AMC1 ATCO.D.010(a) Composition of initial training — INITIAL TRAINING CONTENT, ATCO

AMCAcceptable means of compliance

AMC1 ATCO.D.010(a)Composition of initial training

GENERAL

1.Structure of the basic and rating training syllabi

(a)The basic and rating training syllabi have been structured as follows:

(1)The syllabus is divided into subjects, which are divided into topics that are in turn divided into subtopics. This structure serves the definition and classification of the objectives. There can be one or several objectives linked to each subtopic.

(2)Objectives are assigned to a specific subject which deals with the knowledge and skills needed to accomplish the related subject objective.

(3)Subjects, topics and subtopics are contained in Appendices 2 to 8 to Annex I to Commission Regulation (EU) 2015/340, and are repeated in:

AMC1 ATCO.D.010(a)(1) Composition of initial training — BASIC TRAINING — SUBJECT OBJECTIVES AND TRAINING OBJECTIVES;

AMC1 ATCO.D.010(a)(2)(i) Composition of initial training — AERODROME CONTROL VISUAL RATING (ADV) TRAINING — SUBJECT OBJECTIVES AND TRAINING OBJECTIVES;

AMC1 ATCO.D.010(a)(2)(ii) Composition of initial training — AERODROME CONTROL INSTRUMENT RATING FOR TOWER ADI (TWR) TRAINING — SUBJECT OBJECTIVES AND TRAINING OBJECTIVES;

AMC1 ATCO.D.010(a)(2)(iii) Composition of initial training — APPROACH CONTROL PROCEDURAL RATING (APP) TRAINING — SUBJECT OBJECTIVES AND TRAINING OBJECTIVES;

AMC1 ATCO.D.010(a)(2)(iv) Composition of initial training — AREA CONTROL PROCEDURAL RATING (ACP) TRAINING — SUBJECT OBJECTIVES AND TRAINING OBJECTIVES;

AMC1 ATCO.D.010(a)(2)(v) Composition of initial training — APPROACH CONTROL SURVEILLANCE RATING (APS) TRAINING — SUBJECT OBJECTIVES AND TRAINING OBJECTIVES

AMC1 ATCO.D.010(a)(2)(vi) Composition of initial training — AREA CONTROL SURVEILLANCE RATING (ACS) TRAINING — SUBJECT OBJECTIVES AND TRAINING OBJECTIVES in order to provide the reader with a comprehensive and unique reference document for the basic and each of the rating trainings. Subject objectives and training objectives are included in and form an integral part of each of the aforementioned AMC.

Figure 1: Layout of the syllabus [applicable until 3 August 2024 - ED Decision 2019/023/R]

GENERAL

1.Structure of the basic and rating training syllabi

(a)The basic and rating training syllabi are structured as follows:

(2)Objectives are assigned to a specific topic/subtopic which deals with the knowledge and skills needed to accomplish the related subject.

(3)Subjects, topics and subtopics are contained in Appendices 2 to 7 to Annex I to Commission Regulation (EU) 2015/340, and are repeated in:

AMC1 ATCO.D.010(a)(1) Composition of initial training — BASIC TRAINING — TRAINING OBJECTIVES;

AMC1 ATCO.D.010(a)(2)(i) Composition of initial training — AERODROME CONTROL RATING (ADC) TRAINING — TRAINING OBJECTIVES;

AMC1 ATCO.D.010(a)(2)(ii) Composition of initial training — APPROACH CONTROL PROCEDURAL RATING (APP) TRAINING — TRAINING OBJECTIVES;

AMC1 ATCO.D.010(a)(2)(iii) Composition of initial training — AREA CONTROL PROCEDURAL RATING (ACP) TRAINING — TRAINING OBJECTIVES;

AMC1 ATCO.D.010(a)(2)(iv) Composition of initial training — APPROACH CONTROL SURVEILLANCE RATING (APS) TRAINING — TRAINING OBJECTIVES

AMC1 ATCO.D.010(a)(2)(v) Composition of initial training — AREA CONTROL SURVEILLANCE RATING (ACS) TRAINING — TRAINING OBJECTIVES in order to provide the reader with a comprehensive and unique reference document for the basic and each of the rating training courses. Training objectives are included in, and form an integral part of, each of the aforementioned AMC. [Figure or form omitted from this preview — available in the Avioverse workspace library.] Figure 1: Layout of the syllabus [applicable from 4 August 2024 - ED Decision 2023/011/R]

(b)The following principles may be applied to the development of a training course that is based on any of the syllabi:

(1)The structure of the syllabi and the order of the objectives contained therein is neither intended to convey a pedagogical sequence nor to indicate a relative level of importance.

