text: For the date of entry into force of this issue, kindly refer to Decision 2017/001/R in the Official Publication of the Agency. Page 1 of 3

identifier: AMC & GM to Part-NM

beslut: ED Decision 2017/001/R

nummer: part-nm

title: AMC & GM to Part-NM

text: European Aviation Safety Agency

text: Acceptable Means of Compliance (AMC) and Guidance Material (GM) to Part-NM Specific requirements for the Network Manager

text: Initial Issue 8 March 2017

text: Annex XII to ED Decision 2017/001/R

text: Table of contents

text: Annex XII to ED Decision 2017/001/R

text: AMC/GM TO PART-NM SPECIFIC REQUIREMENTS FOR THE NETWORK MANAGER

text: Reserved

type: vagledning

utgivare: easa


identifier: AMC & GM to Part-ORA — Amendment 1

amnesord: Part-ORA - Organisation Requirements for Aircrew

beslut: ED Decision 2013/008/R

publisher: Europeiska unionens byrå för luftfartssäkerhet

sprak: en

title: AMC & GM to Part-ORA — Amendment 1

serie: amc-gm

text: Annex to ED Decision 2013/008/R 16/04/2013

type: stycke

text: Annex to Decision 2013/008/R

text: Annex to Decision 2012/007/R of the Executive Director of the Agency of 19 April 2012, on ‘Acceptable means of compliance and guidance material to

text: Commission Regulation (EU) No 1178/2012 of 3 November 2011

text: laying down technical requirements and administrative procedures related to civil aviation aircrew pursuant to

text: Regulation (EC) No 216/2008

text: of the European Parliament and of the Council’, is amended as follows: The text of the amendment is arranged to show deleted text, new or amended text as shown below:

text: 1. deleted text is marked with strike through;

text: 2. new or amended text is highlighted in grey;

text: 3. an ellipsis (…) indicates that the remaining text is unchanged in front of or following the reflected amendment.

text: A new GM3 ORA.GEN.200(a)(3) is added as follows:

text: GM3 ORA.GEN.200(a)(3) Management system

text: APPROVED TRAINING ORGANISATIONS - RISK MANAGEMENT OF FLIGHT OPERATIONS WITH KNOWN OR FORECAST VOLCANIC ASH CONTAMINATION (a) Responsibilities The ATO is responsible for the safety of its operations, including within an area with known or forecast volcanic ash contamination. The ATO should complete this assessment of safety risks related to known or forecast volcanic ash contamination as part of its management system before initiating operations into airspace forecast to be or aerodromes/operating sites known to be contaminated with volcanic ash. This process is intended to ensure the ATO takes into account the likely accuracy and quality of the information sources it uses in its management system and to demonstrate its own competence and capability to interpret data from different sources in order to achieve the necessary level of data integrity reliably and correctly resolve any conflicts among data sources that may arise. In order to decide whether or not to operate into airspace forecast to be or aerodromes/operating sites known to be contaminated with volcanic ash, the ATO should make use of the safety risk assessment within its management system as required by ORA.GEN.200. The ATO’s safety risk assessment should take into account all relevant data including data from the type certificate holders (TCHs) regarding the susceptibility of the aircraft they operate to volcanic cloud-related airworthiness effects, the nature and severity of these effects and the related pre-flight, in-flight and postflight precautions to be observed by the ATO. The ATO should ensure that personnel required to be familiar with the details of the safety risk assessments receives all relevant information (both pre-flight and inflight) in order to be in a position to apply appropriate mitigation measures as specified by the safety risk assessments. (b) Procedures The ATO should have documented procedures for the management of operations into airspace forecast to be or aerodromes/operating sites known to be contaminated with volcanic ash. These procedures should ensure that, at all times, flight operations remain within the accepted safety boundaries as established through the management system allowing for any variations in information sources, equipment, operational experience or organisation. Procedures should include those for flight crew and any other relevant personnel such that they are in a position to evaluate correctly the risk of flights into airspace forecast to be contaminated by volcanic ash and to plan accordingly. Continuing airworthiness personnel should be provided with procedures allowing them to correctly assess the need for and to execute relevant maintenance or continuing airworthiness interventions. The ATO should retain sufficient qualified and competent staff to generate well supported operational risk management decisions and ensure that its staff are appropriately trained and current. It is recommended that the ATO make the

text: necessary arrangements for its relevant staff to take up opportunities to be involved in volcanic ash exercises conducted in their areas of operation. (c) Volcanic activity information and the ATO’s potential response

text: Before and during operations, information valuable to the ATO is generated by various volcano agencies worldwide. The ATO’s risk assessment and mitigating actions need to take account of and respond appropriately to the information likely to be available during each phase of the eruptive sequence from pre-eruption through to end of eruptive activity. It is nevertheless noted that eruptions rarely follow a deterministic pattern of behaviour. A typical ATO’s response may consist of the following: (1) Pre-eruption The ATO should have in place a robust mechanism for ensuring that it is constantly vigilant for any alerts of pre-eruption volcanic activity relevant to its operations. The staff involved need to understand the threat to safe operations that such alerts represent. An ATO whose areas of activity include large, active volcanic areas for which immediate International Airways Volcano Watch (IAVW) alerts may not be available, should define its strategy for capturing information about increased volcanic activity before pre-eruption alerts are generated. For example, an ATO may combine elevated activity information with information concerning the profile and history of the volcano to determine an operating policy, which could include re-routing or restrictions at night. This would be useful when dealing with the 60% of volcanoes which are unmonitored. Such an ATO should also ensure that its crews are aware that they may be the first to observe an eruption and so need to be vigilant and ready to ensure that this information is made available for wider dissemination as quickly as possible. (2) Start of an eruption Given the likely uncertainty regarding the status of the eruption during the early stages of an event and regarding the associated volcanic cloud, the ATO’s procedures should include a requirement for crews to initiate re-routes to avoid the affected airspace. The ATO should ensure that flights are planned to remain clear of the affected areas and that consideration is given to available aerodromes/operating sites and fuel requirements. It is expected that the following initial actions will be taken by the ATO: (i) determine if any aircraft in flight could be affected, alert the crew and provide advice on re-routing as required; (ii) alert management; (iii) for flight departures, brief flight crew and revise flight and fuel planning in accordance with the safety risk assessment; (iv) alert flight crew to the need for increased monitoring of information (e.g. special air report (AIREP), volcanic activity report (VAR), significant weather information (SIGMET), NOTAMs and company messages); (v) initiate the gathering of all data relevant to determining the risk; and (vi) apply mitigations identified in the safety risk assessment. (3) On-going eruption

text: As the eruptive event develops, the ATO can expect the responsible Volcanic Ash Advisory Centre (VAAC) to provide volcanic ash advisory messages (VAA/VAGs) defining, as accurately as possible, the vertical and horizontal extent of areas and layers of volcanic clouds. As a minimum, the ATO should monitor, and take account of, this VAAC information as well as of relevant SIGMETs and NOTAMs.

