FCL.930.TRI TRI – Training course

TRI TRAINING COURSE — AEROPLANES

(a)General

(1)The training course should develop safety awareness throughout by imparting knowledge, skills, and attitudes relevant to the TRI task, and should be designed to adequately train the candidate instructor in theoretical-knowledge instruction, flight instruction, and FSTD instruction to enable the candidate instructor to instruct others on an aeroplane type rating for which the candidate instructor is qualified.

(2)The TRI(A) training course should place particular emphasis on the role of the individual, human factors in the man–machine environment, and CRM.

(3)Special attention should be given to the candidate instructor’s maturity and judgment including their understanding of adults, behavioural attitudes, and variable levels of learning ability. During the training course, the candidate instructor should be made aware of their own attitude towards the importance of flight safety.

(4)For a TRI(A), the amount of time for flight training should vary depending on the complexity of the aeroplane type. A similar number of hours should be allotted to the instruction on, and practice of, both preflight and postflight briefing for each exercise.

(5)The flight instruction should ensure that the candidate instructor is able to teach the air exercises safely and efficiently and should be related to the type of aeroplane on which the candidate instructor wishes to instruct. The content of the training programme should cover training exercises applicable to the aeroplane type, which are set out in the applicable type rating training courses.

(6)Airmanship is a vital element of all flight operations. Therefore, in the following exercises, the relevant aspects of airmanship should be stressed at the appropriate times during each flight.

(7)The candidate instructor should learn how to identify common errors and how to correct them properly, which should be emphasised at all times.

(b)Content The training course consists of three parts: Part 1: teaching and learning instruction in accordance with AMC1 FCL.920; Part 2: technical theoretical-knowledge instruction (technical training); and Part 3: flight instruction.

(1)Part 1 — Teaching and learning The content of the teaching and learning part of the FI training course as described in AMC1 FCL.930.FI should be used as guidance to develop the course syllabus.

(2)Part 2 — Technical theoretical-knowledge instruction syllabus

(i)If a TRI(A) certificate for MP aeroplanes is sought, particular attention should be given to MCC. If a TRI(A) certificate for SP aeroplanes is sought, particular attention should be given to the duties in SP operations.

(ii)The technical theoretical-knowledge instruction should comprise at least 10 hours of training to refresh Part-1 theoretical topics, as necessary, and aircraft technical knowledge. It should include preparation of lesson plans and development of briefing-room instructional skills. A proportion of the allotted 10 hours could be integrated into the practical flight instruction lessons of Part 3, using expanded preflight and postflight briefing sessions. Consequently, for practical purposes, Part 2 and Part 3 could be considered complementary to each other.

(iii)The type rating theoretical syllabus should be used to develop the TRI(A)’s teaching skills in relation to the type technical course syllabus. The course instructor should deliver example lectures from the applicable type technical syllabus and the candidate instructor should prepare and deliver lectures on topics that are selected by the course instructor from the type rating course.

(3)Part 3 — Flight instruction

(i)General

(A)The course should be related to the type of aeroplane on which the applicant wishes to instruct. It should consist of at least 5 hours of flight instruction for SP aeroplanes that are operated in SP operations, and at least 10 hours for MP aeroplanes or SP-certified aeroplanes that are operated in MP operations, per candidate instructor.

(B)TEM, CRM, and the appropriate use of behavioural markers should be integrated throughout.

(C)Training courses should be developed to help the candidate instructor gain experience in the training of a variety of exercises, covering both normal and abnormal operations.

(D)The syllabus should be tailored and appropriate to the aeroplane type, and the exercises used should be more demanding for each individual student.

(E)The course should cover the whole range of instructor skills to enable the candidate instructor to plan sessions, brief, train and debrief using all relevant training techniques that are appropriate to pilot training.

(ii)Use of FSTDs

(A)The applicant for a TRI(A) certificate should be instructed in using the device and made familiar with its limitations, capabilities, and safety features, including emergency evacuation.

(B)The applicant for a TRI(A) certificate should be instructed in providing and evaluating training from the instructor station and from all pilot operating positions, including demonstrations of handling exercises.

(C)The syllabus should include engine-out handling and engine-out operations in addition to representative exercises from the type rating course.