(2)No objective from the basic training syllabus is repeated as ‘a refresher’ in the rating training syllabi.

(3)The number of objectives contained within a subtopic does not necessarily signify how long it should take to teach that subtopic. For example, a subtopic containing five relatively straightforward objectives may take a shorter time to be taught than another subtopic containing two complex objectives.

2.Structure of the objectives

(a)An objective consists of three elements:

(1)The corpus, which is a description of the required performance. It always contains an action verb to ensure that the outcome is observable. The action verb is always associated with a defined taxonomy.

(2)The level, which indicates numerically the taxonomy of the action verb.

(3)The content, which may be implicit or explicit. The explicit content is written in the content field, while the implicit content is not but, instead, is implied in the corpus of the objective and other elements (syllabus, subject, etc.). Content that is a required part of the objective is written in the red-shaded field. Optional content, written in italics, may be used if considered appropriate.

Figure 2: Layout of an objective [applicable until 3 August 2024 - ED Decision 2019/023/R]

(3)The content, which may be implicit or explicit. Explicit content is written in the content field, while implicit content is not but, instead, is implied in the corpus of the objective and other elements (syllabus, subject, etc.). Content that is a required part of the objective is written in the red-shaded field. Optional content, written in italics is provided to help training designers develop their training material and may suggest possible reference documents that could be used and/or elaborate on the content with specific examples. With or without explicit content, the objective needs to be covered since the implementation is implied in its corpus (text of the objective) and associated context (Subtopic/Topic/Subject/ Rating). [Figure or form omitted from this preview — available in the Avioverse workspace library.] Figure 2: Layout of an objective [applicable from 4 August 2024 - ED Decision 2023/011/R]

3.Repeated and common objectives

(a)Repeated and common objectives are only applicable to rating training.

(b)To the right of each objective, there is an indication of which other ratings contain this particular objective. If the rating is indicated in red italics, it notifies the reader that the objective(s) is (are) verbatim in each rating; however, the objective numbers are different. This indication is the first step to help the training providers identify the potential commonalities between the various syllabi. As a second step, the training provider must determine, at the level of local implementation, whether the objective is to be regarded as repeated or common.

Figure 3: Indication of the ratings that particular objective applies to [applicable until 3 August 2024 - ED Decision 2019/023/R]

(b)To the right of each objective, there is an indication of which other ratings contain this particular objective. If the rating is indicated in red italics, it notifies the reader that the objective(s) is (are) verbatim in each rating; however, the objective numbers are different. This indication is the first step to help training providers identify potential commonalities between the various syllabi. As a second step, training providers must determine, on the level of local implementation, whether the objective is to be regarded as repeated or common. [Figure or form omitted from this preview — available in the Avioverse workspace library.] Figure 3: Indication of the ratings to which a particular objective applies [applicable from 4 August 2024 - ED Decision 2023/011/R]

3.1 Repeated objectives All the objectives appearing in a syllabus are implicitly appropriate to this syllabus. As a consequence, objectives may be repeated ‘verbatim’ in different rating syllabi and nevertheless specify a different performance. The reader always needs to mentally add the sentence ‘in this syllabus context’ at the end of each objective. For example, the objective ‘use approved phraseology’ is repeated (same level, same corpus, same content) in all the syllabi but is different because the context is different in each syllabus (a learner that is able to use approved phraseology for en-route traffic will need additional training before mastering the phraseology in the provision of aerodrome control).

3.2 Common objectives

(a)Common objectives are verbatim the same objectives that appear in more than one rating syllabi in the same context so that they do not need to be taught again in case of combined or successively organised courses. For example, the objective ‘describe the human information-processing model’ is common for all the syllabi because the context is non-specific and is, therefore, not determined by the type of rating.

(b)As a general principle, the rating subject ‘Human Factors’ is identical in each of the rating training syllabi and can be considered as containing common objectives because the context is always the same. This means that the rating training objectives relating to Human Factors need to be taught only once. If a learner acquires an additional rating, that learner would not be required to repeat the Human Factors objectives.

4.Action verbs that support the taxonomy for training objectives

(a)The five taxonomy levels should be understood to have the following levels of complexity:

(1)Action verbs for Level 1 Level 1 — A basic knowledge of the subject. It is the ability to remember essential points, to memorise data and retrieve it.