text: Other sources of information are likely to be available such as VAR/AIREPs, satellite imagery and a range of other information from State and commercial organisations. The ATO should plan its operations in accordance with its safety risk assessment taking into account the information that it considers accurate and relevant from these additional sources.

text: The ATO should carefully consider and resolve differences or conflicts among the information sources, notably between published information and observations (pilot reports, airborne measurements, etc.). Given the dynamic nature of the volcanic hazards, the ATO should ensure that the situation is monitored closely and operations adjusted to suit changing conditions. The ATO should be aware that, depending on the State concerned the affected or danger areas may be established and presented in a different way than the one currently used in Europe as described in EUR Doc 019-NAT Doc 006. The ATO should require reports from its crews concerning any encounters with volcanic emissions. These reports should be passed immediately to the appropriate air traffic services (ATS) unit and to the ATO’s competent authority. For the purpose of flight planning, the ATO should treat the horizontal and vertical limits of the temporary danger area (TDA) or airspace forecast to be contaminated by volcanic ash as applicable, to be over-flown as it would mountainous terrain, modified in accordance with its safety risk assessment. The ATO should take account of the risk of cabin depressurisation or engine failure resulting in the inability to maintain level flight above a volcanic cloud. Additional minimum Equipment List (MEL) provisions, if applicable, should be considered in consultation with the TCHs. Flying below a volcanic ash contaminated airspace should be considered on a case by case basis. It should only be planned to reach or leave an aerodrome/operating site close to the boundary of this airspace or where the ash contamination is very high and stable. The establishment of Minimum Sector Altitude(MSA) and the availability of aerodromes/operating sites should be considered.

text: (d) Safety risk assessment

text: When directed specifically at the issue of intended flight into airspace forecast to be or aerodromes/operating sites known to be contaminated with volcanic ash, the process should involve the following: (1) Identifying the hazards The generic hazard, in the context of this document, is airspace forecast to beor aerodromes/operating sites known to be contaminated with volcanic ash, and whose characteristics are harmful to the airworthiness and operation of the aircraft. This GM is referring to volcanic ash contamination since it is the most significant hazard for flight operations in the context of a volcanic eruption. Nevertheless, it might not be the only hazard and therefore the operator

text: should consider additional hazards which could have an adverse effect on aircraft structure or passengers safety such as gases. Within this generic hazard, the ATO should develop its own list of specific hazards taking into account its specific aircraft, experience, knowledge and type of operation, and any other relevant data stemming from previous eruptions. (2) Considering the severity and consequences of the hazard occurring (i.e. the nature and actual level of damage expected to be inflicted on the particular aircraft from exposure to that volcanic ash cloud). (3) Evaluating the likelihood of encountering volcanic ash clouds with characteristics harmful to the safe operation of the aircraft. For each specific hazard within the generic hazard, the likelihood of adverse consequences should be assessed, either qualitatively or quantitatively. (4) Determining whether the consequent risk is acceptable and within the ATO’s risk performance criteria. At this stage of the process, the safety risks should be classified as acceptable or unacceptable. The assessment of tolerability will be subjective, based on qualitative data and expert judgement, until specific quantitative data are available in respect of a range of parameters. (5) Taking action to reduce the safety risk to a level that is acceptable to the ATO’s management. Appropriate mitigation for each unacceptable risk identified should then be considered in order to reduce the risk to a level acceptable to the ATO’s management.

text: (e) Procedures to be considered when identifying possible mitigations actions When conducting a volcanic ash safety risk assessment, the ATO should consider the following non-exhaustive list of procedures and processes as mitigation: (1) Type certificate holders Obtaining advice from the TCHs and other engineering sources concerning operations in potentially contaminated airspace and/or aerodromes/operating sites contaminated by volcanic ash. This advice should set out: (i) the features of the aircraft that are susceptible to airworthiness effects related to volcanic ash; (ii) the nature and severity of these effects; (iii) the effect of volcanic ash on operations to/from contaminated aerodromes/operating sites, including the effect on take-off and landing aircraft performance; (iv) the related pre-flight, in-flight and post-flight precautions to be observed by the ATO including any necessary amendments to aircraft operating manuals, aircraft maintenance manuals, master minimum equipment list/dispatch deviation or equivalents required to support the ATO; and (v) the recommended inspections associated with inadvertent operations in volcanic ash contaminated airspace and operations to/from volcanic ash contaminated aerodromes/operating sites; this may take the form of instructions for continuing airworthiness or other advice.

text: (2) ATO/contracted organisations’ personnel Definition of procedures for flight planning and operations ensuring that: (i) flight crews are in a position to evaluate correctly the risk of encountering volcanic ash contaminated airspace, or aerodromes/operating sites, and can plan accordingly; (ii) flight planning and operational procedures enable crews to avoid areas and aerodromes/operating sites with unacceptable volcanic ash contamination; (iii) flight crew are aware of the possible signs of entry into a volcanic ash cloud and execute the associated procedures; (iv) continuing airworthiness personnel are able to assess the need for, and to execute, any necessary maintenance or other required interventions; and (v) crews are provided with appropriate aircraft performance data when operating to/from aerodromes/operating sites contaminated with volcanic ash. (3) Provision of enhanced flight watch This should ensure: (i) close and continuous monitoring of VAA, VAR/AIREP, SIGMET, NOTAM and ASHTAM and other relevant information, and information from crews, concerning the volcanic ash cloud hazard; (ii) access to plots of the affected areas from SIGMETs, NOTAMs and other relevant information for crews; and (iii) communication of the latest information to crews in a timely fashion. (4) Flight planning Flexibility of the process to allow re-planning at short notice should conditions change. (5) Departure, destination and alternate aerodromes For the airspace to be traversed, or the aerodromes/operating sites in use, parameters to evaluate and take account of: (i) the probability of contamination; (ii) any additional aircraft performance requirements; (iii) required maintenance considerations; (iv) fuel requirements for re-routeing and extended holding. (6) Routing policy Parameters to evaluate and take account of: (i) the shortest period in and over the forecast contaminated area; (ii) the hazards associated with flying over the contaminated area; (iii) drift down and emergency descent considerations; (iv) the policy for flying below the contaminated airspace and the associated hazards. (7) Diversion policy Parameters to evaluate and take account of:

text: (i) maximum allowed distance from a suitable aerodrome/operating site; (ii) availability of aerodromes/operating sites outside the forecast contaminated area; (iii) diversion policy after an volcanic ash encounter. (8) Minimum equipment list Additional provisions in the MEL, if applicable, for dispatching aircraft with unserviceabilities that might affect the following non-exhaustive list of systems: (i) air conditioning packs; (ii) engine bleeds; (iii) pressurisation system; (iv) electrical power distribution system; (v) air data system; (vi) standby instruments; (vii) navigation systems; (viii) de-icing systems; (ix) engine driven generators; (x) auxiliary power unit (APU); (xi) airborne collision avoidance system (ACAS); (xii) terrain awareness warning system (TAWS); (xiii) autoland systems; (xiv) provision of crew oxygen; (xv) supplemental oxygen for passengers. (9) Standard operating procedures Crew training to ensure they are familiar with normal and abnormal operating procedures and particularly any changes regarding but not limited to: (i) pre-flight planning; (ii) in-flight monitoring of volcanic ash cloud affected areas and avoidance procedures; (iii) diversion; (iv) communications with ATC; (v) in-flight monitoring of engine and systems potentially affected by volcanic ash cloud contamination; (vi) recognition and detection of volcanic ash clouds and reporting procedures; (vii) in-flight indications of a volcanic ash cloud encounter; (viii) procedures to be followed if a volcanic ash cloud is encountered; (ix) unreliable or erroneous airspeed; (x) non-normal procedures for engines and systems potentially affected by volcanic ash cloud contamination; (xi) engine-out and engine relight; (xii) escape routes; and

