia CALLEJA BARCENA / Dangerous Goods Expert

FS3 Focal point: Angela GALLORINI / Cabin Crew Expert
Reviewed: Micaela VERISSIMO / Section Manager ‐ Air Operations
Standards
Ascanio RUSSO / Senior Expert – Flight Crew Licensing (Crew
Training)
Approved: Eduard CIOFU / Head of Department ‐ Air Operations &
Aerodromes
Francesco Gaetani / Acting Head of Department ‐ Air Crew &
Medical
 Initial Training for Cabin Crew ‐ Guidance Material
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Contents
Revision record .................................................................................................................................... 2
Change Revision Summary ................................................................................................................... 2
1. Glossary ...................................................................................................................................... 3
2. Purpose of these guidelines ......................................................................................................... 3
3. Training methodology and equipment ......................................................................................... 5
4. Ratio Trainer‐Trainee ................................................................................................................... 7
5. Minimum learning objectives ....................................................................................................... 9
6. Minimum training hours .............................................................................................................. 9
7. Examination ................................................................................................................................ 9
Appendix 1 Minimum learning objectives and training hours ............................................................. 13
Appendix 2 Skill assessment checklists ............................................................................................... 42

Revision record

Issue Date of issue Summary of changes

01 01.12.2022 Initial issue

Change Revision Summary

Paragraph no. Description of change

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1. Glossary

This document refers to Commission Regulation (EU) No 1178/20111 (further referred to as the
‘Aircrew’ regulation), as amended by Commission Regulation (EU) No 290/20122, namely Annex V
(Part‐CC), and specifically to Appendix 1 to Part‐CC. The referenced Appendix contains the training
programme of the Initial training course (further referred to as the ‘Initial training’) each cabin crew
trainee must undergo and successfully complete to obtain a Cabin Crew Attestation.

2. Purpose of these guidelines

This document provides guidelines on the implementation of Appendix 1 to Part‐CC of the Aircrew
regulation. Its aim is to help training providers3 and competent authorities to build the Initial training
on the same pillars, hence achieving the intended harmonisation on the conduct of this training in the
European Union (EU).

The following documents can be helpful for the development of the Initial training and can be the
source of information for the individual subjects to be trained:
‐ Regulation (EU) No 2018/11394;
‐ Commission Regulation (EU) No 2018/10425;
‐ Commission Regulation (EU) No 965/20126, Subpart‐FTL;
‐ Commission Regulation (EU) No 83/20147;
‐ Commission Regulation (EU) No 376/20148;
‐ Regulation (EC) No 300/20089;

1
Commission Regulation (EU) No 1178/2011 of 3 November 2011 laying down technical requirements and administrative procedures related
to civil aviation aircrew pursuant to Regulation (EC) No 216/2008 of the European Parliament and the Council.
2
Commission Regulation (EU) 290/2012 amending Regulation (EU) No 1178/2011 laying down technical requirements and administrative
procedures related to civil aviation aircrew pursuant to Regulation (EC) No 216/2008 of the European Parliament and of the Council
3
Training provider means an operator or a training organisation.
4
Regulation (EU) 2018/1139 of the European Parliament and of the Council of 4 July 2018 on common rules in the field of civil aviation and
establishing a European Union Aviation Safety Agency, and amending Regulations (EC) No 2111/2005, (EC) No 1008/2008, (EU) No 996/2010,
(EU) No 376/2014 and Directives 2014/30/EU and 2014/53/EU of the European Parliament and of the Council, and repealing Regulations
(EC) No 552/2004 and (EC) No 216/2008 of the European Parliament and of the Council and Council Regulation (EEC) No 3922/91.
5Commission Regulation (EU) No 2018/1042 amending Regulation (EU) No 965/2012, as regards technical requirements and administrative
procedures related to introducing support programmes, psychological assessment of flight crew, as well as systematic and random testing
of psychoactive substances to ensure medical fitness of flight and cabin crew members, and as regards equipping newly manufactured
turbine‐powered aeroplanes with a maximum certified take‐off mass of 5 700 kg or less and approved to carry six to nine passengers with a
terrain awareness warning system.
6
Commission Regulation (EU) No 965/2012 laying down technical requirements and administrative procedures related to air operations
pursuant to Regulation (EC) No 216/2008 of the European Parliament and of the Council.
7
Commission Regulation (EU) No 83/2014 laying down technical requirements and administrative procedures related to air operations
pursuant to Regulation (EC) No 216/2008 of the European Parliament and of the Council.
8
Commission Regulation (EU) No 376/2014 of the European Parliament and of the Council of 3 April 2014 on the reporting, analysis, and
follow‐up of occurrences in civil aviation, amending Regulation (EU) No 996/2010 of the European Parliament and of the Council and
repealing Directive 2003/42/EC of the European Parliament and of the Council and Commission Regulations (EC) No 1321/2007 and (EC) No
1330/2007 Text with EEA relevance.
9
Regulation (EC) 300/2008 OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 11 March 2008 on common rules in the field of civil
aviation security and repealing Regulation (EC) No 2320/2002.

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‐ Council Directive 2000/79/EC10;

‐ Regulation (EC) No 1107/200611;
‐ ICAO Doc 1000212;
‐ ICAO Cir 35613;
‐ ICAO Cir 344‐AN/20214;
‐ ICAO Doc 928415 and ICAO Doc 948116; and
‐ ICAO Doc. 1014717.

2.1 Initial training

The Initial training is an introductory aviation training each trainee must undergo and successfully
complete before being issued with the EU qualification document ‘Cabin Crew Attestation’18.
The Aircrew regulation specifies the minimum training elements to be included in the Initial training
and serves as the basis for the syllabus to be developed by each training provider19. The EU provisions
do not contain any details on e.g.: the time or methodology to be allocated to each training element.
Every individual who has decided to become a cabin crew member is required to undergo the Initial
training, the aim of which is to prepare each trainee for the safety role of a cabin crew member. Each
trainee will receive an adequate level of familiarisation with the aviation environment and will acquire
general (i.e.: non‐operator related) knowledge and basic proficiency required for the performance of
cabin crew duties and responsibilities for the safety of aircraft occupants during flight operations in
normal, abnormal, and emergency circumstances. The purpose of these Guidelines is to address the
Initial training specified in the Aircrew regulation, and does not involve any aspects related to
operator’s procedures. Regulation (EU) No 965/2012 on air operations (further referred to as the
‘AIR OPS’ regulation) specifies the operator’s responsibilities if intending to provide training required
by Annex V (Part‐CC) of the Aircrew regulation (reference ORO.AOC.12020 of the AIR OPS regulation).

As the Initial training is an introductory aviation training, the majority of the learning is knowledge‐
based, though an important part of the training requires practical exercises. The physical presence

10
Council Directive 2000/79/EC of 27 November 200010 concerning the European Agreement on the Organisation of Working Time of Mobile
Workers in Civil Aviation concluded by the Association of European Airlines (AEA), the European Transport Workers' Federation (ETF), the
European Cockpit Association (ECA), the European Regions Airline Association (ERA) and the International Air Carrier Association (IACA).
11
Regulation (EC) No 1107/2006 of the European Parliament and of the Council of 5 July 2006 concerning the rights of disabled persons and
persons with reduced mobility when travelling by air
12
ICAO Doc 10002 Cabin Crew Safety Training Manual.
13
ICAO Cir 356 Guidelines on digital learning for cabin crew training.
14
ICAO Cir 344‐AN/202 Guidelines on education, training and reporting practices related to fume events.
15
ICAO Doc 9284 Technical Instructions for the safe transport of dangerous goods by air.
16
ICAO Doc 9481‐AN/928 Emergency response guidance for aircraft Incidents involving dangerous goods.
17
https://www.icao.int/safety/airnavigation/OPS/CabinSafety/Pages/Dangerous‐Goods.aspx.
18
ORO.CC.120 of Commission Regulation (EU) No 965/2012 laying down technical requirements and administrative procedures related to
air operations pursuant to Regulation (EC) No 216/2008 of the European Parliament and of the Council.
CC.CCA.100 of Commission Regulation (EU) 290/2012 amending Regulation (EU) No 1178/2011 laying down technical requirements and
administrative procedures related to civil aviation aircrew pursuant to Regulation (EC) No 216/2008 of the European Parliament and of the
Council.
19
Training provider means an operator or a training organisation.
20
ORO.AOC.120 of Commission Regulation (EU) No 965/2012 laying down technical requirements and administrative procedures related to
air operations pursuant to Regulation (EC) No 216/2008 of the European Parliament and of the Council.

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and person‐to‐person interaction during the theoretical and practical parts of the Initial training are
crucial, as the trainee has the possibility to acquire and apply collaborative skills leading to the
integration of CRM elements such as teamwork, effective communication, and coordination.

2.2 Cabin Crew Attestation

Each EU cabin crew member must hold a valid Cabin Crew Attestation (CCA). Article 67 of Regulation
(EU) 2018/113921, further referred to as the ‘Basic Regulation’, foresees the mutual recognition of the
CCA within the European Union. Hence, the holder can benefit from a free working environment
within the EU without the need to apply for a new CCA, or undergo the Initial training/examination
again, when starting employment with a new operator or when relocating to another EASA MS.

2.3. Identified challenges

Regulation (EU) 290/201222 amended the Aircrew Regulation to introduce qualification requirements
for cabin crew. The minimum duration of initial training was not regulated.
Implementation experience has shown that the duration of the Initial training approved in individual
MSs varies between 50 and 168 hours. This variation impacts negatively the mutual recognition of
CCAs.
MSs’ competent authorities have highlighted thatcommon provisions supportign the equal conduct
and quality of Initial training would enhance the transferability and mutual recognition of the CCA.