L1 Verb	Definition	Example
Define	State what it is and what its limits are; state the definition.	Define ATC service.
Draw	Produce a picture, pattern or diagram.	Draw the block diagram. Draw a holding pattern.
List	Say one after the other.	List the main structure components of an aircraft.
Name	Give name of objects or procedures.	Name the components of an ILS. Name the key national and international aviation organisations.
Quote	Repeat what is written or said.	Quote ICAO definition of ATC service.
Recognise	To know what it is because you have seen it before.	Recognise the information contained in the different parts of the AIP.
State	Say or write in a formal or definite way.	State the meteorological hazards to aviation.

[applicable until 3 August 2024 - ED Decision 2019/023/R]

(1)Action verbs for Level 1 Level 1 — A basic knowledge of the subject. It is the ability to remember essential points, to memorise data and retrieve it.

L1 Verb	Definition	Example
Define	State what it is and what its limits are; state the definition.	Define ATC service.
Draw	Produce a picture, pattern or diagram.	Draw the block diagram. Draw a holding pattern.
List	Say one after the other.	List the different types of jet engines.
Name	Give the name of objects or procedures.	Name the competent authorities responsible for ATCO licensing and ANSP oversight.
Quote	Repeat what is written or said.	Quote the ICAO definition of ATC service.
Recognise	To know what it is because you have seen it before.	Recognise the information contained in the different parts of the AIP.
State	Say or write in a formal or definite way.	State the meteorological hazards to aviation.

[applicable from 4 August 2024 - ED Decision 2023/011/R]

(2)Action verbs for Level 2 Level 2 — The ability to understand and to discuss the subject matter intelligently in order to represent and act upon certain objects and events.

L2 Verb	Definition	Example
Characterise	To describe the quality of features in something.	Characterise the main items of ATC equipment.
Consider	To think carefully about it.	Consider the benefits of Critical Incident Stress Management (CISM).
Demonstrate	Describe and explain; logically or mathematically prove the truth of a statement.	Demonstrate the importance of good communication in ATC.
Describe	Say what it is like or what happened.	Describe the methods by which ICAO notifies and implements legislation.
Differentiate	Show the differences between things.	Differentiate between different types of visibility.
Explain	Give details about something or describe so that it can be understood.	Explain the purpose and function of ICAO.
Take account of	Take into consideration before deciding.	Take account of the wind influence when calculating a ground speed. Take account of the limitations of equipment and systems.

[applicable until 3 August 2024 - ED Decision 2019/023/R]

(2)Action verbs for Level 2 Level 2 — The ability to understand and to discuss the subject matter intelligently in order to represent and act upon certain objects and events.

L2 Verb	Definition	Example
Characterise	To describe the quality of features in something.	Characterise the main radio navigation techniques based on ground-based systems.
Consider	To think carefully about it.	Consider how the evolution of a situation may have an impact on safety.
Demonstrate	Describe and explain; logically or mathematically prove the truth of a statement.	Demonstrate the importance of good communication in ATC.
Describe	Say what it is like or what happened.	Describe the methods by which ICAO notifies and implements legislation.
Differentiate	Show the differences between things.	Differentiate between different types of visibility.
Explain	Give details about something or describe so that it can be understood.	Explain the purpose and function of ICAO.
Take account of	Take into consideration before deciding.	Take account of the limitations of equipment and systems.

[applicable from 4 August 2024 - ED Decision 2023/011/R]

(3)Action verbs for Level 3 Level 3 — A thorough knowledge of the subject and the ability to apply it with accuracy. The ability to make use of the repertoire of knowledge to develop plans and activate them.