text: (xiii) operations to/from aerodromes/operating sites contaminated with volcanic ash. (10) Provision for aircraft technical log This should ensure: (i) Systematic entry in the aircraft continuing airworthiness records or aircraft log if available related to any actual or suspected volcanic ash encounter whether in-flight or at an aerodrome/operating site; and (ii) Checking, prior to flight, of the completion of maintenance actions related to an entry in the continuing airworthiness records or aircraft log if available for a volcanic ash cloud encounter on a previous flight. (11) Incident reporting Crew requirements for: (i) reporting an airborne volcanic ash cloud encounter (VAR); (ii) post-flight volcanic ash cloud reporting (VAR); (iii) reporting non encounters in airspace forecast to be contaminated; and (iv) filing a mandatory occurrence report in accordance with ORA.GEN.160. (12) Continuing airworthiness procedures Procedures when operating in or near areas of volcanic ash cloud contamination: (i) enhancement of vigilance during inspections and regular maintenance and appropriate adjustments to maintenance practices; (ii) definition of a follow-up procedure when a volcanic ash cloud encounter has been reported or suspected; (iii) thorough investigation for any sign of unusual or accelerated abrasions or corrosion or of volcanic ash accumulation; (iv) reporting to TCHs and the relevant authorities observations and experiences from operations in areas of volcanic ash cloud contamination; (v) completion of any additional maintenance recommended by the TCH or by the competent authority. (f) Reporting The ATO should ensure that reports are immediately submitted to the nearest ATS unit using the VAR/AIREP procedures followed up by a more detailed VAR on landing together with, as applicable, a report as defined in

text: Regulation (EU) No 996/2010

text: and Directive

text: , and an aircraft technical log entry for: (1) any incident related to volcanic clouds; (2) any observation of volcanic ash activity and (3) anytime that volcanic ash is not encountered in an area where it was forecast to be. (g) Additional guidance Further guidance on volcanic ash safety risk assessment is given in ICAO Doc. 9974 (Flight safety and volcanic ash – Risk management of flight operations with known or forecast volcanic ash contamination).

text: A new GM4 ORA.GEN.200(a)(3) is added as follows:

text: GM4 ORA.GEN.200(a)(3) Management system

text: SAFETY RISK ASSESSMENT – RISK REGISTER The results of the assessment of the potential adverse consequences or outcome of each hazard may be recorded by the ATO in a risk register, an example of which is provided below.


text: ED Decision 2012/007/R of the Executive Director of the Agency of 19 April 2012 on Acceptable Means of Compliance and Guidance Material to

text: Commission Regulation (EU) No 290/2012

text: , as amended by

text: Commission Regulation (EU) No 1178/2011

text: laying down technical requirements and administrative procedures related to civil aviation aircrew pursuant to

text: Regulation (EC) No 216/2008

text: . ED Decision as last amended by ED Decision 2013/008/R of 16 April 2013. . Page 1 of 2

text: . Page 2 of 2

identifier: AMC & GM to Part-ORA — Amendment 2

beslut: ED Decision 2014/021/R

title: AMC & GM to Part-ORA — Amendment 2

text: Annex to ED Decision 2014/021/R

text: Annex to ED Decision 2014/021/R

text: Annex to Decision 2012/007/R is hereby amended as follows. The text of the amendment is arranged to show deleted text, new or amended text as shown below: (a) deleted text is marked with strike through; (b) new or amended text is highlighted in grey; (c) an ellipsis (…) indicates that the remaining text is unchanged in front of or following the reflected amendment.

text: AMC1 ORA.ATO.135 is amended as follows:

text: AMC1 ORA.ATO.135 Training aircraft and FSTD

text: ALL ATOs, EXCEPT THOSE PROVIDING FLIGHT TEST TRAINING ‘[..] (c) The fleet should include, as appropriate to the courses of training: (1) aircraft suitably equipped to simulate instrument meteorological conditions (IMC) and for the instrument flight training required. For flight training and testing for the instrument rating and the en route instrument rating (EIR), an adequate number of IFR-certificated aircraft should be available;


identifier: AMC & GM to Part-ORA — Amendment 3

beslut: ED Decision 2015/011/R

title: AMC & GM to Part-ORA — Amendment 3

text: Annex to ED Decision 2015/011/R

text: Annex to ED Decision 2015/011/R

type: rubrik

text: Proposed amendments

text: The text of the amendment is arranged to show deleted text, new or amended text as shown below: (a) deleted text is marked with strike through; (b) new or amended text is highlighted in grey; (c) an ellipsis (…) indicates that the remaining text is unchanged in front of or following the reflected amendment.

text: The Annex to ED Decision 2012/007/R (AMC/GM to Part-ORA) is amended as follows: 1. The following new AMC1 ORA.GEN.200(c) is inserted:

text: AMC1 ORA.GEN.200(c) Management system

text: ATOs PROVIDING TRAINING ONLY FOR THE LAPL, PPL, SPL AND BPL AND THE ASSOCIATED RATINGS OR CERTIFICATES — ORGANISATIONAL REVIEW (a) The primary objective of the organisational review is to enable the organisation to ensure that its management system remains effective by verifying that it: (1) has continually identified its aviation safety hazards; (2) has effectively mitigated the associated risks; and (3) monitors compliance with the applicable requirements. (b) Safety risk management should: (1) be performed using internal safety or occurrence reports, hazard checklists, risk registers or similar risk management tools or processes, integrated into the activities of the organisation; (2) in particular address safety risks related to a change; making use of the existing hazard identification, risk assessment and mitigation tools or processes; and (3) include provisions for emergency response or a formal Emergency Response Plan (ERP). (c) As part of the management system documentation required by ORA.GEN.200(a)(5), the organisation should describe the organisational review programme and related responsibilities. Persons responsible for the organisational review should have a thorough knowledge of the applicable requirements and of the organisation’s procedures. (d) The status of all corrective and risk mitigation actions should be monitored by the person responsible for the organisational review programme and implemented within a specified time frame. Action closure should be recorded by the person responsible for the organisational review programme, along with a summary of the action taken. (e) The results of the organisational review, including all non-compliance findings and new risks identified during the review, should be presented to the accountable manager and

text: Annex to ED Decision 2015/011/R

text: the person or group of persons nominated in accordance with ORA.GEN.210(b) prior to notification to the competent authority. All level 1 findings in the sense of ARA.GEN.350 should be immediately notified to the competent authority and all necessary actions immediately taken. (f) Based on the results of the organisational review, the accountable manager should determine the need for and initiate, as appropriate, further actions to address deficiencies in or further improve the organisation’s management system.