3. Training methodology and equipment

Several training methodologies maybe used in teaching to reach a maximum learning effect. Cabin
crew training comprises a combination of lesson styles, from classroom lectures and facilitation to
hands‐on handling of equipment and actual practical exercises. Methodologies used for each topic of
the training should vary in style to maintain the trainee’s attentiveness and to enhance understanding
of the training contents throughout the course. This may include:
1) in‐person training, i.e., trainer‐led theoretical and practical sessions;
2) use of multimedia tools, presentation technology and classroom equipment (video and
audio media, flip charts, marker boards, projectors, power‐point presentations, images,
etc.);
3) discussions;
4) individual or group exercises, including hands‐on training, to review knowledge and
practice and to develop skills;
5) review exercises.

21
Regulation (EU) 2018/1139 of the European Parliament and of the Council of 4 July 2018 on common rules in the field of civil aviation and
establishing a European Union Aviation Safety Agency, and amending Regulations (EC) No 2111/2005, (EC) No 1008/2008, (EU) No 996/2010,
(EU) No 376/2014 and Directives 2014/30/EU and 2014/53/EU of the European Parliament and of the Council, and repealing Regulations
(EC) No 552/2004 and (EC) No 216/2008 of the European Parliament and of the Council and Council Regulation (EEC) No 3922/91.
22
Commission Regulation (EU) No 290/2012 amending Regulation (EU) No 1178/2011 laying down technical requirements and administrative
procedures related to civil aviation aircrew pursuant to Regulation (EC) No 216/2008 of the European Parliament and of the Council.

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ICAO Doc 10002 ‘Cabin Crew Safety Training Manual’ provides guidance on classroom set‐up as well
as training devices and training equipment. Equipment used for Initial training should be
representative of that used in civil aviation, i.e., not in rail or maritime. Trainees should acquire
knowledge of various types of safety and emergency equipment used/installed on board an aircraft.
For example, the operator‐related training will focus on the type of equipment carried on board its
own aircraft (this can be one type of fire extinguisher only), however, the Initial training should
introduce the trainee to a variety of equipment, where existing, i.e., all known types of fire
extinguishing agents the trainee may potentially encounter.
Practical exercises, where required, are to be carried out by each trainee and should be repeated until
the required proficiency has been achieved. Each trainee should be provided with equal training
opportunities. Where the training element implies or requires an involvement of actual equipment
(this can be equipment for ‘training use only’), each trainee should have the opportunity to practise
handling of the equipment. Use of a video, projected images, virtual reality, posters, or similar
methods to replace hands‐on training with actual equipment does not substitute the training
objective. Observation of a practical exercise conducted by fellow‐trainees and the associated de‐brief
by the trainer form an important part of the learning process.
The organisation providing the training should have a variety of equipment available for the training
such as, but not limited to:
1) An emergency medical kit;
2) A first‐aid kit;
3) Universal Precaution Kit;
4) Portable oxygen equipment + mask;
5) Protective respiratory equipment (PBE), including packaging with the PBE status warning
system;
6) Portable fire extinguisher as those found on an aircraft (type BCF, H2O);
7) An emergency axe/crowbar;
8) A megaphone;
9) A flashlight;
10) A Portable ELT;
11) Flotation devices for adults, children, and infant;
12) Models of safety cards;
13) Equipment for the demonstration of safety features to passengers;
14) At least one first aid dummy for actual adult and infant CPR practical training;
15) Defibrillator;
16) Different types of safety belts (seat, extension, and infant belts);
17) Restraint kit/device;
18) In addition, the training organisation should have the following equipment for the
development of survival practices:
a) Complete aeronautical raft or slide raft (including its attached equipment);
b) Lifejackets (a number equal to the maximum number of participants should be
available to the organisation);

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c) Survival kit and the respective contents (as an example, the listed items in
CAT.IDE.A.28523 including optical and pyrotechnic signaling).

At least one sample of the equipment (this can be equipment for ‘training use only’) should be
available to allow hands‐on handling of the equipment and actual practical exercises. Other samples
of commonly available equipment such as fire extinguishers, protective breathing equipment, etc. can
be explained using multimedia tools. The equipment should be in a good condition, properly
maintained, and suitable for use in the training environment.

Although most of the training elements are only suitable for training in a proper cabin
simulator/training device, less complex training elements that require a practical exercise (e.g.: the
conduct of safety demonstration or public announcements, cabin securing, verification of the
suitability of a child restraint device brought on board by a passenger and its installation on an aircraft
seat, practicing communication with passengers, etc.) may be accomplished in a simple aircraft seating
environment. The compentent authority should assess whether such a simple aircraft seating
environment* allows accomplishing the objective of the training element.

*Note: A simple aircraft seating environment refers to a training environment comprising elements
installed inside the aircraft, which is not built as a simulator or a mock‐up. A simple aircraft seating
environment can, for example, be created inside a classroom with aircraft seats (not necessarily
airworthy but suiting the training purpose) to simulate a cabin environment. The training provider may
decorate the wall(s) with a wallpaper/poster to create a look of an inside panel of the aircraft, add at
least one overhead stowage compartment on the wall, etc.

The use of digital technologies such as virtual and augmented reality and gamification can be an
effective tool in presenting the subject and bringing the reality as close to the trainee as
possible,especially when the situation cannot be simulated by a live exercise due to safety reasons.
Digital learning can replace classroom training, specific hands‐on exercises, or traditionally simulated
exercises if well designed e.g. to include the necessary interaction to fulfil the training needs and
requirements of the subject or part of it. The method should be approved by the NAA, when satisfied
that the method’s effectiveness in strengthening the trainee’s knowledge and skills and in enhancing
the desired learning outcome has been demonstrated. Digital learning could be selected as a training
tool when it is deemed suitable to attain the learning outcome and its use results in an equivalent or
increased level of competence for the trainee. The organisation providing the training should specify
in the training program and syllabus the training method to be used for each subject.

4. Ratio Trainer24‐Trainee

The trainer‐trainee ratio could vary depending on the specific training content. For example, the
conduct of practical training will have different needs, limitations, methodology and level of

23
Air Ops regulation
24
Trainer and instructor are considered the same for the purposes of this document.

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supervision and control compared to a theoretical classroom lesson. Whilst theoretical parts of the
training conducted in a classroom environment may have a higher number of trainees per trainer,
practical hands‐on exercises may require the number of trainees per trainer to be significantly
reduced.

Theoretical elements of the training, when conducted as a classroom lesson, should normally be
allocated relatively similar time by various training providers. In a classroom environment,
consideration should be given to the number of trainees and the realistic capacity to verify their
understanding. Knowledge assurance can take longer if the number of trainees in the classroom is
higher. High ratios should be avoided as they can also result in trainees having a poor understanding
of the subject that may only be detected at the examination stage. To provide for sufficient supervision
and control, a maximum of 20 trainees per trainer is recommended in a classroom environment. The
training provider should consult with the compentent authority on any planned increase of the
recommended ratio.

When facilitating computer‐based‐training, the trainee‐to‐trainer ratio may be more flexible. A

maximum of 30 trainees per trainer is recommended, assuming that the role of the trainer is limited
to providing support.

Practical‐based learning requires both time for a theoretical lesson and the time to practically carry
out the task by each trainee using equipment, when relevant. Depending on the number of trainers
available to monitor the trainees and the number of available equipment, the time to complete the
practical session will vary, e.g., practical training with one shared portable breathing equipment
conducted in smaller groups versus in one large group. A higher number of trainers assigned to one
training course provides for a split of the entire group into smaller ones, taught in parallel, with a
consecutively run timing of the training course. When conducting practical instruction such as hands‐
on exercises, the trainee‐to‐trainer ratio should be lower to allow for better supervision. However,
the type of hands‐on exercise being performed should be considered. Individual hands‐on exercises
on safety and emergency equipment versus group simulated exercises may prompt an adjustment of
the proposed trainee‐to‐trainer ratio. To allow for better supervision of each trainee, the number of
trainees should not exceed 10 persons per trainer during the practical training.

These Guidelines do not recommend a minimum number of trainees per training course. When
conducting the initial training with a low number of trainees, including as low as one trainee only,
special attention should be paid to those elements of training that by nature require the involvement
of more than one person (e.g., water survival, first‐aid, etc.). The absence of other trainees in such
exercises should be substituted by e.g., other operator’s personnel (cabin crew, trainers, flight crew,
office personnel, etc.). The objective of the Initial training, as described in 2.1 above, should be
maintained. The trainee should be made aware of both types of operations, multi‐cabin crew and
single cabin crew.

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5. Minimum learning objectives

Table 1 included in Appendix 1 contains the minimum learning objectives (MLOs) for knowledge, skills,
and competencies to be acquired within the nine subject areas of the Initial training. Following the
completion of each subject area, the trainee will possess and be able to demonstrate knowledge and
abilities on the listed learning objectives.

6. Minimum training hours

The recommended minimum net training time (excluding breaks) for the conduct of Initial training is
95 hours. The column ‘Duration’ in Appendix 1 reflects the recommended allocation of training time
to the required subject areas of the Initial training. A certain level of flexibility in determining the hours
assigned to each training element can be substantiated by the training provider to the respective
competent authority.

7. Examination

7.1 General
Following the completion of the Initial training, each trainee is required to undergo an examination
covering all elements of the training programme specified in Appendix 1 to Part‐CC, except crew
resource management (CRM). This is to demonstrate that they have attained familiarity with the
aviation environment and have acquired general (i.e., non‐operator related) knowledge and basic
proficiency required for the performance of cabin crew duties and responsibilities for the safety of
aircraft occupants during flight operation in normal, abnormal, and emergency circumstances.
The training provider should, in coordination with the competent authority, establish criteria for the
conduct of the examination process. The examination method to be used should be specified in the
training programme and syllabus. The following should be considered:

1) The maximum number of trainees per examination.

