ROYAUME DE BELGIQUE KONINKRIJK BELGIE

SERVICE PUBLIC FÉDÉRAL MOBILITÉ ET TRANSPORTS

FEDERALE OVERHEIDSDIENST MOBILITEIT EN VERVOER

Transport aérien Luchtvaart

CIRCULAIRE CIR/FCL 67 Date

Datum : 06/2004

Edition

Uitgave : 1

Objet : La qualification TRI(H) Betreft : De bevoegdverklaring TRI(H) Réf.: Ref.: Arrêté royal du 21 juin 2004 réglementant leslicences civiles de pilote d’hélicoptères. Art. 80.

Koninklijk besluit van 21 juni 2004 tot regeling van de burgerlijke vergunningen van bestuurder van helikopters.Art. 80.

JAR-FCL 2.365 App 1 to JAR-FCL 2.365 AMC-FCL 2.365

JAR-FCL 2.365 App 1 to JAR-FCL 2.365 AMC-FCL 2.365

Le Directeur général, De Directeur-Generaal,

L'édition 1 comprend De 1ste uitgave bevat

E. VAN NUFFEL

7 pages datées blz. gedagtekend

: 06/2004

FCL 67 FCL 67 Cette circulaire décrit le cours de formation envue de l’obtention de la qualification d’instructeurde qualification de type TRI(H).

Deze circulaire beschrijft de opleidingcursus voor het bekomen van de bevoegdverklaring van instructeur voor een typebevoegdverklaring TRI(H).

CIR/FCL 67 – Ed. Uitg. 1 – 06/2004 2

SECTION 2 JAR-FCL 2 subpart H

Appendix 1 to JAR-FCL 2.365 Course for the type rating instructor (helicopter) for, as applicable, single or multi-pilot helicopters certificated for VFR or IFR operation (TRI(H)) See JAR-FCL 2.365 See AMC FCL 2.365

1 The aim of the TRI(H) course is to train helicopter licence holders to the level of proficiency necessary for the issue of a TRI(H) rating and, for that purpose, to:

a. refresh and bring up to date technical knowledge;

b. train the applicant to teach the theoretical knowledge subjects and air exercises;

c. ensure that the applicant’s flying is of a sufficiently high standard.

2 All the subject detail contained in the Theoretical Knowledge and Flight Training Syllabus shall already be known by the applicant.

3 The TRI(H) course shall give particular stress to the role of the individual in relation to the importance of human factors in the man-machine environment. Special attention shall be paid to the applicant’s maturity and judgement including an understanding of adults, their behavioural attitudes and variable levels of ability.

4 During the course, the applicants shall be made aware of their own attitudes to the importance of flight safety. Safety awareness shall be a fundamental objective throughout the course. It will be of major importance for the course of training to aim at giving applicants the knowledge, skills and attitudes relevant to a type rating instructor’s task.

5 On successful completion of the course and final test, the applicant may be issued with a type rating instructor (helicopter) rating permitting the holder to give theoretical knowledge instruction and flight instruction (and may include synthetic flight instruction) in order to instruct for any helicopter type rating for which the applicant is qualified (see art. 80 of Royal Decree 21/06/2004 - JAR–FCL 2.365).

TEACHING AND LEARNING

6 The syllabus is set out in AMC FCL 2.365 part 1. An approved TRI(H) Teaching and Learning course shall comprise not less than 25 hours. Pilots holding or having held one of the following ratings are credited for the TRI(H) Teaching and Learning part of the TRI(H) course :

FI(H), IRI(H);

FI(A), CRI(A), TRI(A), SFI(A) and IRI(A).

TECHNICAL TRAINING

7 The technical training syllabus is set out in AMC FCL 2.365 part 2.

FLIGHT TRAINING

8 The amount of flight training will vary depending on the complexity of the helicopter type. At least 5 hours flight training for a single-pilot VFR certificated helicopter, and at least 10 hours for a multi-pilot multi-engine IFR certificated helicopter, shall be given by a TRI instructor designated by the Authority for this purpose. The flight training shall aim to ensure that the applicant is able to teach the air exercises safely and efficiently and shall be related to the type of helicopter on which the applicant wishes to instruct. The content of the training programme therefore shall only cover training exercises applicable to the helicopter type.