text: 2. The following new GM1 ORA.GEN.200(c) is inserted:

text: GM1 ORA.GEN.200(c) Management system

text: ATOs PROVIDING TRAINING ONLY FOR THE LAPL, PPL, SPL OR BPL AND THE ASSOCIATED RATINGS OR CERTIFICATES — ORGANISATIONAL REVIEW PROGRAMME (a) The organisational review programme may consist of: (1) checklist(s) covering all items necessary to be addressed in order to ensure that the organisation identified its aviation safety hazards, effectively mitigates the associated risks and ensures effective compliance with the applicable requirements. These should address all procedures described in the management system documentation and training manual; and (2) a schedule for the accomplishment of the different checklist items, with each item being checked at least once within any 12-month period. The organisation may choose to conduct one full review annually or to conduct several partial reviews. (b) Performance of organisational reviews: Each review item may be addressed using an appropriate combination of: (1) review of training records, training documentation; (2) review of internal safety reports (e.g. notified difficulties in using current procedures and training material, etc.); (3) review of the risk register and hazard checklists, as applicable; (4) sample check of training courses; (5) witnessing of examinations, as appropriate; (6) interview of the personnel involved; and (7) review of the feedback provided by students and customers. (c) It is recommended that internal safety reports and occurrence reports be reviewed on a continual basis with the aim of identifying possible corrective and risk mitigation actions.

text: Annex to ED Decision 2015/011/R

text: 3. The following new GM2 ORA.GEN.200(c) is inserted:

text: GM2 ORA.GEN.200(c) Management system

text: ATOs PROVIDING TRAINING ONLY FOR THE LAPL, PPL, SPL OR BPL AND THE ASSOCIATED RATINGS OR CERTIFICATES — ORGANISATIONAL REVIEW ITEMS The following provides a list of typical items for an organisational review checklist, to be adapted as necessary to cover all relevant procedures described in the management system documentation and training manual: (a) Terms of approval Check that: (1) no training has been performed outside the terms of approval; (2) changes not requiring prior approval have been properly managed. (b) Training syllabi and course material Check that: (1) training syllabi and course materials are in compliance with the applicable requirements, as last amended; (2) training practices are in compliance with the documentation; and (3) instructor training practices are standardised. (c) Training equipment and tools Check that all equipment and tools other than aircraft and FSTDs are present and meet the criteria defined in the training manual. (d) Facilities Check that the facilities meet the criteria defined in the training manual. (e) Training aircraft and FSTDs Check that the training aircraft and FSTDs meet the criteria defined in the training manual. (f) Personnel Check that: (1) the current accountable manager and other nominated persons are correctly identified; (2) the organisation chart accurately indicates lines of responsibility and accountability throughout the organisation; (3) the organisation remains in compliance with the applicable requirements, in case the number of personnel has decreased or if the activity has increased; (4) the qualification of all new personnel (or personnel with new functions) has been appropriately assessed;

text: Annex to ED Decision 2015/011/R

text: (5) staff involved in any safety management-related processes and tasks has been properly trained; and (6) staff has been trained, as necessary, to cover changes in regulations, in competent authority publications, in the organisation, its management system documentation and in associated procedures, etc. (g) Contracted activities (In case the organisation has contracted activities): (1) Check that new providers have been assessed prior to the establishment of any contract; (2) For existing providers approved for such activities: check the authorisation and approval status of the contracted organisation; and (3) For existing providers not approved for such activities: check that the service provided conforms to the applicable requirements of this Part. (h) Training and communication on safety Check that: (1) all personnel are aware of safety management policies, processes and tasks; (2) safety-related documentations and publications are available; and (3) safety-critical information derived from internal safety or occurrence reporting and hazard identification have been timely communicated to all staff concerned. (i) Management system documentation Check that: (1) the documentation is adequate and updated; (2) staff are aware of the safety policy; and (3) staff can easily access such documentation when needed. (j) Record-keeping Check that: (1) the records cover all the training activities and management system processes; and (2) minimum record-keeping periods (random checks) are complied with. (k) Emergency response provisions or ERP Check that: (1) emergency response information is up to date and readily available; and (2) all staff are aware of emergency response information or the ERP, as applicable (random checks).

text: Annex to ED Decision 2015/011/R

text: (l) Internal safety or occurrence reporting procedures (1) Check the number of reports received since the last review; (2) Check that: (i) internal reporting and external occurrence reporting are performed in accordance with reporting procedures; (ii) the safety or occurrence reports are analysed; and (iii) feedback is provided to reporters. (m) Other risk management tools or processes implemented (1) As applicable, check that: (i) records of hazards and risks are assessed; in particular following analysis of safety or occurrence reports and when significant changes occur (regulations, personnel, training aircraft, training courses, etc.); (ii) the risks are assessed and the risk mitigation actions followed-up and recorded; (iii) any risk that has been found acceptable is duly justified; and (iv) the assumptions made for the risk assessment remain valid; (2) Verify the effectiveness of all risk mitigation actions initiated since the last organisational review.


identifier: AMC & GM to Part-ORA — Amendment 4

beslut: ED Decision 2017/022/R

title: AMC & GM to Part-ORA — Amendment 4

text: Annex III to ED Decision 2017/022/R

text: Annex III to ED Decision 2017/022/R

text: ‘AMC/GM to Part-ORA — Amendment 4’

text: The Annex to ED Decision 2012/007/R is amended as follows: The text of the amendment is arranged to show deleted, new or amended text as shown below: (a) deleted text is struck through; (b) new or amended text is highlighted in grey; and (c) an ellipsis ‘[…]’ indicates that the remaining text is unchanged.

text: 1. GM1 ORA.GEN.005 is deleted.

text: 2. GM1 ORA.GEN.130(a) is amended as follows: GM1 ORA.GEN.130(a) Changes to organisations GENERAL (a) Typical examples of changes requiring prior approval whichthat may affect the certificate or the terms of approval are listed below: [...]

text: 3. New GM1 ORA.GEN.130(c) is inserted as follows: GM1 ORA.GEN.130(c) Changes to organisations GENERAL Typical examples of changes not requiring prior approval are to the following items: (a) medical equipment (e.g. electrocardiograph (ECG), ophthalmoscope); (b) flight simulation training device (FSTD) operator’s technical personnel; (c) change in schedule of preventive maintenance; and (d) list of instructors. It is recommended that all information on changes not requiring prior approval be included as annexes to the approved training organisation (ATO)’s, FSTD operator’s, as well as aeromedical centre’s documentation.

text: 4. New AMC1 ORA.ATO.305(b) is inserted as follows: AMC1 ORA.ATO.305(b) Classroom instruction Classroom instruction delivered by an instructor to a student may include videoconferencing appropriate to the task if the necessary level of communication is ensured and appropriate equipment and tools are available.