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2) The examination process may include paper‐based or electronic methods, and practical and
oral assessments. Combinations of these assessment methods are possible.
3) The examination may be conducted as:
a. one final examination upon completion of the overall Initial training, or
b. on a modular basis upon completion of each of the Initial training subject areas, or
c. using a combination of both modular and final examination.
4) The training provider should prepare several different examination papers/electronic exams
so that trainees cannot predict which questions they will receive.
5) The overall theoretical examination (i.e., involving all the required subject areas) should
consist of 100 questions as a minimum.
6) The following types of questions could be used:
a) Multiple Choice: A standard multiple‐choice question is enhanced by the ability to
constantly shuffle answers, add imagery, and reference material and make it visually
more appealing. Where a purely multiple‐choice examination format is used, each
question should provide more than two choices as answers.
b) Multiple Response: Multiple Response allows the trainee to select multiple answers.
This questioning type allows for a breakdown of more complex procedures and for
the trainee to be able to pick out the key elements. It helps the examiner to assess if
the trainee clearly understands the elements of a procedure or the requirements of
a process.
c) True / False: This type of questioning is suitable when incorporated into scenario‐
based tests including follow‐up questions/tasks to quickly ascertain knowledge of a
particular requirement or procedure and can be used in many ways depending on
the knowledge being assessed.
7) Where the training provider uses oral and/or practical assessments as part of the
examination process, such assessments could replace the theoretical test if they would be
more suitable for checking the ability of the trainee to apply procedures, handle equipment,
etc.
8) Unless needed for the test (e.g., dangerous goods, check lists), the presence of any auxiliary
material should not be permitted during the examination.
9) Practical examination (see Appendix 2 for example of skill assessments) should be conducted
on the subjects of first‐aid, fire and smoke and water survival and should cover at least the
following aspects:
a) First‐aid: cardio‐pulmonary resuscitation (adult, child, infant), use of an automated
external defibrillator, abdominal thrust procedure and recovery position, use of
portable oxygen equipment, management of bleeding, first‐aid treatment scenarios.
b) Fire and smoke: use of protective breathing equipment, fire‐on‐board scenario.
c) Survival: aquatic survival techniques for planned and unplanned ditching, use of
survival equipment in water, donning/inflation of a lifejacket in water and boarding
and use of the slideraft or similar equipment. The wet drill should be carried out in a
body of water or pool of sufficient depth to perform the simulated exercise.

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10) The examination should include only those training elements required in the Initial training.
It should not include other elements of training, which are not part of the Initial training
syllabus, e.g., aircraft type training, customer service, aspects related to operator’s policies,
etc.
11) The training provider should determine the pass/fail and re‐sit criteria. Candidates who will
be issued with a Cabin Crew Attestation should reach a minimum of 80% success rate in
theoretical knowledge examination and a minimum overall score of 3 in each practical
examination.
12) If trainees fail to meet the established standards for the theoretical examination, the latter
should be repeated. Whereas its purpose can remain, the repeat examination should not be
identical.

7.2 Electronic examination

The electronic examination is carried out on an electronic device and is an alternative to paper‐based
exams. Question types are no longer limited to multiple‐choice. Most learning management systems
(LMS) and exam tools offer other options, which aid with knowledge transfer and retention. In
addition to the multiple‐choice, multiple responses and true/false options, the following question
types bring their own benefits to the exam:

1) match;
2) drag and drop;
3) puzzle image;
4) fill‐in the blank;
5) hotspot.

Match or Drag & Drop:

These options require the trainee to match an image with a procedure or drag and drop elements into
a sequence. Match/drag & drop questioning are interactive questioning tools, that can be used to
create interactivity in the assessment to assess knowledge of process flow acronyms, etc.

Puzzle image:
This interactive questioning type requires to visually build a procedure or sequence and can be used
for assessing the knowledge sequence applied by the trainee.

Fill in the blank:

This questioning tool can be used to assess knowledge of memory items or commands.

Hotspot:
This questioning method requires the trainee to select an area of a given image to identify a feature.
Hotspot questions are a powerful and interactive way of assessing trainee knowledge, they can be
used in multiple ways to identify equipment features, operation, errors, etc.

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7.3 Conduct of the examination

The examination(s) should be conducted by personnel who are qualified for this purpose and free
from conflict of interest. For any element being examined for the issue of a cabin crew attestation as
required in Part‐CC, the person who delivers the associated training or instruction should not also
conduct the examination. However, if the training provider has appropriate procedures in place to
avoid conflict of interest regarding the conduct of the examination and/or the results, this restriction
need not apply.

7.4 Skill assessment checklist

Using a standard checklist approach for the assessment of practical parts of the Initial training allows
for the standardisation of practical assessment, the standardisation of trainers and examiners and for
the ability to effectively assess knowledge transfer and practical skill application. Appendix 2 ‘Skill
assessment checklist’ contains checklists for examination of the practical parts of the Initial training –
first‐aid, fire and smoke, water survival ‐ as described in paragraph 9 of the list of 7.1. Each task
objective is defined with the required scores, the scoring matrix is explained below. Further, it also
contains guidance for the trainer included at the bottom of each individual task objective. This
guidance is key for allowing effective scoring and feedback to the trainee.

Scoring matrix:
The following scoring matrix provides an insight on how to effectively score practical knowledge and
skills. In the example below, the matrix includes five scoring levels, where an overall score of 3 would
be the minimum to pass. The other scoring grades provide information on how a person performed
to identify any weaknesses and strengths to determine any level of retraining as required. As an
example, a score of 1 in any area would require retraining in such area, whereas a score of 2 would
require reinforcement and counselling to reach level 3. The matrix is based on a competency template
and uses a visual traffic light system to aid the trainer with scoring and aids the trainee in
understanding areas of improvement or learning from the assessment.

Score Competency Grades

1 The crew member did not apply procedures correctly, by rarely demonstrating any of the
knowledge / skills when required, which resulted in an unsafe situation.
2 The crew member applied procedures at the minimum acceptable level, by only occasionally
demonstrating some knowledge / skills when required, but which overall did not result in an
unsafe situation.
3 The crew member applied procedures adequately, by regularly demonstrating most of the
knowledge / skills required, which resulted in a safe operation.
4 The crew member applied procedures effectively, by regularly demonstrating all the knowledge
/ skills when required, which enhanced safety.
5 The crew member applied procedures in an exemplary manner, by always demonstrating all the
knowledge / skills when required, which significantly enhanced safety, effectiveness, and
efficiency.

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Appendix 1 Minimum learning objectives and training hours

Hybrid Approach: Design & Development Process

Appendix 1

Training specification

‐ Scope
Competency description & performance criteria
‐ purpose of training
‐ requirements ‐ training objectives
Training & assessment plan
‐ task lists ‐ description of competencies:
knowledge ‐ course programme
skills (technical & non‐technical) ‐ training manuals
‐ performance criteria: ‐ presentations
knowledge check ‐ simulated exercises & hands on training
observable application of knowledge &
behaviours

MLOs
Operator/ Training Provider

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1. General theoretical knowledge of aviation and aviation regulations covering all elements relevant to the duties and responsibilities required from cabin crew 19,5 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment criteria Duration
demonstrated
Aviation terminology, theory of flight, passenger distribution, areas of
operation, meteorology, and effects of aircraft surface contamination:  Instruction/  Classroom
facilitation  CBT facility as
Aviation terminology:  understand and be able to correctly use the aviation  Scenario based applicable
 terminologies and abbreviations relevant to cabin operations incl. terminology including abbreviations common in training
standard units, airport identifiers etc. operations;  Combined CBT
 the phonetic alphabet; and  ability to correctly use the phonetic alphabet in aviation‐ & instructor‐
 the 24‐hour clock, time zones, coordinated universal time (UTC) related communication; led session
etc.  demonstrate understanding of the 24‐hr clock, changes of
time with longitude, the meaning of coordinated universal
Theory of flight: time (UTC), time zones, etc., and their application to
 general description of an aircraft; aviation.
 the aerodynamics of flight;
 aircraft mass and balance and passenger distribution;  be able to identify and describe the basic components of
 phases of flight incl. critical phases and the associated workload for an aircraft and their functions;
flight & cabin crew; and  understand the basic theory of flight;
 areas of operations, the associated impact on safety and any  acquire a basic knowledge of aircraft mass and balance
measures in place to enable safe operations. and understand how it affects passenger distribution;
 understand the different phases of flight and how they
Meteorology and effects of aircraft surface contamination: affect cabin crew and flight crew tasks;
 composition of the atmosphere;  understand the different areas and type of operations and
 basic meteorology and its effect on aircraft operations and cabin how they affect crew composition and aircraft equipment
environment: (e.g., short‐haul, long‐haul, flying over large areas of
o types of cloud formations, water, mountain areas etc.).
o air masses and fronts,
o seasonal weather variations,  acquire a basic knowledge of meteorology and
o winds, jet stream, demonstrate understanding of its effects on flying;
o wind shear,  understand how aircraft surface contamination affects
o turbulence, etc.; aircraft performance and importance to report abnormal
 aircraft surface contamination e.g., ice, volcanic ash etc. and situations;
associated hazards;  acquire knowledge about de‐icing and anti‐icing
 importance for recognition and reporting of such situations; and procedures
 measures & procedures for icing conditions.