(D)Where no FSTD exists for the type of aeroplane for which the certificate is sought, or if the FSTD is not suitable to complete all the elements of the training programme for the TRI certificate, the entire course or a part of it should be conducted in the applicable aeroplane type, and the synthetic-device elements should be replaced with appropriate exercises in the aeroplane. The assessment of competence should be performed: when no FSTD exists, in the aeroplane; and when not all elements of the training are completed in the FSTD, in both the aeroplane and the FSTD; this combined use of aeroplane and FSTD in the assessment of competence should reflect and be similar to the combined use of aeroplane and FSTD during the training course.

(F)In general, TRI training is designed to develop the competencies of a pilot to become an instructor. From this perspective, the training may be provided in several arrangements: the candidate instructor is seating in either pilot seat; the candidate instructor is seating at the IOS; or the candidate instructor is observing (seating as an observer). The combination of the above-mentioned training arrangements and the allocation of time to each one of them depends on an analysis of several elements, including but not limited to the following: previous experience and curriculum of each candidate (e.g. previous instructor experience, experience on aeroplane type, total flight experience, etc.) in isolation and as part of the course group(s); specific requirements for aeroplane type and related training exercises; overall maturity and experience of the ATO in providing TRI training courses; and type, fidelity level, and reliability of the available devices. Subject to particular training arrangements that are determined by the ATO and approved by the competent authority, a TRI may instruct in parallel two TRI candidate instructors under the following scenarios: one candidate is sitting at the controls (supported by a suitable pilot), while the second candidate is sitting at the IOS; this scenario may be used for demonstration of flight manoeuvres or engine out exercises; or both candidates receive instruction (general introduction and handling) at the IOS. In this way, both candidates can independently develop specific competencies. Additional TRI candidate instructors may be present as observers during such an instruction given in parallel, with no credit of hours for their TRI training. For an initial TRI training course, such ‘in parallel’ instruction should be given only for a reasonable part of the overall TRI training course duration. For a TRI type extension, the amount of hours required forsuch an instruction may be increased. In any case, the way of instruction largely depends on the experience of the TRI trainer in the various training arrangements and on the general experience of the candidate instructor.

(iii)SP MET aeroplane training for asymmetric power flight During this part of the training, particular emphasis should be placed on:

(A)the circumstances under which the actual feathering and unfeathering is practised, e.g. safe altitude, compliance with regulations regarding minimum altitude or height for feathering, weather conditions, distance from the nearest available aerodrome;

(B)the procedure that should be used for cooperation between instructor and student, e.g. the correct use of touch drills and the prevention of misunderstandings, especially during feathering and unfeathering and when zero thrust is used for asymmetric circuits; this procedure should include a positive agreement on which engine should be shut down or restarted or set at zero thrust, as well as on identifying each control and the engine it will affect;

(C)avoiding overworking the operating engine and preventing degraded performance when operating the aeroplane in asymmetric flight; and

(D)the need to use the specific checklist for the given aeroplane type.

(iv)Long briefings Note: Hereunder are listed the subjects of the long briefings for the SP MET aeroplanes. Those long briefings should be adapted, if applicable, to the type of aeroplane for which the privileges are sought. Long briefings provide an essential link between academic principles and air exercises. They introduce aeronautical theory and the practical application of aeronautical principles to the student. The instructor should ensure that the candidate instructor is able to teach long briefings with regard to all the following subjects:

(A)Asymmetric power flight:

(a)introduction to asymmetric flight;

(b)feathering the propeller: method of operation;

(c)effects on aeroplane handling at cruising speed;

(d)introduction to the effects upon aeroplane performance;

(e)identification of the foot load to maintain a constant heading (no rudder trim);

(f)feathering the propeller: regaining normal flight;

(g)finding the zero-thrust setting: comparison of foot load when the propeller is feathered and thrust is set to zero;

(h)effects and recognition of engine failure in level flight;

(i)forces and effects of yaw;

(j)types of failure:

(1)sudden or gradual, and

(2)complete or partial;

(k)yaw direction and further effects of yaw;

(l)flight instrument indications;

(m)identification of failed engine;

(n)couples and residual out-of-balance forces: resultant flight attitude;