text: * ‘Some’ is defined as showing at least 35 % of the performance indicators in that competency, which were relevant to that exercise.

identifier: AMC & GM to Part-ORA — Amendment 5

beslut: ED Decision 2018/001/R

title: AMC & GM to Part-ORA — Amendment 5

text: Annex II to ED Decision 2018/001/R

text: Annex II to ED Decision 2018/001/R

text: ‘Acceptable Means of Compliance (AMCs) and Guidance Material (GM) to Part-ORA Amendment 5’

text: The text of the amendment is arranged to show deleted text, new or amended text as shown below: (a) deleted text is struck through; (b) new or amended text is highlighted in grey; (c) an ellipsis ‘[…]’ indicates that the rest of the text is unchanged.

text: 1. AMC1 ORA.ATO.230(a) ‘Training manual and operations manual’ is amended as follows:

text: ‘AMC1 ORA.ATO.230(a) Training manual and operations manual TRAINING MANUAL Training manuals for use at an ATO conducting to conduct integrated or modular flight training courses should include the following: (a) The training plan: […] (9) Assessments, tests and examinations (i) Flying: (A) progress checks; (B) skill tests. (ii) Theoretical knowledge: (A) progress tests; (B) theoretical knowledge examinations; (C) Area 100 KSA assessments. (iii) Authorisation for test; (iv) Rules concerning refresher training before retest; (v) Test and assessment reports and records; (vi) Procedures for examination paper preparation, type of question and assessment, standard required for ‘pass’; (vii) Procedure for question analysis and review and for raising replacement papers; (viii) Examination resit procedures.

text: […] (d) Theoretical knowledge instruction […]

text: Annex II to ED Decision 2018/001/R

text: (6) Review procedure […] (7) Appendices (i) Examples of Area 100 KSA summative assessments; (ii) Area 100 KSA mental maths test example.’

text: 2. New AMC2 to ORA.ATO.230(a) ‘Training manual and operations manual’ is inserted:

text: ‘AMC2 ORA.ATO.230(a) Training manual and operations manual THEORETICAL KNOWLEDGE COURSE DESIGN REQUIREMENTS An ATO that delivers theoretical knowledge instruction for professional pilot licences should ensure that: (a) the courses are designed and developed using the instructional systems design (ISD) methodology, which is supported by a robust and effective management system; (b) the courses include a standardised and dynamic assessment and testing system; (c) instructors that deliver KSA instruction have received appropriate training covering at least learning styles, teaching methods, facilitation techniques, threat and error management (TEM), the applicable competencies, and the content of the subject(s) and exercises that they are to deliver; (d) the recurrent training of instructors is conducted at least annually; (e) the instructors that are responsible for assessing Area 100 KSA have received appropriate training regarding the assessment(s) that they are to conduct, and are to be standardised to ensure that the assessment grades awarded are consistent across the ATO; this standardisation should include at least familiarisation with the performance indicators, the ATO’s word pictures for grading, and the ATO’s debriefing system; and (f) recurrent standardisation training is conducted at least annually to ensure continued inter-rater reliability.’

text: 3. New AMC3 to ORA.ATO.230(a) ‘Training manual and operations manual’ is inserted:

text: ‘AMC3 ORA.ATO.230(a) Training manual and operations manual AREA KSA 100 02 AND 100 03 LEARNING OBJECTIVES, ASSESSMENTS AND RECORDS (a) An ATO that delivers theoretical knowledge instruction for professional pilot licences should ensure that for the learning objectives (LOs) in topics 100 02 and 100 03 of Area 100 KSA there are at least two summative assessments and at least one formative assessment. The summative assessments are to be documented in the student’s training records. Both the summative assessments and the formative assessment(s) should be debriefed. (b) The formative assessment(s) should: (1) be designed such that the student has the opportunity to ask questions and develop competencies in most of the LOs in 100 02 and 100 03 of Area 100 KSA; (2) be conducted during the training; the ATO may in addition conduct a formative evaluation (continuous assessment) over a specified phase of the course; and (3) be conducted by an instructor that is trained to deliver the formative assessment. (c) The summative assessments should:

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text: (1) be designed so that they collectively give the student the opportunity to demonstrate competency in all LOs in 100 02 and 100 03 of Area 100 KSA; each individual summative assessment may address some of the LOs in 100 02 and 100 03 of Area 100 KSA; (2) be satisfactorily completed before the student is recommended by the ATO for their first attempt to take the final theoretical knowledge examination paper, and the outcome of the assessments should be included in the student’s training record; (3) require that for a student to be considered that they have achieved a ‘Satisfactory’ standard, they: (i) meet at least 35 % (which defines the term ‘some’ used in the word pictures) of the indicators relevant to the assessment exercise, in each competency; (ii) have an overall positive effect on the outcome or completion of the exercise without any external input from the instructor, or where the assessment requires the instructor to facilitate the exercise, without the instructor providing any knowledge or corrective input to assist in the completion of the exercise; and (4) be conducted by an instructor that is trained to deliver the summative assessments. (d) The training manual should include the following elements regarding the theoretical knowledge training and assessment of the LOs in topics 100 02 and 100 03 of Area 100 KSA: (1) the positions, or range of positions, of the formative assessment exercise(s) and summative assessment exercises in the training programme; (2) a description of the summative assessments, including a matrix that shows which Area 100 KSA LOs are covered in each exercise; (3) the grading system of the Area 100 KSA summative assessment and a description of the ATO’s minimum required standard; (4) the template for the information about Area 100 KSA to be included in the student’s training record, which should include at least the dates and result (‘Pass’ or ‘Fail’) of the summative assessments and the date and score of the mental maths test; (5) the method of assessment debrief for each summative and formative assessment; (6) for a student who performs below the satisfactory standard in a summative assessment(s), the method to further develop the student’s competencies and how to conduct the reassessment. (e) Access to the information on Area 100 KSA kept in the student’s training records should be restricted to the student and authorised ATO personnel, and should not be disclosed outside the ATO. The information on the record should first be de-identified before it is used to support course design improvements.’

text: 4. New AMC4 to ORA.ATO.230(a) ‘Training manual and operations manual’ is inserted:

text: ‘AMC4 ORA.ATO.230(a) Training manual and operations manual AREA 100 04 LEARNING OBJECTIVES: MENTAL MATHS TEST AND RECORDS (a) An ATO that delivers theoretical knowledge instruction for professional pilot licences should ensure that at least one KSA mental maths test is conducted and the outcome(s) documented in the student’s training records. (b) The mental maths test(s) may be written or oral in format and should, where possible, be scenariobased, with at least two questions per LO in topic 100 04 of Area 100 KSA.