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1. General theoretical knowledge of aviation and aviation regulations covering all elements relevant to the duties and responsibilities required from cabin crew 19,5 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment criteria Duration
demonstrated

Aviation regulations relevant to cabin crew and the role of the  Instruction/  Classroom
compentent authority: facilitation  CBT facility as
 demonstrate an understanding of regulations applying to  Scenario based applicable
 aviation regulations relevant to cabin crew such as but not limited cabin crew members; training
to:  understand training requirements and proficiency for  Combined CBT
o ICAO, EASA NA (National Authorities) and IATA cabin crew; & instructor‐
o EU rules related to cabin crew attestation,  basic understanding of the framework concerning flight led session
o Overview of Reg. (EU) 965/2012 as relevant for CCM and and duty time limitations and applicable rest
their duties requirements
o Council Directive 2000/79/EC  be able to identify the role and responsibilities of
o training requirements and recency international and national authorities as relevant to cabin
 medical requirements and medical report applicable to cabin crew; crew.
 flight and duty time limitations, rest requirements and fatigue
management;
 the role of the compentent authority;
 the objectives of and roles played by national civil aviation entities
(e.g., civil aviation authorities, including their inspectors, airport
operators and/or authorities, etc.) and of other aviation regulatory
authorities that crew members may be in contact with (e.g.,
customs, immigration, health, security);

Duties and responsibilities of cabin crew:  Instruction/  Classroom

 gain an awareness of safety culture in aviation, the facilitation  Classroom
 safety culture in aviation; reporting responsibilities of cabin crew and how to report  Scenario based with cabin
 reporting responsibilities and how to report including chain of  identify the need for continuing competence and fitness training representative
command; to operate as a cabin crew member  Group seating
 responsibilities to operate according to the operator’s manual  understand the importance of cabin crew performing discussion  Mockup
 documents and manuals relevant to cabin crew, their purpose, and their duties in accordance with the operations manual of  Practical  Cabin
contents as well as the responsibilities of crew members. the operator; exercise simulator
 responsibility to maintain competence & skills to operate as a cabin  identify documents required to operate as a cabin crew;
crew member  understand the common structure and contents of
 responsibility for ensuring adequate rest and fitness for flight duty manuals relevant to cabin crew;

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1. General theoretical knowledge of aviation and aviation regulations covering all elements relevant to the duties and responsibilities required from cabin crew 19,5 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment criteria Duration
demonstrated
 regulations to cabin crew complement including conditions for a  understand the importance of ensuring that relevant
reduction and its impact; documents and manuals are kept up to date, with
 phases of a flight and the relevant cabin crew responsibilities such amendments provided by the operator as applicable.
as but not limited to:  understand the duties and responsibilities of cabin crew
o pre‐flight briefing; during operations and the need to respond promptly and
o pre‐flight preparation & checks; effectively to normal, abnormal, and emergency situations
o passenger boarding; including the use of commands and the relevant signs and
o pushback, taxi & take‐off; signals;
o cruise and during any associated occurrences such as  understand applicable regulations concerning cabin crew
turbulences; complement and situations where this is reduced and
o descent, approach & landing; and identify the respective impact on operations;
o post landing and post flight duties incl. tasks during  understand and be able to define the responsibilities of a
transit stop. cabin crew during different phases of a flight;
 responsibility for passenger surveillance;  understand the importance of the cabin crew’s pre‐flight
 the concept of silent review; briefing and the provision of necessary safety information
 sterile flight deck; with regards to their specific duties;
 tasks and duties in case of aircraft refuelling & defueling;  understand the importance of appropriate surveillance of
 emergencies and the respective duties and responsibilities of cabin the cabin compartment and passengers;
crew. This should include but not limited to:  identify the importance of the silent review concept
o unanticipated emergencies on ground, during taxi, take‐  understand and be able to apply the principles of sterile
off, and landing; flight deck
o anticipated emergencies with time available for  understand hazards associated with aircraft refuelling and
preparing the passengers and cabin; and defueling and identify the respective duties and
o un‐anticipated emergencies in‐flight such as responsibilities of cabin crew;
decompression, in‐flight fire etc.  knowledge of various emergency situations whether
unanticipated or anticipated and be able to define the
responsibilities of cabin crew in each situation;
 develop skills to promptly identify, handle and apply
general procedures for different types of unanticipated
and anticipated emergency situations on board
 understand the importance of identifying when cabin
crew members have the authority and responsibility to
initiate an evacuation and other emergency procedures;

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2. Communication 6,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment criteria Duration
demonstrated

Communication in an aircraft operations & techniques to  Instruction/  Classroom

effective communication: facilitation  Classroom with
 gain an understanding of communication and its importance as  Scenario cabin
 Meaning and importance of communication in aircraft relevant to cabin crew based training representative
operations and as relevant to cabin crew;  gain knowledge of different types of communication during normal,  Hands on seating and
 definition and description of normal, abnormal, and abnormal, and emergency situations and be able to apply training generic
emergency communication including relevant common communication skills  Practical communication
terminologies;  understand the importance of effective communication and active exercise equipment
 Verbal and non‐verbal communication ; listening;  Group  Mockup
 effective communication techniques and active listening;  knowledge about verbal and non‐verbal communication and its impact discussion  Cabin
 effective communication among cabin crew, flight crew, on overall communication; simulator
other personnel, and passengers;  knowledge about effective communication techniques and barriers to
 barriers (physical & non‐physical) to communication: effective communication and demonstrate ability to apply such
o cultural aspects principles;
o language & level of understanding  know how to and be able to communicate effectively (clearly,
o different perceptions concisely) among cabin crew members, with flight crew members and
o physical barriers such as separation between ground personnel as well as passengers using correct terminology
flight deck and cabin compartment or several  have knowledge about and be able to consider cultural aspects,
decks etc.; different perceptions and levels of understanding when
 communication within the aircraft environment: communicating among crew members and with passengers;
o common aircraft communication systems  understand purpose of different communication system on board and
o necessity of applying the operator’s demonstrate ability to properly communicate via such means in
communication procedures different situations;
 passenger announcement types and examples used for  gain knowledge about communicating in an aircraft environment, the
various phases of a flight and in emergencies including necessity of applying the operator’s communication procedures and
unexpected incidents such as medical cases, turbulences the existence of different aircraft communication systems;
etc.;  demonstrate ability to carry out passenger announcements in
 written communication applicable to cabin crew: different scenarios;
o common written reports  •demonstrate ability to apply correct written communication for
o Incident/ accident reporting meaningful reports, technical log etc.;
o technical log for reporting defects etc.;

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3. Introductory course on human factors (HF) in aviation and crew resource management (CRM) 13 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
Human factors in aviation:
 understand the role of human factors in accidents/ incidents  Instruction/  Classroom
 Case studies of accidents/ incidents where human and be able to identify the contributing factors; facilitation
factors were identified as a contributing factor;  understand the role of the human in complex systems, such as  Scenario based
 the concept of human performance as a aircraft operations; training
contributing factor to aircraft accidents;  understand how human performance may be affected by the  Group
 human factor models, explaining the relationship various factors of the operational context; discussion
between individuals and their operational  be able to identify the relationships between people and
environment (e.g., SHELL model software/ equipment, systems, procedures, and the environment as well
hardware/ environment/ liveware) as personal relationships between individuals and groups.

Human performance and limitations:  understand the human performance and associated
limitations;
Aspects of aviation physiology including limitations of  understand the basics of aviation physiology;
the senses, disorientation, etc. by addressing subjects  be able to describe the operational environment and its impact
such as but not limited to: on the human body;
 the atmosphere;  understand the effects of high altitude;
 hypoxia;  understand the basic function of the sensory system;
 hyperventilation;  be able to identify factors which can affect health and
 decompression sickness performance and measures to maintain hygiene and fitness to
 acceleration fly;
 high altitude environment
 the sensory system, vision, hearing, equilibrium;
 health & hygiene;

Aspects of aviation psychology including workload,

information processing, attitudinal factors, judgment  understand the basics of aviation psychology;
and decision‐making, stress, operational pressure,  understand how the human processes information;
corporate pressure, etc. by addressing subjects such as  be able to identify factors affecting attention and vigilance;
but not limited to:  understand human error and reliability;
 be able to describe the decision‐making process;

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3. Introductory course on human factors (HF) in aviation and crew resource management (CRM) 13 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
 human information processing, attention and  understand the importance of co‐ordination and
vigilance, perception, memory; communication;
 human error and reliability;  understand personality and attitudes and be able to identify
 decision making; behaviours that enhance co‐ordination and cooperation;
 co‐ordination;  understand human overload and underload and the associated
 communication; impact on performance;
 personality and attitudes  understand types of stress and develop approaches to manage
 human overload and underload, stress, fatigue etc. them;
 be able to identify fatigue and its impact on performance.
General instructions on CRM Principles:
 Instruction/  Classroom
 CRM concepts and its general principles;  understand the importance of the use of CRM as a tool to facilitation
 CRM as a tool to prevent accidents/ incidents; prevent accidents/incidents through improved crew  Scenario based
 objectives of CRM to improve crew coordination, coordination, enhanced crew performance and safety training
enhanced crew performance and safety awareness; awareness;  Group
 Just Culture as a subset of safety culture and  understand the importance of CRM and its use in proactively discussion
examples of non‐punitive policies such as but not preventing accidents/ incidents;
limited to flight data monitoring (FDM), fatigue risk  understand the importance of Just Culture and be able to
management (FRM), fatigue report; define its principles in developing a safety culture suitable for
 competencies that foster CRM, including skills such aircraft operations;
as communication, leadership and teamwork,  understand the importance to develop competencies that
passenger management, error recognition and foster CRM, including components like communication,
management etc.; leadership and teamwork, passenger management etc.
 cultural differences and their impact on individual  understand how cultural differences can affect individual and
and team performance; and overall crew performance;
 threat and error management framework and its  gain an understanding of common Threat and Error
components, relevant to cabin operations. Management Models and be able to apply it to cabin
operations;

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3. Introductory course on human factors (HF) in aviation and crew resource management (CRM) 13 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