(o)use of rudder to counteract yaw;

(p)use of aileron: dangers of misuse;

(q)use of elevator to maintain level flight;

(r)use of power to maintain safe airspeed and altitude;

(s)supplementary recovery to straight and level flight: simultaneous increase in speed and reduction in power;

(t)identification of failed engine: idle engine;

(u)use of engine instruments for identification:

(1)fuel pressure or flow;

(2)RPM gauge response effect of constant speed unit (CSU) action at lower and higher airspeed; and

(3)engine temperature gauges;

(v)confirmation of identification: closing the throttle of the identified failed engine;

(w)effects and recognition of engine failure in turns;

(x)identification and control; and

(y)side forces and effects of yaw.

(B)Turning flight:

(a)effect of ‘inside’ engine failure: sudden and pronounced effect;

(b)effect of ‘outside’ engine failure: less sudden and pronounced effect;

(c)possible confusion in identification (particularly at low power):

(1)correct use of rudder; and

(2)possible need to return to lateral level flight to confirm correct identification;

(d)visual and flight instrument indications;

(e)effect of varying speed and power;

(f)speed and thrust relationship;

(g)at normal cruising speed and cruising power: engine failure clearly recognised;

(h)at low safe speed and climb power: engine failure most likely recognised; and

(i)at high-speed descent and low power: asymmetry (engine failure) possibly not recognised.

(C)Minimum control speeds:

(a)Air speed indicator (ASI) colour coding: red radial line. Note: this exercise is intended to explore the ultimate boundaries of controllability of the aeroplane aircraft in an asymmetric state in various conditions with a steady power setting. A steady power setting is achieved by using a fixed power setting and adjusting the aircraft attitude to obtain a gradual speed reduction. The failure exercise should not be performed as a sudden and complete failure at the VMCA given in the AFM. The purpose of the exercise is to continue the gradual introduction of a student to the control of an aeroplane in asymmetric power flight in extreme or critical situations, and not to demonstrate VMCA.

(b)Techniques for assessing critical speeds at wings level, and recovery from those speeds; dangers involved when minimum control speed and stalling speed are very close: use of safe single-engine speed (Vsse).

(c)Establishing a minimum control speed for each asymmetrically disposed engine: establishing the critical engine (if applicable).

(d)Effects on minimum control speeds of:

(i)bank;

(ii)zero-thrust setting; and

(iii)take-off configuration:

(A)landing gear down and take-off flap set; and

(B)landing gear up and take-off flap set. Note: the use of 5 ° of bank towards the operating engine results in a better climb performance than that obtained with wings level held. Manufacturers may use these conditions when determining the asymmetric climb performance of the aircraft. Thus, the VMCA quoted in the AFM may be different from the speeds that are determined during this exercise.

(D)Feathering and unfeathering:

(a)minimum heights for practising feathering and unfeathering drills; and

(b)engine-handling precautions (overheating, icing conditions, priming, warm-up, method of simulating an engine failure: refer to the aircraft engine manual, service instructions, and bulletins).

(E)Engine failure procedure:

(a)once control is maintained, the phase of operation and the aircraft type determine in which order the procedures should be followed; and

(b)the flight phase should be:

(1)in cruising flight; or

(2)a critical phase, e.g. immediately after take-off or during approach to landing or during a go-around.

(F)Aircraft type: Variations in the order of certain drills and checks inevitably occur due to differences between aeroplane types and perhaps between models of the same aeroplane type. The AFM should be consulted to establish the exact order of the related procedures. For example, one AFM may call for the raising of flaps and landing gear before feathering, whereas another AFM may recommend feathering as a first step. The reason for this latter procedure may be that some engines cannot be feathered if RPM drop below a certain figure. However, in some aeroplanes, the raising of the landing gear may create more drag during retraction due to the transient position of the landing gear doors, and as a result, retraction should be avoided until feathering is completed and propeller drag reduced. Therefore, the order in which the drills and checks are presented under immediate and subsequent actions in this syllabus should be considered as general guidance only; the exact order of precedence is determined by reference to the AFM for the specific aeroplane type used in the course.