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text: (c) The minimum score to pass the Area 100 KSA mental maths test(s) should be 75 % of the marks allocated to a test. However, a higher pass mark may be defined by the ATO. (d) The mental maths test(s) should be satisfactorily completed before the student is recommended by the ATO for their first attempt to take their final theoretical knowledge examination paper.’

text: 5. New GM1 ORA.ATO.230(a) ‘Training manual and operations manual’ is inserted:

text: ‘GM1 ORA.ATO.230(a) Training manual and operations manual ASSESSMENT OF STUDENTS IN AREA 100 KSA (a) The Area 100 KSA formative assessment(s) and summative assessments may include but not be limited to: written planning exercises combining multiple subjects; practical exercises using training devices (if available); scenario-based oral board (viva voce); scenario-based communications exercises; written assignments or project work; and preparation and delivery of group or individual presentations. (b) The format of formative and summative assessment debriefs should be effective, highlighting the student’s strengths and weaknesses and enabling future improvement.’

text: 6. New GM2 ORA.ATO.230(a) ‘Training manual and operations manual’ is inserted:

text: ‘GM2 ORA.ATO.230(a) Training manual and operations manual AREA 100 KSA WORD PICTURES (a) ‘Word pictures’ are a proven assessment tool that standardises pilot core competencies, and can be used to assess student’s competency in the Area 100 KSA LOs in topics 100 02 and 100 03. Word pictures describe the student’s performance. Each word picture is associated with a numerical grade; within the range of grades, the minimum acceptable standard is defined. Additionally, a word picture describing performance that falls below the minimum satisfactory standard should be included in the range, as well as additional word pictures that relate to grades which exceed this minimum satisfactory standard. Word pictures enable the standardisation of the assessment performance and facilitate inter-rater reliability within an ATO. (b) This GM provides two examples of word pictures. (c) The most commonly used word pictures are shown in Section A below. They are based on performance indicators, which explain what the student should demonstrate in order to attain the specific Area 100 KSA LOs that are addressed by the assessment exercise. Word pictures are formed of elements that contain the following: (1) HOW MANY of the performance indicators were observed and, where relevant, HOW OFTEN; (2) HOW WELL the competency was demonstrated in the assessment exercise to have an overall positive effect on the outcome or completion of the assessment exercise; (3) the level of success in the OUTCOME of the assessment exercise. (d) An ATO could establish its own set of word picture descriptions as long as they are comparable in the grading of each competency, similar to the ‘Communication’ and ‘Application of knowledge, UPRT and resilience’ word pictures example in Section B below. (e) The advantage of word pictures is that they provide meaningful and standard data to enable identification of individual, crew, class, instructor and ATO trends, which can be analysed in order to provide feedback for further improvement or development.

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text: (f) An ATO should ensure that the detailed information obtained through its grading in Area 100 KSA is deidentified before using it to support course improvement. SECTION A — EXAMPLE 1 AREA 100 KSA WORD PICTURE GRADE LEVELS (USING INDICATORS) (g) The example shown below in this Section contains the most commonly used word pictures, which are formed of elements that contain the following: (1) HOW MANY of the performance indicators in the table further below relevant to that summative assessment were observed in that competency (as a percentage); (2) HOW WELL the competency was demonstrated in the assessment; and (3) the level of success in the OUTCOME of the summative assessment. (h) In order to satisfactorily complete an Area KSA 100 summative assessment, the student should reach at least the minimum satisfactory level in each competency covered by that assessment. In case the student fails to reach the minimum satisfactory level in each competency, the student should repeat the summative assessment or another summative assessment that covers the competency(ies) where performance was previously assessed as unsatisfactory.

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text: Table 1: Example generic competency framework that can be applied for assessing the student’s level of performance

text: Competency Level 1 Level 2 Level 3 Level 4 Level 5 Unsatisfactory Satisfactory Good Very good Excellent

text: General The student’s The student’s The student’s The student’s The student’s description of performance in this performance in this performance in this performance in this performance in this each competency competency was competency was competency was competency was competency was level. ineffective or satisfactory, which had effective, which in the highly effective, exemplary, which in inadequate, which in a slightly positive effect case of an exercise which in the case of the case of an relation to this on the satisfactory where the student is an exercise where exercise where the To be applied to competency had a outcome of the the only participant, the student is the student is the only each individual neutral or negative exercise, and in group significantly only participant, participant, had an competency in effect on others or on situations had a slightly contributed to a good significantly outstanding effect LOs 100 02 and the outcome of the positive effect on outcome. enhanced the very on the excellent 100 03 of Area exercise. others. In group situations, good outcome. outcome of the 100 KSA. the student’s In group situations, exercise. In group The student showed The student showed at contribution had a the student’s situations, the none or few of the least some* of the good effect on others contribution had a student’s relevant performance relevant performance and significantly very good effect on contribution had an indicators in this indicators in this contributed to the others and excellent effect on competency. competency. overall outcome of the significantly others and had an exercise. enhanced the overall outstanding effect outcome of the on the overall The student showed exercise. outcome of the most of the relevant exercise. performance The student showed indicators to a good most or all of the The student showed standard. relevant all of the relevant performance performance indicators to a very indicators to an good standard. excellent standard.

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text: AREA 100 KSA ASSESSMENT PERFORMANCE INDICATORS (i) The performance indicators that relate to the LOs in topics 100 02 and 100 03 of Area 100 KSA can be used to form a word picture.

text: Table 2: Performance indicators relevant to the LOs in topics 100 02 to 100 03 of Area 100 KSA

text: Competency Competency description Indicators

text: Communication Demonstrates effective — Ensures the recipient is ready and prepared to oral, non-verbal and receive the information. written communication — Selects appropriately what, when, how and with skills in classroom exercise whom to communicate. and assessment situations. — Conveys messages clearly, accurately and concisely. — Confirms that the recipient correctly understands important information. — Listens actively and demonstrates understanding of the information they receive. — Asks relevant and effective questions. — Adheres to standard radio-telephony phraseology. — Accurately reads, interprets, constructs and responds to given documentation in English. — Correctly interprets non-verbal communication. — Uses eye contact, body language and gestures that are consistent with and support verbal messages. Leadership and Displays effective — Creates an atmosphere of open communication and teamwork leadership and teamwork. encourages team participation. — Uses initiative and gives directions when required. — Admits mistakes and takes responsibility. — Anticipates and responds appropriately to others’ needs. — Carries out instructions when directed. — Communicates relevant concerns and intentions. — Gives and receives feedback constructively. — Demonstrates empathy and shows respect and tolerance for others. — Engages others in planning and allocates activities fairly and appropriately according to abilities. — Addresses and resolves conflicts and disagreements in a constructive manner. — Projects self-control.