9 If a TRI rating for multi-pilot helicopters is sought particular attention shall be given to multi-crew cooperation.

If a TRI rating for revalidating of instrument ratings is sought then the applicant shall hold a valid instrument rating.

CIR/FCL 67 – Ed. Uitg. 1 – 06/2004 3

SECTION 2 JAR-FCL 2 subpart H

AMC FCL 2.365 Course for the type rating instructor (helicopter) for, as applicable, single or multi-pilot helicopters certificated for VFR or IFR operation (TRI(H)) (See JAR–FCL 2.365) (See Appendix 1 to JAR-FCL 2.365)

COURSE OBJECTIVE

1 The course should be designed to give adequate training to the applicant in theoretical knowledge and flying instructional techniques based upon established teaching methods. The training programme should give details of all theoretical knowledge, flight and/or synthetic flight instructions.

2 On successful completion of the course and final test, the applicant may be issued with a type rating instructor (helicopter) rating permitting the holder to give theoretical knowledge and flight training appropriate to any helicopter type rating for which the applicant is qualified (see art. 80 of Royal Decree 21/06/2004 - JAR–FCL 2.365).

3 The TRI(H) course should give particular stress to the role of the individual in relation to the importance of human factors in the man-machine environment. Special attention should be paid to the applicant’s maturity and judgement including an understanding of adults, their behavioral attitudes and variable levels of ability.

4 All the subject detail contained in the Theoretical knowledge and Flight Training Syllabus should already be known by the applicant. Therefore the purpose of the course is to:

a. refresh and bring up to date technical knowledge;

b. train the applicant to teach the theoretical knowledge subjects and air exercises;

c. ensure that the applicant’s flying is of a sufficiently high standard.

5 During the course, the applicants should be made aware of their own attitudes to the importance of flight safety. Safety awareness should be a fundamental objective throughout the course. It will be of major importance for the course of training to aim at giving applicants the knowledge, skills and attitudes relevant to a type rating instructor’s task and to achieve this the course curriculum, in terms of goals and objectives, should comprise at least the following areas:

TRAINING SKILLS

6 The amount of flight training will vary depending on the complexity of the helicopter type. At least 5 hours flight training for a single pilot VFR certificated helicopter, and at least 10 hours for a multi pilot multi engine IFR certificated helicopter, should be given by a TRI instructor designated by the Authority for this purpose. The flight training 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 programme therefore should only cover training exercises applicable to the helicopter type.

7 If a TRI rating for multi-pilot helicopters is sought particular attention should be given to multi-crew cooperation.

8 If a TRI rating for revalidating of instrument ratings is sought then the applicant must hold a valid instrument rating.

9 The TRI rating applicant should be taught and made familiar with giving instruction from the seat normally occupied by the co-pilot.

Flight training exercises

10 The flight training exercises should be based on the content of the Skill Test and Proficiency Check Record as detailed in Appendix 2 to JAR–FCL 2.240 & 2.295 and Appendix 3 to JAR–FCL 2.240. The starred

CIR/FCL 67 – Ed. Uitg. 1 – 06/2004 4

SECTION 2 JAR-FCL 2 subpart H

items are only required to be covered for a TRI wishing to instruct for the purpose of revalidation of Instrument Ratings.

PART 1 TEACHING AND LEARNING Item No 1 THE LEARNING PROCESS Motivation Perception and understanding Memory and its application Habits and transfer Obstacles to learning Incentives to learning Learning methods Rates of learning 2 THE TEACHING PROCESS Elements of effective teaching Planning of instructional activity Teaching methods Teaching from the ‘known’ to the ‘unknown’ Use of ‘lesson plans’ 3 TRAINING PHILOSOPHIES Value of a structured (approved) course of training Importance of a planned syllabus Integration of theoretical knowledge and flight training 4 TECHNIQUES OF APPLIED INSTRUCTION a. THEORETICAL KNOWLEDGE – Classroom instruction techniques Use of training aids Group lectures Individual briefings Student participation/discussion b. FLIGHT – Airborne instruction techniques The flight/cockpit environment Techniques of applied instruction Post flight and in-flight judgement and decision making 5 STUDENT EVALUATION AND TESTING a. Assessment of student performance The function of progress tests Recall of knowledge Translation of knowledge into understanding Development of understanding into actions The need to evaluate rate of progress b. Analysis of student errors Establish the reason for errors Tackle major faults first, minor faults second