(G)In-flight engine failure during cruising or other flight phase not including take-off or landing:

(a)immediate actions:

(1)control of the aircraft;

(2)recognition of asymmetric condition;

(3)identification and confirmation of failed engine:

(i)idle leg = idle engine; and

(ii)closing of throttle or pulling back of power lever, as appropriate, for confirmation;

(4)identification of failure cause and fire check:

(i)typical reasons for failure; and

(ii)methods of rectification; and

(5)feathering decision and procedure:

(i)reduction of other drag;

(ii)need for speed but not haste; and

(iii)use of rudder trim;

(b)subsequent actions:

(1)operating engine:

(i)temperature, pressure, and power;

(ii)remaining services;

(iii)electrical load: assess and reduce, as necessary;

(iv)effect on power source for air-driven instruments;

(v)landing gear; and (vi) flaps and other services;

(2)replanning of the flight:

(i)ATC and weather;

(ii)terrain clearance, SE cruising speed; and

(iii)decision to divert or continue;

(3)fuel management: best use of remaining fuel;

(4)dangers of restarting damaged engine;

(5)action if unable to maintain altitude: effect of altitude on available power;

(6)effects on performance;

(7)effects on available power and required power;

(8)effects on various airframe configurations and propeller settings;

(9)use of AFM:

(i)cruising;

(ii)climbing: ASI colour coding (blue line);

(iii)descending; and (iv) turning;

(10)limitations and handling of operating engine; and

(11)control and performance of take-off and approach.

(H)Significant factors:

(a)significance of take-off safety speed:

(1)effect on aeroplane performance of landing gear, flap, feathering, take-off, trim setting, and systems for operating landing gear and flaps; and

(2)effect on aeroplane performance of mass, altitude, and temperature;

(b)significance of best SE climb speed (Vyse):

(1)accelerating to Vyse and establishing a positive climb;

(2)relationship between Vyse and normal climb speed; and

(3)action, if unable to climb; and

(c)significance of asymmetric committal height and speed: action, if baulked below asymmetric committal height.

(I)Engine failure during take-off:

(a)below VMCA or unstick speed:

(1)use AFM data, if available ; and

(2)accelerate or stop distance considerations;

(b)above VMCA or unstick speed and below safety speed;

(c)immediate relanding or use of remaining power for forced landing; and

(d)considerations:

(1)degree of engine failure;

(2)speed at the time;

(3)mass, altitude, temperature performance;

(4)configuration;

(5)length of remaining runway; and

(6)position of any obstacles ahead.

(J)Engine failure after take-off:

(a)simulated at a safe height and at or above take-off safety speed;

(b)considerations:

(1)need to maintain control;

(2)use of bank technique towards operating engine;

(3)use of available power to reach Vyse;

(4)mass, altitude, temperature performance; and

(5)effect of prevailing conditions and circumstances;

(c)immediate actions:

(1)maintaining control, including airspeed and use of power;

(2)recognition of asymmetric condition;

(3)identification and confirmation of failed engine;

(4)feathering and removal of drag (procedure for specific type); and

(5)reaching and maintaining Vyse; and

(d)subsequent actions, whilst carrying out an asymmetric power climb to the downwind position at Vyse:

(1)identification of failure and fire check;

(2)handling considerations for operating engine;

(3)remaining services;

(4)liaison with ATC; and

(5)fuel management. Note: these procedures are dependent upon the aeroplane type concerned and actual flight situation.

(K)Asymmetric committal height

(a)Asymmetric committal height is the minimum height needed to put the aircraft into a positive climb, whilst maintaining an adequate speed to control the aircraft and reduce drag during an approach to landing.

(b)Due to the significantly reduced performance of many CS-23 aeroplanes when operating with one engine, a minimum height should be considered from which it would be safe to attempt a go-around procedure during an approach when the aeroplane must change from descent to climb in a high-drag configuration.

(c)Due to the height loss that occurs when the operating engine is turned to full power, with landing gear and flap retracted, and the aeroplane is put into a climb at Vyse, a minimum height (often referred to as ‘asymmetric committal height’) should be selected below which the pilot should not attempt to fly another circuit. This height should be compatible with the aeroplane type, all-up weight, altitude of the aerodrome used, air temperature, wind, height of obstructions along the climb-out path, and the pilot’s competence.