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text: Problem-solving Accurately identifies risks — Seeks accurate and adequate information from and decision- and resolves problems. appropriate sources. making Uses the appropriate — Identifies and verifies what and why things have decision-making processes. gone wrong. — Employs proper problem-solving strategies. — Perseveres in working through problems. — Uses appropriate decision-making processes in a timely manner. — Sets priorities appropriately. — Identifies and considers options effectively. — Monitors, reviews, and adapts decisions as required. — Identifies and manages risks effectively. Situation Perceives and — Identifies and assesses accurately the general awareness comprehends all the environment as it may affect the operation. relevant information — Identifies and manages threats, errors, and available, anticipates what undesirable aircraft states. could happen that could affect the exercise or situations discussed in the classroom, and gives effective solutions to resolve the situation. Workload Manages available — Maintains self-control. management resources or time to — Plans, prioritises and schedules tasks effectively. efficiently prioritise and — Manages time efficiently when carrying out tasks. complete or perform tasks — Offers and accepts assistance, delegates when in a timely manner. necessary, and asks for help early. — Manages and recovers from interruptions, distractions, variations, and failures effectively. Application of Demonstrates correct and — Correctly completes pre-flight planning in the knowledge, deep understanding of the practical exercise. UPRT and subject(s), and is able to — Demonstrates KSA and TEM relating to phases of resilience effectively relate this flight in the ground training environment. knowledge between — Correctly and effectively applies knowledge to subjects and apply the identify and manage threats and errors that could knowledge for effective lead to a potential upset in scenario situations. threat and error — Recognises potential upset ‘threats’ and suggests management (TEM). effective ‘threat management’ in scenario situations. — Recognises potential upset ‘errors’ and suggests effective ‘error management’ in scenario situations.

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text: — Identifies the causes of and contributing factors to upsets in aircraft accident and incident reviews and in reported recovered situations or scenarios. — Is resilient, i.e. recognises and adapts to disruptions during scenarios and other exercises. — Identifies the signs of stress and discusses the effects of stress, fatigue and aviation lifestyle on situation awareness, including how to cope with these in order to maintain situation awareness.

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text: SECTION B — EXAMPLE 2

text: AREA 100 KSA WORD PICTURES (USING DESCRIPTIONS)

text: (j) An ATO may devise its own word pictures for each of the competencies, to be used alongside or combined with those given in EXAMPLE 1.

text: A descriptive word picture typically includes descriptive examples that the ATO’s instructors could readily identify and then equate to given

text: competency levels. Below are two examples (for ‘Communication’ and ‘Application of knowledge, UPRT and resilience’).

text: Table 3: Example word pictures using descriptions

text: Communication The student’s The student’s written or The student’s The student’s The student’s

text: performance in oral communication was written or oral written or oral communication skills

text: communication had a sufficient to convey the communication was communication was were exemplary.

text: neutral or negative intent of the exercise. good. consistently very At all times the

text: effect on the exercise good. student observed In oral communication Explanations, or situation. others and ensured the listener may have discussions, All communication that their own The student may not rarely needed to ask for directions and was clear, concise communication was have contributed to clarification which the comments were and well-structured, extremely effective. the exercise or the student then positively well-structured and which ensured a very

text: communication was and clearly provided. clear. effective outcome. In group situations,

text: unclear or insufficient. the student’s The student listened to The student listened In group situations, communication The student may have instructions but may have to others actively the student’s ability enabled all members occasionally occasionally been reticent and when unsure to interpret others’ to contribute to their interrupted others, and hesitant to ask asked appropriate body language, and greatest ability not listened, or questions or make questions to seek the use of body whilst also ensuring showed frustration or comments. clarification. language to ensure a an excellent inappropriate non- positive outcome, The student may have The student showed outcome of the objective was very effective. rarely shown appropriate exercise. communication. underconfidence or confidence and open At all times the In group situations, The student may have passiveness during the body language. student was calm, when appropriate, asked unrelated or exercise. However, engaged and the student

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text: unclear questions, or overall their confident. proactively and provided insufficient communication was subtly managed the clarity in directions or sufficient to ensure a group’s mood or comments for others positive outcome of the motivated the group to understand. exercise. members appropriately. The student may have written without structure or clarity.

text: Application of The student’s The student had the The student The student The student had an knowledge, knowledge was at minimum acceptable demonstrated a demonstrated a very excellent level of UPRT and times insufficient or level of knowledge to good level of good level of understanding which resilience incorrect, which had complete the exercise to knowledge with the knowledge, and they immediately an adverse effect on a satisfactory standard. ability to relate this correctly and readily and appropriately the exercise. The student occasionally knowledge related this applied across demonstrated the ability effectively between knowledge across subjects and to the The student displayed to relate knowledge subjects and in subjects and in exercise or scenario limited ability to relate between subjects. scenario exercises or scenario situations. situation. knowledge between situations. subjects or to apply The student could The student The student knowledge to identify some threats or The student identified most identified all actual scenarios, exercises or errors, and when identified many threats and errors, threats and errors in in answers to presented with a threat threats and errors, and immediately scenario situations, questions. or error could in most and when presented used their anticipated some situations suggest at with threats or knowledge to possible threats and least one possible errors used their manage them errors (what if’s), effective method of knowledge effectively. and used their mitigation. effectively to suggest knowledge to appropriate manage them mitigations and efficiently and very actions. effectively.’

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text: 7. New GM3 ORA.ATO.230(a) ‘Training manual and operations manual’ is inserted:

text: ‘GM3 ORA.ATO.230(a) Training manual and operations manual AREA 100 KSA EXERCISES AND ASSESSMENTS Exercises and assessments are to be interwoven into the theoretical knowledge training, utilising a range of learning styles; they should address subject or cross-subject topics, with the application of threat and error management (TEM) and, where possible, be scenario-based. The exercises and assessments do not need to be confined to a classroom. (a) Area 100 KSA exercises may be of short duration within a lesson, and the student’s performance in the exercises does not need to be recorded, although the main subject and KSA learning points are likely to be discussed (or for distance learning, reviewed) within a post exercise debrief or lesson summary. To allow for flexibility and development, the exercises do not need to be specified in the training plan. (b) When a single formative assessment is specified in the training plan, it is likely to be extensive as it will cover many of the LOs in Area KSA 100 02 and 100 03. Alternatively, an ATO may specify a number of shorter-duration formative assessments that each covers a narrower range of LOs, and these may build in terms of content difficulty. (c) The exercises and formative and summative assessments may include but not be limited to: scenario planning exercises combining multiple subjects; practical exercises using training devices (where available); oral communication exercises; written assignments and/or project work; discussions; the preparation and delivery of group or individual presentations and discussions; and enable scenariobased content and individual, pair or group situation(s). (d) The type of assessment and the environment should be recorded in the ATO’s training plan.’

text: 8. New GM4 ORA.ATO.230(a) ‘Training manual and operations manual’ is inserted:

text: ‘GM4 ORA.ATO.230(a) Training manual and operations manual

text: AREA 100 KSA INSTRUCTION AND ASSESSMENT TRAINING (a) The following material has been developed to provide additional guidance to organisations to help them develop an effective KSA 100 instruction and assessment training programme that satisfies the provisions in AMC2 ORA.ATO.230 (c) to (f). (b) An ATO should ensure that an instructor who conducts the Area 100 KSA formative assessment(s) has received adequate training to be familiar with the: (1) relevant competencies and performance indicators; (2) Area 100 KSA Learning Objectives (LOs); (3) formative assessment(s) that they will conduct including: the applicable LOs, purpose and content of the assessment(s) and position(s) in the training plan, assessment resources, assessment environment; (4) Area 100 KSA grading system, including familiarisation with the performance indicators and the ATO’s word pictures; and (5) student debrief methods and procedure. (c) An ATO should ensure that an instructor who conducts the Area 100 KSA summative assessments has received adequate training to be familiar with:

text: Annex II to ED Decision 2018/001/R

text: (1) the summative assessments that they will conduct including: the applicable LOs, purpose and content of the exercise(s) and position(s) in the training plan, assessment resources, assessment environment, and the minimum acceptable level; (2) the assessment feedback, evaluation and development process; and (3) KSA candidate appeal procedure. (d) An Area 100 KSA instruction and assessment course should include practical training on the conduct of an assessment, including grading to achieve inter-rater reliability, and the debrief under supervision.’