Relevant to the individual cabin crew member:

 Instruction/  Classroom
Personality awareness, attitudes and behaviours, self‐  understand the importance of personality awareness regarding facilitation
assessment, and self‐critique: cabin crew duties and the role of behaviour in normal and  Scenario based
emergency; training
 personality styles and their effect on crew  identify common personality styles and how they can affect  Group
performance; crew performance; discussion
 hazardous attitudes and antidotes;  understand difference between attitude and behaviour,
 examples of desired and undesired behaviours  identify and describe hazardous attitudes and behaviours, their
in aircraft operations effects in aircraft operations as well as the antidotes;
 effects and challenges of behaviours in aircraft  identify desired and undesired behaviours in aircraft
operations; operations;
 self‐assessment to understand how own  be able to assess own personality and select appropriate
personality, attitudes and behaviour is behaviours and attitudes that promotes safety and enhanced
perceived by others; crew performance;
 coping strategies and helpful suggestions to
maintain effective crew performance;

Human error and reliability:  gain an understanding of human error and factors that affect
 why human make errors incl. examples from the human reliability;
aviation environment;  identify different error types and how they occur
 definition of human error and human  understand error chain and identify measures such as system
behaviour reliability; design and procedures available in aircraft operations to
 error types: errors (skill‐based), mistakes minimise the effects;
(knowledge‐based) and violations;  understand the concept of error detection and prevention;
 error chain and how systems and procedures  gain understanding of error management model e.g., Reason
are designed to minimise the effect of human Model and be able to apply skills to prevent, detect and trap
error; errors as relevant to cabin crew;
 error detection and prevention;
 error management concept such as “Swiss
cheese” model and the respective defences
layers;

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3. Introductory course on human factors (HF) in aviation and crew resource management (CRM) 13 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
Stress and stress management:
 Instruction/  Classroom
 definition of stress on human being;  Acquire a background knowledge on stress and types of stress; facilitation
 types of stress e.g., acute or chronic;  Understand how stress affects an individual mentally and  Scenario based
 effects upon individual’s mental or physical physically within aircraft operations and the increased training
systems; importance of effective; interpersonal communications under  Group
 symptoms because of continuous stress; stressful conditions; discussion
 human overload and underload;  be able to identify the symptoms associated with stress;
 optimum arousal for maximum performance;  understand human overload and underload and identify the
 stressors, their sources, and management of stress; importance of appropriate arousal to enhance performance;
 Effects of stress on behaviour and psychological  Identify factors contributing to stress and coping strategies to
mechanisms manage stress;
 Coping strategies and workload management to  understand how stress affects behaviour and team
maintain crew performance in demanding performance by identifying factors that influence perception
situations; and decision making;
 be able to apply coping strategies to optimize crew
performance in high workload situations;

Fatigue and vigilance:

 understand the principles of fatigue and acquire through
 Principles of fatigue, transient and cumulative appropriate examples an awareness of transient and
fatigue cumulative fatigue;
 Importance of vigilance associated with crew  identify how fatigue affects crew behaviour and performance;
performance
 Symptoms and effects of fatigue on crew
performance

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3. Introductory course on human factors (HF) in aviation and crew resource management (CRM) 13 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
Assertiveness:
 Instruction/  Classroom
 definition and importance of assertiveness e.g.,  Understand the characteristics behind assertiveness; facilitation
during decision making process, passenger  recognise the importance of assertiveness within aircraft  Scenario based
evacuation etc. operations and identify situations where assertiveness skills training
 operational situations to demonstrate causes of are required;  Group
lack of assertiveness and its effects  appreciate the importance of clear and unambiguous discussion
 assertive skills v/s aggressive behaviour; communication and explore ways to communicate assertively;
 the characteristics of assertive behaviour;  Develop assertive behaviour appropriate to the role as a cabin
 assertiveness on interpersonal communication crew;
 assertiveness and crew member participation in
decision making;

Situation awareness, information acquisition and

processing:
 Understand how the human perceive and process information;
 the human information processing and associated  Identify the limitations of our senses and individual differences
limitations of the senses in interpreting information;
 response of human brain to incoming information  Understand how information processing is correlated to
and contribution to situation awareness and actions we take or communicate
decision making;  Understand the dimension of situation awareness and
 the role of memory recognise its importance for decision making;
 perception and mental models versus reality  Identify the role of memory and how information perceived
 definition of situation awareness incl. surrounding could lead to mental models;
environment, monitoring etc.  Identify poor situation awareness and contributing factors
 dangers of poor situation awareness;  Develop ways of improving situation awareness;
 skills for maintaining situation awareness; 

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3. Introductory course on human factors (HF) in aviation and crew resource management (CRM) 13 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

Automation:
 Instruction/  Classroom
 automation: new technologies and tools in the  Achieve a basic understanding of new technologies in use in facilitation
cabin and work environment as well as those used the cabin environment and in work as well as training  Scenario based
in training; processes of cabin crew; training
 Systems, devices intended to support the human at  Identify the benefits of modern technologies and how this  Group
work; support maintains the workload; discussion
 Reliability of the human on such technologies;  Recognise the danger of overreliance in automation and
 Coping with new technologies; appreciate the importance to maintain basic skills required to
 Importance of basic skills in accomplishing tasks; accomplish tasks;
 Appreciate the importance to develop skills to cope with
modern technologies without losing awareness of the
operating environment;

4. Passenger handling and cabin surveillance 13 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
Passenger handling and Cabin surveillance:
 Instruction/  Classroom
 Continued vigilance;  Appreciate the importance of continued vigilance when on facilitation  Training
 Cabin monitoring during all phases of flight such as but board the aircraft;  Scenario equipment
not limited to:  Identify items that need monitoring and actions of cabin based  Cabin
o Securing of passenger compartment crew; training training
o Passenger behaviour  Develop skills associated with cabin monitoring during all  Group simulator
o Use of PED etc. phases of flight; discussion
 Cabin readiness for boarding incl. tasks related to:  Hands‐on
o Equipment checks;  Achieve a practical knowledge on items associated with training
o Cabin furnishing; preparing the cabin compartment before boarding can take  Practical
o Security checks etc. place; training
 Cabin readiness for moving off stand:  Appreciate the purpose of such tasks related to cabin
o Seating policies; readiness for boarding passengers;

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4. Passenger handling and cabin surveillance 13 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
o Baggage compartments closed
o Lavatories unoccupied  Achieve a practical knowledge on tasks to be accomplished by
o Aisles & exits cleared etc. cabin crew before an aircraft can move from the stand;
 Securing of the cabin compartment for:  Appreciate the purpose of such tasks and identify each
o Take‐off; related item
o Landing;
o Turbulence;  Achieve a practical knowledge on all items related to securing
o As required by the situation; the cabin compartment and its occupants for different phases
such as take‐off, landing, turbulence and as deemed
 Correct seat allocation: necessary by the situation including abnormal and emergency
o with reference to aeroplane mass and balance situations;
and the needs of the flight;  Appreciate the importance of adhering to such tasks to
o restrictions for special category of passengers maintain safety on board;
o live animals
 able‐bodied passengers:  Recognise the importance for correct seat allocation as
o definition and purpose; required by the aeroplane mass and balance and identify the
o the necessity of their seating at exits and as associated practice;
required by the situation;  Understand the restrictions and correct seat allocations
associated with special categories of passengers as well as
passengers traveling with live animals;
 Define able‐bodied passengers and understand their purpose
on board;
 Appreciate the importance of seating able‐bodied passengers
adjacent to unsupervised exits and as required by the
situation;

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4. Passenger handling and cabin surveillance 13 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

Special categories of passengers:  Instruction/  Classroom

 Each group as defined by Regulation (EU) 965/2012;  Identify the different groups of special categories of facilitation  Training
 Carriage in the cabin; passengers;  Scenario equipment
 Associated procedures;  Understand the procedures associated with the carriage of based  Cabin
 Additional safety briefing; each group of special categories of passengers; training training
 use of child restraint devices on board;  Develop skills on how to carry out additional safety briefing of  Group simulator
such passengers discussion
Passengers with medical conditions:  Hands‐on
 Categories and examples;  Identify the different categories of passengers with medical training
 Classification (those where advance notice is provided to conditions;  Practical
an operator and those who develop a condition on  Differentiate tasks associated with passengers travelling with training
board); prior notice concerning medical conditions and those
 Associated procedures and precautions; developing a condition in‐flight;
 Develop skills to deal with such passengers and situations;
Passengers with disruptive behaviour:
 Recognition and categories;  Identify disruptive behaviour and causes leading to such
 Passengers under influence of psychoactive substances; situations;
 Aggressive passengers;  Gain knowledge on different behaviour where passengers are
 Passengers disregarding the instructions of the crew; intoxicated by alcohol or being under the influence of drugs;
 Management and handling;  Recognise aggressive behaviour and passengers disregarding
instructions given by the crew;
 Develop skills to manage and handle such situations and
categories of passenger;
 Appreciate the importance for appropriate crew
communication and coordination in actions taken;

Carriage of live animals:  Identify categories of live animal carried on board;  Instruction/  Classroom
 Categories  Develop skills in handling the carriage of live animal in the facilitation  Training
 Precautions cabin;  Scenario equipment
 Associated procedures  Appreciate the precaution in place and the need apply the based
associated procedures; training