(d)Circuit approach and landing with asymmetric power:

(1)definition and use of asymmetric committal height;

(2)use of standard pattern and normal procedures;

(3)action, if unable to maintain circuit height;

(4)speed and power settings required; and

(5)decision to land or execute a go-around at asymmetric committal height: factors to be considered.

(e)Undershooting: importance of maintaining an appropriate airspeed.

(L)Speed and heading control:

(a)relationship between height, speed, and power: need for minimum possible drag; and

(b)reaching a positive climb at Vyse:

(1)effect of availability of systems, and power for the flap and landing gear; and

(2)operation and rapid clean-up. Note 1: the airspeed at which the decision is made to make a landing or execute a go-around should normally be Vyse and not lower than the safety speed. Note 2: instrument approach ‘decision height’ and its associated procedures should not be confused with the selection of minimum height for initiating a go-around in asymmetric power flight.

(M)Engine failure during an all-engine approach or missed approach:

(a)use of asymmetric committal height, and speed considerations; and

(b)speed and heading control: decision to attempt a landing, go-around or forced landing depending on circumstances. Note: at least one demonstration and practice of engine failure in this situation should be performed during the course.

(N)Instrument flying with asymmetric power:

(a)considerations relating to aircraft performance during:

(1)straight and level flight;

(2)climb and descent;

(3)standard rate turns; and

(4)level, climbing, and descending turns including turns to preselected headings;

(b)availability of vacuum-operated instruments; and

(c)electrical power source.

(v)Specific trainings: LIFUS training and landing training The applicant for a TRI(A) certificate should receive instruction in an FSTD in accordance with point FCL.930.TRI(ab)(4).

(A)LIFUS training: content

(a)Training in an FSTD:

(1)familiarisation as PF on both seats, as applicable, which should include at least the following:

(i)pre-flight preparation and use of checklists;

(ii)taxiing;

(iii)take-off;

(iv)rejected take-off;

(v)engine failure during take-off, after take-off decision speed (V1);

(vi)one-engine-inoperative approach and go-around;

(vii)one-engine-inoperative (critical, simulated) landing;

(viii)other emergency and abnormal operating procedures (as necessary);

(ix)emergency evacuations; and

(x)task sharing and decision-making; and

(2)aeroplane training techniques:

(i)methods of providing appropriate commentary; and

(ii)intervention strategies developed from situations that are role-played by a TRI training course instructor, taken from but not limited to:

(A)take-off: — tail strike awareness and avoidance, — rejected take-off, — actual engine failure, — take-off configuration warning, and — overcontrolling;

(B)approach and landing: — normal approach, — high flare, long float, no flare, — immediate go-around after touchdown, — baulked landing, — rejected landing, — crosswind, and — overcontrolling; and

(C)flight management: — task sharing and handover of controls, — effect of ATC-delaying actions on endurance, — alternate management and diversion, and — traffic awareness when flying in pattern.

(b)Consolidation of FSTD training in an aeroplane Upon completion of the FSTD training in accordance with point (a), the candidate instructor should complete at least one route sector where he or she:

(1)either observes a TRI(A) who conducts line flying under supervision, or

(2)conducts role play line flying under supervision for a TRI(A) who is qualified for line flying under supervision. Upon completion of the above-mentioned tasks under supervision, the candidate instructor should complete a route sector in the role of a TRI under the supervision and to the satisfaction of a TRI(A) who is nominated for that purpose by the ATO.

(B)Landing training: content

(a)Training in an FSTD The training in an FSTD should be tailored and appropriate to the aeroplane type, and the exercises should be more demanding for each candidate instructor. In addition to the LIFUS training items in the FSTD (listed under (a)(1) and (a)(2) above), the landing training should comprise a variety of exercises that cover both normal and abnormal operations including the following:

(1)consideration of threats during touch-and-go: — operating at low altitude; — General Aviation (GA) traffic; — increased fuel consumption; — bird strikes; — decision to continue touch-and-go or make a full-stop landing; and — aspects of performance and associated risks;

(2)incorrect rudder inputs;

(3)failure of a critical engine;

(4)approach and full-stop landing in simulated engine-out flight; and

(5)go-around in simulated engine-out flight. The applicant needs to be additionally trained in other abnormal items during the training course, if required.