L3 Verb	Definition	Example
Act	Carry out, execute.	Act to reduce stress.
Apply	Use something in a situation or activity.	Apply separation.
Appreciate	To understand a situation and know what is involved in a problem-solving situation, to state a plan without applying it.	Appreciate the necessity for coordination (the learner says that the coordination will be done and with whom; the learner does not perform the actual coordination).
Assist	Help somebody to do a job by doing part of it.	Assist the pilot.
Calculate	To discover from information you already have by arithmetic; to think about a possible cause of action in order to form an opinion or decide what to do.	Calculate appropriate levels. Calculate conversions between the three north designations.
Check	Make sure the information is correct (satisfactory).	Check the accuracy of flight data information. Check availability of information material.
Choose	Select out of number, decide to do one thing rather than another.	Choose appropriate levels. Choose which aircraft should be vectored.
Collect	Assemble, accumulate, bring or come together.	Collect examples of different types of error, their causes and consequences for ATC.
Conduct	Organise and carry out.	Conduct coordination.
Confirm	Establish more firmly, corroborate.	Confirm sequence order.
Decode	Turn into ordinary writing, decipher.	Decode the content of weather reports and forecast.
Encode	Put into code or cipher.	Encode and decode flight plans (including supplementary information).
Estimate	Form an approximate judgement of a number, form an opinion.	Estimate distance and direction between two points.
Execute	Perform action.	Execute corrective actions.
Extract	Copy out, make extracts from, find, deduce.	Extract pertinent data from relevant sources to produce a flight progress display.
Identify	Associate oneself inseparably with, establish the identity.	Identify the role of ATC as a service provider and the requirements of the ATS users. Identify an aircraft.
Inform	Tell, give facts or information.	Inform supervisor of situation.
Initiate	Begin, set going, originate.	Initiate appropriate coordination.
Input	Enter in the system.	Input data.
Issue	Send forth, publish.	Issue appropriate ATC clearances. Issue appropriate traffic information.
Maintain	Cause or enable to continue.	Maintain flight data display.
Measure	Ascertain extent or quality of (thing) by comparison with fixed unit or with object of known size.	Measure distance on a map.
Monitor	Keep under observation.	Monitor traffic. Monitor the effect of human information-processing factors on decision-making.
Notify	Make known, announce, report.	Notify runway in use.
Obtain	Acquire easily without research.	Obtain meteorological information. Obtain information from the relieving controller.
Operate	Conduct work on equipment.	Operate the equipment of the controller working position.
Pass	Move, cause to go, transmit.	Pass essential traffic information without delay.
Perform	Carry into effect, go through, execute.	Perform communication effectively.
Process	To put through the steps of a prescribed procedure.	Process pertinent data on data displays.
Record	Register, set down for remembrance or reference.	Record information by writing effectively.
Relay	Receive and pass on, broadcast.	Relay meteorological information from pilot reports.
Respond	Provide an answer, perform answering or corresponding action.	Respond to loss/doubt concerning identification. Respond to distress and urgency messages and signals.
Scan	Continuously observe rapidly, sequentially and selectively in order to extract relevant data.	Scan data display.
Transfer	Hand over.	Transfer information to the relieving controller.
Update	Refresh, bring up to date.	Update the data display to accurately reflect the traffic situation.
Use	Employ for a purpose, handle as instrument, put into operation.	Use approved phraseology. Use the available means for coordination.
Verify	Establish truth of.	Verify the mode C information.

[applicable until 3 August 2024 - ED Decision 2019/023/R]