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 Initial Training for Cabin Crew ‐ Guidance Material
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4. Passenger handling and cabin surveillance 13 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
Rules covering safe stowage of cabin baggage and service  Group  Cabin
items:  Achieve a practical knowledge on the rules covering the safe discussion training
 Safe use and stowage of cabin service items: stowage of cabin baggage and cabin service items on board;  Hands‐on simulator
 Safe stowage of cabin baggage  Understand the risks associated with cabin service items and training
 Risks and hazards of cabin items and baggage to cabin baggage to occupants, aircraft equipment and exits;  Practical
occupants  Develop skills how to safely use cabin service items such as training
 Risks of unsecured items e.g., obstructions and damage trolleys and other equipment in the galley etc.
to exits, equipment etc.  Develop skills for the safe stowage of cabin baggage and cabin
service items;
 appreciate adherence to such procedures;

Turbulence:  identify the different types of turbulence;

 Types of turbulences;  understand the tasks of cabin crew in cases of turbulence;
 Associated precautions:  appreciate the associated precautions including discontinuing
o discontinuation of cabin services; cabin services and securing the cabin where possible;
o securing the cabin where possible etc.;

Cabin management:
 tasks to manage cabin in normal, abnormal, and  understand the tasks of cabin crew and develop skills related
emergency situations; to managing the cabin in normal, abnormal, and emergency
 passenger safety briefing situations;
 importance of coordination and communication with  develop skills to conduct passenger safety briefing and safety
flight crew and other cabin crew equipment demonstration;
 importance of teamwork;  appreciate the importance of coordinating actions among the
 manage passengers for a speedy and safe egress from crew and maintain teamwork;
the aircraft (evacuation, rapid disembarkation).  develop skills to motivate passengers and apply crowd control
necessary to expedite an emergency evacuation or rapid
disembarkation as deemed necessary by the situation;

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 Initial Training for Cabin Crew ‐ Guidance Material
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5. Aero‐medical aspects and first aid 16,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

General instruction on aero‐medical aspects and survival:  Identify and appreciate the importance of understanding aero  Instruction/  Classroom
medical aspects in aviation; facilitation  Training
 Introduction and importance of aero medical aspects  Understand situations where cabin crew skills are required to  Scenario based equipment
in aviation; manage medical aspects, apply first aid in an aircraft and in a training  Cabin
 Medical aspects in flight as well as survival situations; survival environment;  Group training
 General responsibilities of cabin crew;  Understand crew member duties and responsibilities for discussion simulator
medical events and the associated communication and  Hands‐on
coordination with the rest of the crew or rescue services; training
 Practical
training

Physiological effects of flying:  be able to identify and describe the most common
physiological effects of flying in pressurised aircraft, their
 The cabin environment, changes in atmospheric likely causes and methods to minimise such effects;
pressure, cabin altitude and low humidity;  Understand barotrauma and its effect on the sinuses and
 physiological effects of pressure changes in the ears, cavities etc.;
body (gases, cavities, sinuses, and ears, etc.)  Knowledge on the respiratory and circulation system of the
 physiology of respiration and circulation and the body and its requirement for oxygen;
body’s requirement for oxygen;  Recognise the need of oxygen due to relative hypoxia even at
 Decompression sickness; normal cabin altitude;
 Cabin depressurisation;  Be able to describe decompression sickness and the
 hypoxia, signs, and symptoms; physiological effects of pressure changes on gases in the
 time of useful consciousness; body;
 Hyperventilation, signs symptoms and first aid  Appreciate the importance of enough time between scuba
actions; diving and flight;
 Knowledge of different types of depressurisations;
 Understand different types of cabin depressurisation and
hypoxia and be able to promptly recognise the signs and
symptoms as well as actions required;
 Understand hyperventilation, it signs and symptoms, and
applicable first aid measures;

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 Initial Training for Cabin Crew ‐ Guidance Material
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5. Aero‐medical aspects and first aid 16,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

Basic first aid:  Identify and understand the principles of first aid and the  Instruction/  Classroom
 Objectives, principles, and priorities of first aid; general approach in applying such measures; facilitation  Training
 General first aid measures and crew actions in  Understand responsibility and actions required by crew  Scenario based equipment
situations involving at least but not limited to: members; training  Cabin
 air sickness:  Group training
o causes, discussion simulator
o signs and symptoms,  Understand causes of air sickness and be able to identify the  Hands‐on
o how to deal with air sickness, associated signs and symptoms; training
o available medication and precaution,  Be able to describe the first aid for airsickness and care for  Practical
the passenger; training
 gastro‐intestinal disturbances:
o causes and type of disturbance,  Gain knowledge of the causes and types of gastro‐intestinal
o signs and symptoms; disturbances and be able to identify the cause, signs, and
o apply measures as per cause of symptoms;
disturbance;  Identify and apply the required first aid measures for gastro‐
 hyperventilation: intestinal disturbances;
o causes,
o signs and symptoms,  Understand the causes of hyperventilation and be able to
o first aid measures identify the signs and symptoms
 burns:  Be able to apply first aid measures for hyperventilation;
o classification by degree and causes,
o signs and symptoms;  Knowledge of the types of burns and the applicable first aid
o factors determining seriousness; measures and be able to apply first aid treatment;
o complications;
o first aid procedures;
 wounds and soft tissue injuries:
o types of wounds;
o associated types of bleeding such as  Understand and be able to identify the different types of
venous, arterial, external, internal etc. wounds and the associated types of bleeding;
o signs and symptoms of severe bleeding;  Recognise signs and symptoms of severe bleeding;
o prevention of contamination and infection  Identify applicable dressings, bandages and slings appropriate
of wounds to various wounds and injuries;
o dressings, bandages, slings etc.

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 Initial Training for Cabin Crew ‐ Guidance Material
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5. Aero‐medical aspects and first aid 16,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
o first aid for wounds and external bleeding  Be able to apply dressings, bandages etc. to different types of
o wounds with embedded objects wounds;
o first aid for suspected internal bleeding;  Be able to apply procedures to stop different types of
bleeding;
 Understand how to treat wounds with embedded objects;
 Be able to apply procedures for suspected internal bleeding;

Basic first aid:  Instruction/  Classroom

facilitation  Training
Unconsciousness:  Scenario based equipment
 Common causes such as fainting, shock, injuries,  Understand and be able to identify the causes for training  Cabin
heart attack, epileptic fit, low blood sugar etc.; unconsciousness;  Group training
 Approach and assessment;  Identify the approach to unconsciousness and apply the discussion simulator
 First aid measures if breathing incl. recovery position; appropriate assessment method to determine next steps;  Hands‐on
 First aid measures if not breathing incl. artificial  Understand and be able to apply first aid measures in case training
ventilation; the person is breathing;  Practical
 Demonstrate ability to apply the recovery position; training
 Understand and be able to apply first aid in case the person is
not breathing;
 Demonstrate ability to apply artificial ventilation;

Fractures:
 Classification of fractures and its severity;  Be able to identify and classify fractures according to type
 Open fracture, closed fracture & dislocations; and severity;
 Signs and symptoms for different types of fractures;  Understand open fractures, closed fractures and dislocations
 Risks and precautionary measures in case of and be able to identify the associated signs and symptoms;
fractures;  Understand the risks associated with fractures and be able to
 First aid measures; apply precautionary measures as required;
 Use of common equipment such as improvised or  Demonstrate ability to support and immobilise various types
commercial splint, triangular bandages etc.; of fractures;
 Knowledge of common as well as improvised equipment that
can be used for handling fractures and demonstrate ability to
use such equipment;

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 Initial Training for Cabin Crew ‐ Guidance Material
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5. Aero‐medical aspects and first aid 16,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
In‐flight medical emergencies & first aid involving but not  Develop skills to manage medical emergencies on board  Instruction/  Classroom
limited to: through appropriate recognition of signs and symptoms of facilitation  Training
individual medical events and applying techniques and  Scenario based equipment
Asthma: actions to preserve life; training  Cabin
 Description and causes of asthma;  Recognise signs and the symptoms associated with medical  Group training
 Severe asthmatic attack; events and identify the appropriate measures to be taken; discussion simulator
 Signs and symptoms;  communicate and manage assistance from the on‐board  Hands‐on
 First aid treatment incl. own medication or those volunteer health professional and/or ground‐based medical training
available on board; assistance providers, and of the importance of being  Practical
prepared to apply the procedures; training
Stress and panic attack:
 Description and causes of stress or over‐reaction to a  understand asthma and identify the causes to be able to deal
situation of fear; with medical emergencies involving asthmatic attack
 Recognition of stress; including severe ones;
 Handling stress;  be able to identify the signs and symptoms of asthma and
demonstrate ability to apply first aid treatment;
Allergic reactions:  gain understanding of common medication in sue and those
 Causes and types of allergic reactions; available on board;
 Classification of allergies up to severe reactions and
histamine poisoning;  understand stress and panic attack and their causes as well as
 Signs and symptoms; expression through over‐reaction to a situation of fear;
 First aid measures;  be able to identify such emergencies and demonstrate ability
 Passenger own medication and those available on to handle such handle it;
board;

 understand allergic reactions and their causes;

 be able to classify allergies, describe associated severe
reactions which can lead to histamine poisoning;
 identify the signs and symptoms of such reactions;
 be able to apply first aid to emergencies associated with
allergies;
 knowledge of common medication carried by passenger and
those available on board;

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5. Aero‐medical aspects and first aid 16,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

In‐flight medical emergencies & first aid:  Instruction/  Classroom

facilitation  Training
Shock:  Understand shock situations, their major causes and be able  Scenario based equipment
• Description of shock; to identify the associated signs and symptoms; training  Cabin
• Signs and symptoms;  Appreciate the importance to promptly deal with situation  Group training
• Major causes of shock; accordingly due to associated dangers; discussion simulator
• Danger if not treated accordingly;  Understand the possibility of faintness or even sudden  Hands‐on
• Faintness to sudden collapse; collapse; training
• Treatment if conscious and unconscious;  Be able to apply first aid treatment in case of consciousness  Practical
and unconsciousness; training
Diabetes:
 Types of diabetic emergencies;  Knowledge on diabetic emergencies and their causes;
 Signs and symptoms;  Be able to identify the signs and symptoms and take first
 First aid actions; actions accordingly;