(b)Consolidation of FSTD training in an aeroplane

(1)Upon completion of the FSTD training in accordance with point (a), the applicant should perform role-play flying for landing training under the supervision and to the satisfaction of a TRI(A) who is nominated for that purpose by the ATO. The training should cover at least the following elements: — take-off, — traffic pattern, — touch-and-go, — go-around, and — full-stop landing with different flap settings.

(2)In exceptional circumstances, it may be necessary to perform simulated engine-out handling and engine-out operations in an aeroplane in addition to representative exercises from the type rating course.

(vi)UPRT Instructors should have the specific competence to provide UPRT during the type rating training course, including the ability to demonstrate knowledge and understanding of the type-specific upset recovery procedures and of the recommendations that are developed by the original equipment manufacturers (OEMs). Therefore, during the TRI training course, the student instructor should:

(A)be able to apply the correct upset recovery techniques for the specific aeroplane type;

(B)understand the importance of applying type-specific OEM procedures for recovery manoeuvres;

(C)be able to distinguish between the applicable SOPs and OEM recommendations (if available);

(D)understand the capabilities and limitations of the FSTDs that are used for UPRT;

(E)ensure that the training remains within the FSTD training envelope to avoid the risk of negative transfer of training;

(F)understand and be able to use the IOS of the FSTD in the context of providing effective UPRT;

(G)understand and be able to use the available FSTD instructor tools to provide accurate feedback on pilot performance;

(H)understand the importance of adhering to the FSTD UPRT scenarios that are validated by the training programme developer; and

(I)understand the missing critical human factor aspects due to the limitations of the FSTD, and convey this to the student pilot(s) receiving the training.

HELICOPTERS

GENERAL

(a)The aim of the TRI(H) course is to train helicopter licence holders to the level of competence defined in FCL.920 and adequate for a TRI.

(b)The training course should develop safety awareness throughout by teaching the knowledge, skills and attitudes relevant to the TRI(H) task, and should be designed to give adequate training to the applicant in theoretical knowledge instruction, flight instruction and FSTD instruction to instruct for a helicopter type rating for which the applicant is qualified.

(c)The TRI(H) training course should give particular emphasis to the role of the individual in relation to the importance of human factors in the man-machine environment and the role of CRM.

(d)Special attention should be given to the applicant’s maturity and judgment including an understanding of adults, their behavioural attitudes and variable levels of learning ability. During the training course the applicants should be made aware of their own attitudes to the importance of flight safety. It will be important during the course of training to aim at giving the applicant the knowledge, skills and attitudes relevant to the role of the TRI.

(e)For a TRI(H) certificate the amount of flight training will vary depending on the complexity of the helicopter type.

(f)A similar number of hours should be used for the instruction and practice of pre-flight and post flight briefing for each exercise. The flight instruction should aim to ensure that the applicant is able to teach the air exercises safely and efficiently and should be related to the type of helicopter on which the applicant wishes to instruct. The content of the training program should cover training exercises applicable to the helicopter type as set out in the applicable type rating course syllabus.

(g)A TRI(H) may instruct in a TRI(H) course once he or she has conducted a minimum of four type rating instruction courses.

CONTENT

(h)The training course consists of three parts:

(1)Part 1: teaching and learning, that should comply with AMC1 FCL.920;

(2)Part 2: technical theoretical knowledge instruction (technical training);

(3)Part 3: flight instruction.

Part 1 The content of the teaching and learning part of the FI training course, as established in AMC1 FCL.930.FI, should be used as guidance to develop the course syllabus.

Part 2

TECHNICAL THEORETICAL KNOWLEDGE INSTRUCTION SYLLABUS

(a)The technical theoretical knowledge instruction should comprise of not less than 10 hours training to include the revision of technical knowledge, the preparation of lesson plans and the development of classroom instructional skills to enable the TRI(H) to instruct the technical theoretical knowledge syllabus.

(b)If a TRI(H) certificate for MP helicopters is sought, particular attention should be given to multi-crew cooperation.