L3 Verb	Definition	Example
Act	Carry out, execute.	Act to reduce stress.
Apply	Use something in a situation or activity.	Apply separation.
Appreciate	To understand a situation and know what is involved in a problem-solving situation, to state a plan without applying it.	Appreciate the need for coordination (the learner says that the coordination will be done and with whom; the learner does not perform the actual coordination).
Assist	Help somebody to do a job by doing part of it.	Assist the pilot.
Calculate	To discover from information you already have by arithmetic; to think about a possible cause of action in order to form an opinion or decide what to do.	Calculate appropriate levels. Calculate conversions between the three north designations.
Check	Make sure the information is correct (satisfactory).	Check all relevant documentation before managing traffic. Check availability of information.
Choose	Select out of number, decide to do one thing rather than another.	Choose appropriate levels. Choose the appropriate separation methods.
Collect	Assemble, accumulate, bring or come together.	Collect appropriate information relevant to the situation.
Conduct	Organise and carry out.	Conduct level changes.
Confirm	Establish more firmly, corroborate.	Confirm sequence order.
Decode	Turn into ordinary writing, decipher.	Decode the content of weather reports and forecasts.
Encode	Put into code or cipher.	Encode and decode flight plans (including supplementary information).
Estimate	Form an approximate judgement of a number, form an opinion.	Estimate the heading for a new track and the distance to the next way point.
Execute	Perform action.	Execute selected plan in a timely manner.
Extract	Copy out, make extracts from, find, deduce.	Extract pertinent data from relevant sources to produce a flight progress display.
Identify	Associate oneself inseparably with, establish the identity.	Identify potential or actual abnormal and emergency situations. Identify aircraft.
Inform	Tell, give facts or information.	Inform the supervisor of local factors affecting the ATS system capacity and air traffic flow management.
Initiate	Begin, set going, originate.	Initiate appropriate coordination.
Input	Enter in the system.	Input data.
Issue	Send forth, publish.	Issue appropriate ATC clearances. Issue appropriate information concerning the position of conflicting traffic.
Maintain	Cause or enable to continue.	Maintain situational awareness by monitoring traffic
Measure	Ascertain extent or quality of (thing) by comparison with fixed unit or with object of known size.	Measure distance on a map.
Monitor	Keep under observation.	Monitor the technical integrity of the controller working position.
Notify	Make known, announce, report.	Notify runway in use.
Obtain	Acquire easily without research.	Obtain meteorological information.
Operate	Conduct work on equipment.	Operate the equipment of the controller working position.
Pass	Move, cause to go, transmit.	Pass essential traffic information without delay.
Perform	Carry into effect, go through, execute.	Perform communication effectively.
Process	To put through the steps of a prescribed procedure.	Process pertinent data on data displays.
Record	Register, set down for remembrance or reference.	Record information by writing effectively.
Relay	Receive and pass on, broadcast.	Relay meteorological information.
Respond	Provide an answer, perform answering or corresponding action.	Respond to loss/doubt concerning identification. Respond to distress and urgency messages and signals.
Scan	Continuously observe rapidly, sequentially and selectively in order to extract relevant data.	Scan data display.
Transfer	Hand over.	Transfer information to the relieving controller.
Update	Refresh, bring up to date.	Update the data display to accurately reflect the traffic situation.
Use	Employ for a purpose, handle as instrument, put into operation.	Use approved phraseology. Use the available means for coordination.
Verify	Establish truth of.	Verify that the settings of the working position are appropriate.

[applicable from 4 August 2024 - ED Decision 2023/011/R]

(4)Action verbs for Level 4 Level 4 — Ability to establish a line of action within a unit of known applications following the correct chronology and the adequate method to resolve a problematic situation. This involves the integration of known applications in a familiar situation.

L4 Verb	Definition	Example
Acquire	Gain by oneself and for oneself, obtain after research.	Acquire relevant aeronautical information.
Adjust	Change to a new position, value or setting.	Adjust the surveillance system display.
Allocate	Assign, devote.	Allocate levels (height, altitude, flight level) according to altimetry data.
Analyse	Examine minutely the constitution of.	Analyse examples of pilot–controller communication for effectiveness. Analyse the information provided by the radar equipment.
Assign	Designate or set an element.	Assign codes.
Coordinate	Negotiate with others in order to work together effectively.	Coordinate runway in use. Coordinate when providing FIS.
Comply	Act in accordance with.	Comply with rules.
Delegate	Commit authority to somebody.	Delegate separation to pilots in the case of aircraft executing successive visual approaches.
Detect	Discover existence of.	Detect potential conflict.
Ensure	Make safe, make certain.	Ensure the agreed course of action is carried out.
Expedite	Assist the progress of, do speedily.	Expedite traffic.
Integrate	Combine into a whole, complete by addition of parts.	Integrate appropriate ATC clearances in control service.
Manage	Handle, conduct, maintain control over something, be in charge of.	Manage traffic on the manoeuvring area. Manage traffic in accordance with procedural changes.
Organise	Give orderly structure to, frame and put into working order.	Organise pertinent data on data displays. Organise priority of actions.
Predict	Forecast.	Predict positions of aircraft in the aerodrome traffic and taxi circuits.
Provide	Supply, furnish.	Provide radar separation. Provide FIS.
Relate	Establish link with.	Relate a pressure setting to an altitude.

[applicable until 3 August 2024 - ED Decision 2019/023/R]