Choking:
 Causes of choking in an adult, child, and infant;  Understand choking and common causes in an adult, child,
 Partial and complete airway obstruction; and infant;
 Signs of chocking;  Be able to identify the signs of choking and partial or
 First aid measures for adult, child, and infant; complete airway obstruction;
 Develop skills to apply first aid to choking involving an adult,
Epilepsy: child, and infant;
 Description;
 Signs and symptoms and recovering of consciousness;  Understand epilepsy, the phases and the causes associated
 Treatment and support; with it;
 Actions to avoid;  Be able to identify the signs and symptoms including the
 Actions in case of repeated fits or prolonged phase of recovering of consciousness;
unconsciousness;  Develop skills to apply first aid and support the person
involved;
 Appreciate actions to avoid to not complicate the situation;
 Understand the actions required in case of repeated fits or
prolonged unconsciousness;

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5. Aero‐medical aspects and first aid 16,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

In‐flight medical emergencies & first aid:  Instruction/  Classroom

facilitation  Training
Childbirth:  Scenario based equipment
• Description;  Knowledge on childbirth and situations when this could occur training  Cabin
• Signs indicating beginning of labour; on board;  Group training
• Signs of imminent delivery  Identify signs indicating beginning of labour and those of discussion simulator
• Preparing for emergency delivery; imminent delivery;  Hands‐on
• Emergency delivery and handling of the different  Identify the preparation required for emergency delivery; training
phases;  Develop skills to handle emergency delivery during the  Practical
• Miscarriage and first aid measures; different phases; training
 Knowledge on miscarriage, the associated signs, and
Stroke: symptoms and the applicable first aid measures;
 Description and causes;
 Signs and symptoms;  Knowledge on stroke and its causes;
 Treatment if conscious;  Be able to identify its signs and symptoms;
 Treatment if unconscious;  Develop skills required to apply first aid in case the person is
conscious and in cases of unconsciousness;
Heart attack:
 Description and cause;  Knowledge of heart attack, its causes and the associated signs
 Signs and symptoms; and symptoms;
 Different types of cardiac chest pain  Develop skills to deal with emergencies involving heart attack
 Treatment and use of available medication from and the use of medication including those available in the
emergency medical kit; emergency medical kit;
 Considering diversion as required;  Develop skills to contribute to decision making for diversion
 First aid actions in case of massive heart attack as required;
involving collapse, respiration, or cardiac arrest;  Develop skills for applying first aid measures in case of
massive heart attack involving collapse, respiration, or cardiac
arrest;

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5. Aero‐medical aspects and first aid 16,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

Use of first aid equipment and contents such as but not  Instruction/  Classroom
limited to:  Acquire the relevant knowledge about what medications and facilitation  Training
equipment are available for use;  Scenario based equipment
 first‐aid oxygen;  Demonstrate the ability to use various equipment commonly training  Cabin
 first‐aid kits; available for first aid;  Group training
 emergency medical kits;  Knowledge and purpose of first aid oxygen; discussion simulator
 universal precaution kits;  Knowledge on common types of therapeutic oxygen bottle  Hands‐on
 defibrillators (AED); and their operation; training
 Other life‐saving equipment commonly carried on  Knowledge on other types of first aid oxygen systems  Practical
board; commonly used in aviation; training
 Knowledge on the contents required for the first aid kits and
ability to use the contents in various situations requiring first
aid;
 Knowledge on the contents required for the emergency
medical kits and identify the items relevant to cabin crew and
how and when these are to be used;
 Knowledge of the contents for universal precaution kits and
ability to use the contents.
 Knowledge on the purpose of AEDs and understand how and
when to use them;

Cardio‐pulmonary resuscitation:  Instruction/  Classroom

 Knowledge of the anatomy of the heart and function; facilitation  Training
 Anatomy of the heart;  Understand the causes of a cardiac arrest and be able to  Scenario based equipment
 Causes of a cardiac arrest; identify the associated signs; training  Cabin
 Signs of cardiac arrest;  Define the first aid actions required;  Group training
 First aid for cardiac arrest;  Understand the CPR guidelines and develop skills to apply such discussion simulator
 CPR guidelines; procedures in a practical environment;  Hands‐on
 Checking vital functions;  Be able to apply the check of the vital functions; training
 Procedure for CPR by adults, children, and infants;  Demonstrate ability to apply resuscitation techniques by  Practical
 Coordinating CPR with doctor or medical staff; adults, children, and infants and where applicable in training
combination with oxygen administration;

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5. Aero‐medical aspects and first aid 16,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
 Develop skills to coordinate CPR with support of doctor or
other medical personnel;

Travel health and hygiene:  Instruction/  Classroom

facilitation  Training
 Travel health;  understand the purpose of travel health and identify  Scenario based equipment
o immunisation; measures to protect oneself; training  Cabin
o protection against infectious diseases;  identify symptoms of a communicable disease, the risks  Group training
o alertness management, physiological associated in the cabin environment and procedures to be discussion simulator
effects of fatigue, sleep physiology, adopted to reduce risks to all aircraft occupants;  Hands‐on
circadian rhythm, and time zone changes  the physiological effects of flying and fatigue and be able to training
(can be integrated in Human Factors recognise the indications;  Practical
Training and Cabin Crew Responsibilities);  understand the importance of personal safety and identify training
o personal safety (e.g., food and drink associated risks such as food and drink contamination,
precautions, use of alcohol, other drugs, alcohol, medication, scuba diving, blood donations etc.
scuba diving, blood donations etc.)  gain knowledge on various risks and diseases including those
o health care in tropical regions associated with tropical climate and identify measures for
personal health care;

 hygiene on board:  Appreciate the importance of hygiene on board and

o spread of diseases; measures which are necessary to adhere to;
o food hygiene;  Knowledge on hygiene required in handling food on board
o risk of contact with infectious diseases and and be able to identify such measures;
means to reduce such risks;  Knowledge on common diseases and the associated risks as
o handling of clinical waste; well as measures to reduce such risks;
o aircraft disinsection;  Knowledge on clinical waste and identify the necessary
o handling of death on board; measures required;
 Knowledge on aircraft disinsection and its purpose and
difference to disinfection;

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6. Dangerous goods in accordance with applicable ICAO Technical Instructions 6,5 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
Refer to: Refer to: Refer to: Refer to:
 ICAO Doc. 9284, The Technical Instructions for the Safe  ICAO Doc. 9284, The Technical Instructions for the Safe  ICAO Doc. 9284,  ICAO Doc.
Transport of Dangerous goods and Transport of Dangerous goods and The Technical 9284, The
 ICAO Doc. 10147, Guidance on a Competency‐based  ICAO Doc. 10147, Guidance on a Competency‐based Instructions for Technical
Approach to Dangerous Goods Training and Approach to Dangerous Goods Training and Assessment the Safe Instructions
Assessment Transport of for the Safe
Note: CC should acquire all the competencies that would be Dangerous Transport of
Note: The scope should cover all aspects related to necessary to carry out their tasks when flying for an operator who goods and Dangerous
operators who transport dangerous goods as cargo. has an approval to transport dangerous goods as cargo.  ICAO Doc. goods and
10147,  ICAO Doc.
Guidance on a 10147,
Competency‐ Guidance on
based Approach a
to Dangerous Competency‐
Goods Training based
and Assessment Approach to
Dangerous
Goods
Training and
Assessment

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7. General security aspects in aviation, including awareness of the provisions laid down in Regulation (EC) No 300/2008 4 hrs
Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

 Previous acts of unlawful interference;  knowledge of previous acts of unlawful interference with civil  Instruction/  Classroom
 Relevant national/international legal requirements; aviation, terrorist acts and current threats; facilitation  Training
 Objectives and organisation of aviation security;  awareness of the relevant legal requirements;  Scenario based equipment
 Reporting procedures;  knowledge of the objectives and organisation of aviation training
 Response to incidents. security in their working environment, including the obligations  Group
and responsibilities of persons implementing security controls; discussion
 knowledge of reporting procedures;
 appreciate the importance and demonstrate the ability to
respond appropriately to security related incidents;
 knowledge/understanding of the related tasks.