(c)The type rating theoretical syllabus should be used to develop the TRI(H)’s teaching skills in relation to the type technical course syllabus. The course instructor should deliver example lectures from the applicable type technical syllabus and the candidate instructor should prepare and deliver lectures on topics selected by the course instructor from the subject list below:

(1)helicopter structure, transmissions, rotor and equipment, normal and abnormal operation of systems:

(i)dimensions;

(ii)engine including aux. power unit, rotors and transmissions;

(iii)fuel system;

(iv)air-conditioning;

(v)ice protection, windshield wipers and rain repellent;

(vi)hydraulic system;

(vii)landing gear;

(viii)flight controls, stability augmentation and autopilot systems;

(ix)electrical power supply;

(x)flight instruments, communication, radar and navigation equipment;

(xi)cockpit, cabin and cargo compartment;

(xii)emergency equipment.

(2)limitations:

(i)general limitations, according to the helicopter flight manual;

(ii)minimum equipment list.

(3)performance, flight planning and monitoring:

(i)performance;

(ii)light planning.

(4)load and balance and servicing:

(i)load and balance;

(ii)servicing on ground;

(5)emergency procedures;

(6)special requirements for helicopters with EFIS;

(7)optional equipment.

Part 3

FLIGHT INSTRUCTION SYLLABUS

(a)The amount of flight training will vary depending on the complexity of the helicopter type. At least 5 hours flight instruction for a SP helicopter and at least 10 hours for a MP ME helicopter should be counted. A similar number of hours should be used for the instruction and practice of pre-flight and post flight briefing for each exercise. The flight instruction should aim to ensure that the applicant is able to teach the air exercises safely and efficiently and related to the type of helicopter on which the applicant wishes to instruct. The content of the training programme should only cover training exercises applicable to the helicopter type as set out in Appendix 9 to Part-FCL.

(b)If a TRI(H) certificate for MP helicopters is sought, particular attention should be given to MCC.

(c)If a TRI(H) certificate for revalidation of instrument ratings is sought, then the applicant should hold a valid instrument rating.

FLIGHT OR FSTD TRAINING

(d)The training course should be related to the type of helicopter on which the applicant wishes to instruct.

(e)For MP helicopter type ratings MCC, CRM and the appropriate use of behavioural markers should be integrated throughout.

(f)The content of the training programme should cover identified and significant exercises applicable to the helicopter type.

FSTD TRAINING

(g)The applicant for a TRI(H) certificate should be taught and made familiar with the device, its limitations, capabilities and safety features, and the instructor station.

(h)The applicant for a TRI(H) certificate should be taught and made familiar with giving instruction from the instructor station seat as well as the pilot’s seats, including demonstrations of appropriate handling exercises.

(i)Training courses should be developed to give the applicant experience in training a variety of exercises, covering both normal and abnormal operations. The syllabus should be tailored appropriate to the helicopter type, using exercises considered more demanding for the student. This should include engine-out handling and engine-out operations in addition to representative exercises from the type transition course.

(j)The applicant should be required to plan, brief, train and debrief sessions using all relevant training techniques.

(ja)In general, TRI training is designed to develop the competencies of a pilot to become an instructor. From this perspective, the training may be provided in several arrangements: the candidate instructor is seating in either pilot seat; the candidate instructor is seating at the IOS; or the candidate instructor is observing (seating as an observer). The combination of the above-mentioned training arrangements and the allocation of time to each one of them depends on an analysis of several elements, including but not limited to the following: previous experience and curriculum of each candidate (e.g. previous instructor experience, experience on aeroplane type, total flight experience, etc.) in isolation and as part of the course group(s); specific requirements for aeroplane type and related training exercises; overall maturity and experience of the ATO in providing TRI training courses; and type, fidelity level and reliability of the available devices. Subject to particular training arrangements that are determined by the ATO and approved by the competent authority, a TRI may instruct in parallel two TRI candidate instructors under the following scenarios: one candidate is sitting at the controls (supported by a suitable pilot), while the second candidate is sitting at the IOS; this scenario may be used for demonstration of flight manoeuvres or engine-out exercises; or both candidates receive instruction (general introduction and handling) at the IOS. In this way, both candidates can independently develop specific competencies. Additional TRI candidate instructors may be present as observers during such an instruction given in parallel, with no credit of hours for their TRI training. For an initial TRI training course, such ‘in parallel’ instruction should be given only for a reasonable part of the overall TRI training course duration. For a TRI type extension, the number of hours required for such an instruction may be increased. In any case, the way of instruction largely depends on the experience of the TRI trainer in the various training arrangements and on the general experience of the candidate instructor.