CIR/FCL 67 – Ed. Uitg. 1 – 06/2004 5

SECTION 2 JAR-FCL 2 subpart H

Avoidance of over criticism The need for clear concise communication 6 TRAINING PROGRAMME DEVELOPMENT Lesson planning Preparation Explanation and demonstration Student participation and practice Evaluation 7 HUMAN PERFORMANCE AND LIMITATIONS RELEVANT TO FLIGHT INSTRUCTORS Physiological factors Psychological factors Human information processing Behavioral attitudes Development of judgement and decision making 8 HAZARDS INVOLVED IN SIMULATING SYSTEMS FAILURES AND MALFUNCTIONS IN

THE HELICOPTER DURING FLIGHT Selection of a safe altitude Importance of ‘touch drills’ Situational awareness Adherence to correct procedures 9 TRAINING ADMINISTRATION Flight/theoretical knowledge training records Pilot’s personal flying log book The flight/theoretical knowledge curriculum Study material Official forms Helicopter Flight Manuals/Pilot’s Operating Handbooks Helicopter documents The pilot’s licence regulations

PART 2

TECHNICAL TRAINING 1 The course should be related to the type of helicopter on which the applicant wishes to instruct. A training programme should give details of all theoretical knowledge instruction. 2 Identification and application of human factors (as set in the ATPL syllabus 040) related to multi-crew co-operation aspects of the training. 3 The content of the the flight training exercises should be based on the content of the skill test and

proficiency check as detailed in Appendix 2 to JAR–FCL 2.240 & 2.295 and Appendix 3 to JAR–FCL 2.240. The starred items are only required to be covered for a TRI wishing to instruct for the purpose of revalidation of Instrument Ratings

4 The TRI rating applicant should be taught and made familiar with giving instruction from the seat normally occupied by the co-pilot.

CIR/FCL 67 – Ed. Uitg. 1 – 06/2004 6

SECTION 2 JAR-FCL 2 subpart H

SUGGESTED APPROXIMATE BREAKDOWN OF HOURS FOR THE THEORETICAL KNOWLEDGE INSTRUCTION SECTION OF THE TYPE RATING INSTRUCTOR (HELICOPTER) COURSE.

(The item numbers shown below relate to the item numbers of ‘Teaching and learning’ above.)

Item No Tuition

hours Practice hrs

in class Comment Progress

tests 1 1.00 - Allow for questions and short discussion

periods.

2 1.00 - The tuition time should allow for questions and short discussion periods.

3 2.00 - The PPL training syllabus should be used as reference material.

4.a. 1.00 2.00 The time spent in practice under this item will involve the applicants refreshing their technical knowledge, and developing their classroom instruction techniques. It will also include discussion between applicants and advice on teaching from the supervising instructor.

4.b. 1.00 2.00 The time spent in practice will be mainly directed to the giving of pre-flight briefings. It will allow the applicants to develop their ability to give a practical and short briefing (10-15 minutes) to a student pilot. The briefing will outline in a logical sequence the flight lesson to be undertaken.

5.a. 1.00 - Emphasis should be placed on the validity of questions.

5.b. 2.00 - Emphasis should be placed on the need to give encouragement.

6 1.00 2.00 The time spent in practice will be directed towards the planning of classroom lesson periods and the development of the applicants’ ability to construct lesson plans.

7 2.00 - Scenarios relevant to good judgement and decision making should be set and analysed

8 2.00 - Examples of hazards should cover a broad range of types of operation.

9 2.00 - General revision of relevant documents

TOTAL: 16.00 6.00

COURSE TOTAL: 22 HOURS (including progress tests)

CIR/FCL 67 – Ed. Uitg. 1 – 06/2004 7