L4 Verb	Definition	Example
Acquire	Gain by oneself and for oneself, obtain after research.	Acquire relevant aeronautical information.
Adjust	Change to a new position, value or setting.	Adjust the surveillance system display.
Allocate	Assign, devote.	Allocate levels according to altimetry data.
Analyse	Examine minutely the constitution of.	Analyse examples of pilot–controller communication for effectiveness. Analyse the information provided by the ATS surveillance system.
Assign	Designate or set an element.	Assign codes.
Coordinate	Negotiate with others in order to work together effectively.	Coordinate runway in use. Coordinate when providing FIS.
Comply	Act in accordance with.	Comply with rules.
Delegate	Commit authority to somebody.	Delegate separation to pilots in the case of aircraft executing successive visual approaches.
Detect	Discover existence of.	Detect conflicts in time for appropriate resolution.
Ensure	Make safe, make certain.	Ensure the agreed course of action is carried out.
Expedite	Assist the progress of, do speedily.	Expedite traffic.
Integrate	Combine into a whole, complete by addition of parts.	Integrate appropriate ATC clearances in control service.
Manage	Handle, conduct, maintain control over something, be in charge of.	Manage traffic on the manoeuvring area. Manage traffic in accordance with a change to operational procedures.
Organise	Give orderly structure to, frame and put into working order.	Organise pertinent data on data displays. Organise priority of actions.
Predict	Forecast.	Predict positions of aircraft in the aerodrome traffic and taxi circuits.
Provide	Supply, furnish.	Provide vectoring. Provide FIS.
Relate	Establish link with.	Relate a pressure setting to an altitude.

[applicable from 4 August 2024 - ED Decision 2023/011/R]

(5)Action verbs for Level 5 Level 5 — Ability to analyse new situation in order to elaborate and apply one or other relevant strategy to solve a complex problem. The defining feature is that the situation is qualitatively different from those previously met, requiring judgement and evaluation of options.

L5 verb	Definition	Example
Assess	Estimate value or difficulty, evaluate, appraise.	Assess workload.
Balance	Weigh (a question, two arguments, etc., against each other).	Balance the workload with the traffic demand.
Discuss	Investigate by reasoning or argument.	Discuss the impact of regulation.
Evaluate	Ascertain amount of, find numerical expression for.	Evaluate the necessary information to be provided to pilots in need of navigational assistance.
Interpret	To decide on something's meaning or significance when there is a choice.	Interpret operational information.
Optimise	To make optimal; get the most out of; use best; modify to achieve maximum efficiency.	Optimise the use of support tools.
Resolve	Solve, clear up, settle.	Resolve conflict.
Select	Pick out as best or most suitable.	Select the runway in use.
Theorise	Extract general principles from a particular experience.	Theorise the resolution of conflict between a slow and a fast aircraft.
Validate	Make valid, ratify, prove valid, show or confirm the validity of something.	Validate one radar vectoring option to expedite the traffic.

[applicable until 3 August 2024 - ED Decision 2019/023/R]

L5 verb	Definition	Example
Assess	Estimate value or difficulty, evaluate, appraise.	Assess workload.
Balance	Weigh (a question, two arguments, etc., against each other).	Balance the workload against personal capacity.
Discuss	Investigate by reasoning or argument.	Discuss the impact of regulation.
Evaluate	Ascertain amount of, find numerical expression for.	Evaluate the necessary information to be provided to pilots in need of navigational assistance.
Interpret	To decide on something’s meaning or significance when there is a choice.	Interpret operational information.
Optimise	To make optimal; get the most out of; use best; modify to achieve maximum efficiency.	Optimise the use of support tools.
Resolve	Solve, clear up, settle.	Resolve conflict.
Select	Pick out as best or most suitable.	Select the runway in use.
Theorise	Extract general principles from a particular experience.	Theorise the resolution of conflict between a slow and a fast aircraft.
Validate	Make valid, ratify, prove valid, show or confirm the validity of something.	Validate one radar vectoring option to expedite the traffic.

[applicable from 4 August 2024 - ED Decision 2023/011/R]

(b)Application of taxonomy levels to practically based objectives

(1)Objectives at taxonomy level 3 or higher, which are of a practical nature, related to all subjects except ATM, may be achieved by any suitable type of practical training methods, e.g. hands-on, plotting on charts, etc.

(2)Objectives at taxonomy level 3 or higher, for the ATM subject (basic and rating), are practical by nature and require the integration of several knowledge areas and skills at the same time, e.g. vectoring of an aircraft requires knowledge and skills in the areas of radiotelephony, aircraft performance, navigation and radar theory. Therefore, ATM level 3 objectives should be achieved through the use of a part-task trainer or a simulator.

(3)ATM level 4 objectives should be achieved for the most part through the use of a simulator. A part-task trainer, which presents operational situations at an enforced pace, may be used to achieve some ATM level 4 objectives.

(4)ATM level 5 objectives should be achieved through the use of a simulator.

AMC · AMC1 ATCO.D.010(a) — Regulation (EU) 2015/340 · ED Decision 2023/011/R · ATCO Easy Access Rules · EAR revision 14 Jun 2024