HELICOPTER TRAINING

(k)The applicant for a TRI(H) certificate should receive instruction in an FSTD to a satisfactory level in:

(1)left hand seat familiarisation, and in addition right hand seat familiarisation where instruction is to be given to co-pilots operating in the left hand seat, which should include at least the following as pilot flying:

(i)pre-flight preparation and use of checklists;

(ii)taxiing: ground and air;

(iii)take-off and landings;

(iv)engine failure during take-off, before DPATO;

(v)engine failure during take-off, after DPATO;

(vi)engine inoperative approach and go-around;

(vii)one engine simulated inoperative landing;

(viii)autorotation to landing or power recovery;

(ix)other emergency and abnormal operating procedures (as necessary);

(x)instrument departure, approach and go-around with one engine simulated inoperative should be covered where TRI(H) privileges include giving instrument instruction for the extension of an IR(H) to additional types.

(2)helicopter training techniques:

(i)methods for giving appropriate commentary;

(ii)instructor demonstrations of critical manoeuvres with commentary;

(iii)particularities and safety considerations associated with handling the helicopter in critical manoeuvres such as one-engine-inoperative and autorotation exercises;

(iv)where relevant, the conduct of instrument training with particular emphasis on weather restrictions, dangers of icing and limitations on the conduct of critical manoeuvres in instrument meteorological conditions;

(v)intervention strategies developed from situations role-played by a TRI(H) course instructor, taken from but not limited to:

(A)incorrect helicopter configuration;

(B)over controlling;

(C)incorrect control inputs;

(D)excessive flare close to the ground;

(E)one-engine-inoperative take-off and landings;

(F)incorrect handling of autorotation;

(G)static or dynamic rollover on take-off or landing;

(H)too high on approach with associated danger of vortex ring or settling with power;

(I)incapacitation;

(L)abnormal and emergency procedures and appropriate methods and minimum altitudes for simulating failures in the helicopter;

(M)failure of the driving engine during OEI manoeuvres.

TRAINING WHERE NO FSTD EXISTS

(m)Where no FSTD exists for the type for which the TRI(H) certificate is sought, a similar course of training should be conducted in the applicable helicopter type. This includes all elements listed under sub paragraphs (k)(1) and (2) of this AMC, the FSTD elements being replaced with appropriate exercises in a helicopter of the applicable type, subject to any restrictions placed on the conduct of critical exercises associated with helicopter flight manual limitations and safety considerations. SPECIFIC TRAINING: LANDING TRAINING

(n)If applicants for, or holders of, a TRI(H) certificate wish to include privileges for landing training in their certificate, the specific training for that purpose should include at least all the following:

(1)Considerations of threats related to:

(i)taxi, take-off, approach and landing;

(ii)operating at low altitude;

(iii)general aviation (GA) traffic;

(iv)increased fuel consumption;

(v)bird strikes;

(vi)aspects of performance and associated risks.

(2)FSTD training:

(i)taxiing on the ground and in the air;

(ii)aircraft handling manoeuvres in hover;

(ii)take-off, including different take-off profiles, as applicable;

(iii)traffic pattern;

(iv)approach, go-around and landing, including different approach and landing profiles, as applicable;

(v)engine failure during take-off and landing, including different take-off and landing profiles, as applicable;

(vi)engine inoperative during hover, take-off, approach and landing;

(vii)slope landing;

(vii)take-off, approach and go-around with one engine inoperative (multi-engine helicopters only);

(viii)any further exercises, if specified in the applicable OSD.

(3)Consolidation of FSTD training in a helicopter After completion of the specific training in the FSTD, applicants should demonstrate their ability to conduct landing training in accordance with the above syllabus as TRIs during role-play flying in the aircraft under the supervision and to the satisfaction of a TRI(H) who is nominated for that purpose by the ATO.