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8. Fire and smoke training 9,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

General:  Instruction/  Classroom

 fire chemistry;  Understand fire chemistry, including the elements, which facilitation  Training
 classification of different types of fires and the must be present for fire to occur (e.g., fuel, heat, oxygen,  Scenario based equipment
associated smoke and fumes in passenger cabin; chemical reactions); training  Cabin
 hazards associated with on‐board fires;  Identify the different classes of fire and possible sources on  Group training
 lessons learned from past incidents and accidents; board; discussion simulator
 responsibility of cabin crew and importance to act  Identify the hazards associates with on‐board fires;  Hands‐on  Fire‐fighting
promptly;  Gain awareness of past incidents and accidents and training training
 special characteristics of fires in confined spaces; appreciate the lessons learned to enhance safety on board;  Practical device
 fume events in the cabin such as but not limited to:  Understand the importance of early detection of fire; training
o sources and types of on‐board fumes;  Appreciate the importance and responsibility of cabin crew to
o odour descriptors to recognize the act promptly to situation involving fire or smoke on board:
presence of oil and hydraulic fluid fumes;  Identify characteristics of fires in confined spaces incl.
o potential for impairment; associated restrictions;
o procedures to apply in fume events; and  Be able to identify smoke and fumes and understand their
o reporting of fume events. sources and characteristics to be able to differentiate their
impact and actions which would be required;
Cabin crew duties & responsibilities:
 Fire prevention measures through monitoring and
surveillance;  Appreciate the importance of fire preventive measures and
 frequent monitoring of areas presenting a potential develop skills required to apply such practices on board;
fire risk such as but not limited to:  Appreciate the responsibility of cabin crew to deal quickly
o lavatories, with emergencies involving fire and smoke and the influence
o galleys, of the time factor on the detection and extinction of a fire on
o electrical appliances, board;
o IFE,  Understand the differences between single cabin crew
o areas not accessible to passengers, etc. operations and multi‐cabin crew operations and develop skills
 frequent monitoring of smoke detection systems; to manage such situation relevant to the type of operations;
 active surveillance of a smoking policy (including  Appreciate the importance of clear and effective
electronic cigarettes); communication during the event with crew and passengers;
 responsibility of cabin crew and importance to act  appreciate the importance of informing the flight crew
promptly and apply the required actions; immediately and notifying the other crew members;

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8. Fire and smoke training 9,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
 single cabin crew operations versus multi‐cabin  develop skills to effectively communicate and coordinate with
crew operations; other crew members;
 effective communication with the crew and  understand the risk of fire, smoke, and the associated fumes
passengers in an aircraft environment and in the cabin and the required
 cabin crew actions for coordination and assistance crew actions to coordinate and assist;
in case fire and smoke are detected;  demonstrate the ability to apply skills learned in scenario
based training and simulated exercises;
Fire‐fighting equipment & systems:
 different types of firefighting and protection  Acquire knowledge about commonly available fire‐fighting  Instruction/  Classroom
equipment commonly available in the cabin: equipment and systems; facilitation  Training
o common types of extinguishing agents  Identify different types of extinguishing agents, understand  Scenario based equipment
(Halon, water, Halotron etc.); their characteristics and purpose; training  Cabin
o common types of protective breathing  Identify common types of protective breathing equipment,  Group training
equipment (different types, models) their purpose and function; discussion simulator
o fire supressing system in an aircraft e.g.,  Identify various fire supressing systems commonly available in  Hands‐on  Fire‐fighting
smoke detection systems in lavatories, aircraft, operations and understand their purpose and training training
crew rests, built‐in extinguishing system function;  Practical device
etc.;  Identify other equipment that are useful in supporting training
 the characteristics of various extinguishing agents; fighting fires on board;
 use and purpose of protective breathing equipment
 other relevant useful equipment such as crash axe,
crowbar, protective gloves etc.

Fire‐fighting techniques:
 means of fire/smoke detection (e.g., smell,  Identify ways and develop skills to detect fire and smoke that
auditory, visual, tactile). could occur on board;
 emphasis on the importance of identifying the  Appreciate the importance to identify the actual source of a
actual source of the fire; fire and develop skills in the methods used in locating the
 the importance of a prompt identification of the source of a fire;
required actions  Appreciate the need to promptly identify the actions required
 fire‐fighting techniques as relevant to the location upon identification of a source of fire;
and source of the fire such as but not limited to:  Acquire knowledge of actions required for different source of
o galley and appliances e.g., oven, fire;
o lavatory,

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8. Fire and smoke training 9,5 hrs

Scope Competencies: Knowledge/ Skills/ Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria
o electrical,  Develop skills in applying various techniques to fight fires
o upholstery, relevant to an aircraft interior including common galley
o fires in confined space and behind appliances, cabin equipment and furnishings, areas where a
panelling, fire could ignite as well as confined areas and those which are
o lithium batteries, etc. less accessible etc.
 application techniques of extinguishing  Develop skills to apply different extinguishing agents;
agents;  Demonstrate ability to use a fire extinguisher, protective
 appropriate measures when extinguishing various breathing equipment and further supporting equipment to
types of fires and the consequences of extinguish fires relevant to an aircraft interior and coordinate
misapplication; actions;
 the use of protective breathing equipment  Demonstrate ability of orientation in a smoke‐filled
including challenges to communication during its environment while using a protective breathing equipment;
use;  Identify post‐extinguishing actions and appreciate importance
 post‐extinguishing procedures; the necessity to to continue monitor the situation to prevent re‐ignition;
monitor the area for a possible re‐ignition;

General procedures of ground emergency services at  Acquire an awareness of the general procedures used by  Instruction/  Classroom
aerodromes: ground emergency services available at an aerodrome, their facilitation  Training
organisation and response time;  Scenario based equipment
 Emergency services at aerodromes e.g., fire  Identify available emergency services at aerodromes and their training  Cabin
fighters, medical emergency services etc.; responsibilities;  Group training
 General procedures of emergency services;  Understand general procedures applied by emergency discussion simulator
 Coordination and communication with emergency services in different emergency situations;  Hands‐on  Fire‐fighting
services and their response time;  Appreciate the importance of communication and training training
 Examples of situations where emergency services coordination with ground personnel involved in emergency  Practical device
actions are required on the ground, such as but not services training
limited to:  Gain an understanding of various situations where emergency
o Aircraft interior fire not under control; services would be needed to enhance survival;
o Engine fires;
o APU and engine torching;
o Fuel spill/apron fires;
o Fires on loading bridges;
o Service vehicle fires etc.

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9. Survival training 6,5 hrs

Scope Competencies: Knowledge/ Skills/Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

Types of survival situations and principles of survival in  knowledge of situations where survival in hostile  Instruction/  Classroom
hostile environments: environments would be relevant; facilitation  Training
 polar;  identify the hazards inherent to the different hostile  Scenario based equipment
 desert; environments such as polar, desert, jungle, and sea; training  Pool for
 jungle;  Group ditching wet
 sea; discussion drill practical
 understand the post‐impact/post‐emergency landing actions  Hands‐on exercise
Basic principles of survival on land and at sea: and appreciate the will to survive and importance of training
 protection; motivating other in survival situations;  Practical
 location;  understand the basic principles of survival on land and at sea training
 water; and identify relevant measures and actions required for each
 food; type of hostile environment;
 hygiene;  knowledge on utilising available aircraft equipment and other
items on land (e.g., for building a shelter);
Crew actions:
 immediate post‐emergency landing actions  appreciate the importance of leadership in survival situations
 caring for injured survivors and administering first‐ and develop skills to manage survivors – passengers and crew
aid; members including allocating tasks;
 leadership and motivational techniques in survival  identify post‐emergency landing survival actions and develop
situations; skills to apply such techniques;
 ground‐to‐air signals;  develop leadership skills required to lead survivors and apply
 existence and use of signalling devices; motivational techniques that would support cooperation and
 cooperation with rescue services and awareness of accomplishment of survival tasks;
their actions;  understand ground‐to‐air signals, their purpose and acquire
knowledge on common signalling devices as well as be able
to use them;
 understand cooperation with rescue services and awareness
of their actions to best coordinate rescuing of survivors;

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9. Survival training 6,5 hrs

Scope Competencies: Knowledge/ Skills/Attitudes to be acquired and Methodology Equipment Duration
demonstrated criteria

Water survival and equipment:  knowledge on different types of personal flotation  Instruction/  Classroom
 personal flotation equipment; equipment designed for adult, children, and infants; facilitation  Training
 use of slide‐raft, life‐raft, or similar equipment in  general knowledge on different types of rafts and slide rafts  Scenario based equipment
water: including associated equipment designed for use in case of a training  Pool for
o Effective raft management (e.g., ditching;  Group ditching wet
distribution of passengers, deploying sea  develop skills to use personal flotation equipment and a discussion drill practical
anchor, etc); slide‐raft, life‐raft, or similar equipment in water;  Hands‐on exercise
o Erecting the raft canopy;  knowledge on survival techniques in water both as an training
o Raft maintenance (e.g., leak individual and as a group;  Practical
stoppers/clamps, topping up buoyancy  demonstrate ability to use available flotation equipment and training
chambers, etc.); don personal flotation equipment in water;
o Distribution of duties to passengers;  demonstrate ability to apply skills and techniques in using a
 survival kits and use of contents; slide‐raft, life‐raft, or similar equipment in water;
 survival techniques in water (individual and as a  develop skills to use the contents of common survival kits;
group);

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Appendix 2 Skill assessment checklists

This Appendix contains an example of skill assessment checklists for the practical parts of the
examination process.

1. First‐aid: cardiopulmonary resuscitation exercise

Check the scene is safe 1 2 3 4 5

Trainee should establish and verbalise scene safety look for loose wires, pools of blood or anything that would harm
them or the casualty.

Establish responsiveness 1 2 3 4 5

Trainee should shake the shoulders of the casualty and attempt verbal communication to the casualty.

Implement response plan – Get Help 1 2 3 4 5

The trainee must shout for help / seek assistance.

Open airway 1 2 3 4 5

The trainee must demonstrate the correct techniques by placing one hand on the forehead and two/three fingers on the
chin bone ensuring casualty’s head is tilted back. Head tilt, chin lift.

Check breathing for 10 seconds 1 2 3 4 5

Trainee must look, listen, and feel for a full 10 seconds. They must place their cheek close to the casualty’s mouth
looking down the casualty’s body and look at the chest for the rise and fall of breathing.

Helper arrives on scene 1 2 3 4 5

Trainee asks for pocket face mask and gloves. Inform CAPT and SCCM, PA for medical personnel and requests the AED

Chest compressions commences immediately 1 2 3 4 5

Trainee places hands in correct position (middle of the chest) fingers interlocked with heel of lower hand in contact with
chest and immediately begins 30 compressions (1.5 – 2inches) at a rate of 100/120 per minute.

Delivers effective rescue breaths 1 2 3 4 5

After 30 compressions trainee delivers effective rescue breaths. Mask is positioned correctly and securely over mouth
and nose, and two effective rescue breaths are achieved. The trainee should only attempt a maximum of two breath. If
breaths fail to deliver trainee must immediately continue chest compressions.

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