text: 9. New GM5 ORA.ATO.230(a) ‘Training manual and operations manual’ is inserted:

text: ‘GM5 ORA.ATO.230(a) Training manual and operations manual INSTRUCTIONAL SYSTEMS DESIGN (a) The instructional systems design (ISD) provides a systematic and iterative process for course design based on educational best practices. There are several effective ISD models in use today, with the analyse, design, develop, implement and evaluate (ADDIE) framework being generic to all. The purpose of using ISD to design training courses is to facilitate the students’ efficient and effective acquisition of knowledge and skills based on current training needs. (b) To provide evidence of the effective use of the ISD methodology in the design and continued development of their course(s), an ATO may use documentation and records that relate to the ISD phases. (d) ADDIE model example. The ‘analysis’, ‘design’, ‘development’, ‘implementation’ and ‘evaluation’ phases of the ADDIE model are shown below with brief phase descriptions.

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text: Analyse the training needs

text: Determine the requirements to be fulfilled: required trainee standard at course start and how this is achieved (selection, or screening and where necessary pre-training).

text: Evaluate the course Design the training course,

text: Analyse results, reports, tests and assessment plan feedback and data to Includes establishing determine how well the objectives and performance course met its objectives. indicators (including ATO Determine whether assessment environment(s), training needs have been standards and procedures). modified by using external Design the course syllabus inputs/data. and the training and Iteratively improve and assessment plan. further develop the course. .

text: Implement the course Develop the training and

text: Delivery of the course. assessment materials Collection of feedback Includes the selection of from trainees, training methods and instructors and tools, the production of assessors during and training, testing and after the course. assessment materials, and the training of instructors and assessors.’

text: 10. AMC1 ORA.ATO.300 ‘General’ is amended as follows:

text: ‘AMC1 ORA.ATO.300 General DISTANCE LEARNING […] (c) Where an assessment (e.g. planning, written, scenario or practical exercise, or other assessment) is conducted outside the classroom via distance learning, the ATO should have a procedure or process in place to establish that the student themselves have completed the assessment and that the assessment method(s) for that particular exercise has (have) been effective.’


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identifier: AMC & GM to Part ORA — Issue 1, Amendment 6

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text: ‘AMC and GM to Part-ORA — Issue 1, Amendment 6’

text: The Annex to ED Decision 2012/007/R of 19 April 2012 is hereby amended as follows: The text of the amendment is arranged to show deleted text, new or amended text as shown below: (a) deleted text is struck through; (b) new or amended text is highlighted in blue; (c) an ellipsis ‘[…]’ indicates that the remaining text is unchanged.

text: (1) AMC2 ORA.ATO.125 is amended as follows: (a) Point (k)(1) is amended as follows: ‘(1) with the exception of courses approved for ZFTT, certain training exercises normally involving take-off and landing in various configurations should be completed in the aeroplane rather than in an FFS. For MPAs where the student pilot has more than 500 hours of MPA experience in aeroplanes of similar size and performance, these should include at least four landings of which at least one should be a full-stop landing, uUnless otherwise specified in the OSD established in accordance with Regulation (EUC) No 748/2012 1702/2003, when available.this take-off and landing training should include: (A) at least four landings in the case of MPAs where the student pilot has more than 500 hours of MPA experience in aeroplanes of similar size and performance or, in all other cases, at least six landings; (B) at least one full-stop landing; and (C) one go-around with all engines operating. In all other cases the student should complete at least six landings. This aeroplane training may be completed after the student pilot has completed the FSTD training and has successfully undertaken the type rating skill test, provided it does not exceed 2 hours of the flight training course.’; (b) Points (k)(2) and (k)(3) are amended as follows: ‘(2) courses approved for ZFTT (i) During the specific simulator session before line flying under supervision (LIFUS), consideration should be given to varying conditions, for example: (iA) runway surface conditions; (iiB) runway length; (iiiC) flap setting; (ivD) power setting;

text: (vE) crosswind and turbulence conditions; and (viF) maximum take-off mass (MTOM) and maximum landing mass (MLM). (3ii) the At least one landings should be conducted as full-stop landings. The session should be flown in normal operation. Special attention should be given to the taxiing technique.: (iii) aA training methodology should be agreed with the competent authority that ensures the trainee is fully competent with the exterior inspection of the aeroplane before conducting such an inspection un-supervised; (iiv) tThe LIFUS should be performed as soon as possible after the specific FFS session; (iiiv) tThe licence endorsement should be entered on the licence after the skill test, but before the first four take-offs and landings in the aeroplane. At the discretion of the competent authority, provisional or temporary endorsement and any restriction should be entered on the licence. (vi) Where a specific arrangement exists between the ATO and the commercial air transport operator, the operator proficiency check (OPC) and the ZFTT specific details should be conducted using the operator's standard operating procedures (SOPs).’; (c) A new point (k)(3) is inserted as follows: ‘(3) All training exercises should be designed to remain within the training envelope as determined by the ATO (Note: Further guidance regarding the training envelope can be found in GM1 ORA.ATO.125 point (f)).’; (d) New points (la) and (lb) are inserted as follows: ‘(la) Additional UPRT training as per point FCL.725.A(c) UPRT as per point FCL.725.A(c) should include the elements and components in table 1.

text: Table 1: Elements and respective components of upset prevention training

text: FSTD/ TK Aeroplane Elements and components instruction training A. Aerodynamics

text: 1. General aerodynamic characteristics •

text: 2. Aeroplane certification and limitations •

text: 3. Aerodynamics (high and low altitudes) • •

text: 4. Aeroplane performance (high and low altitudes) • •

text: 5. AoA and stall awareness • •

text: 6. Stick shaker or other stall-warning device activation • • (as applicable)

text: 7. Stick pusher (as applicable) • •

text: 8. Mach effects (if applicable to the aeroplane type) • •

text: 9. Aeroplane stability • •

text: 10. Control surface fundamentals • •

text: 11. Use of trims • •

text: 12. Icing and contamination effects • •

text: 13. Propeller slipstream (as applicable) • • B. Causes of and contributing factors to upsets

text: 1. Environmental • 2. Pilot-induced • 3. Mechanical (aeroplane systems) • C. Safety review of accidents and incidents relating to aeroplane upsets

text: 1. Safety review of accidents and incidents relating to • aeroplane upsets D. G-load awareness and management

text: 1. Positive/negative/increasing/decreasing G-loads • • 2. Lateral G awareness (sideslip) • • 3. G-load management • • E. Energy management

text: 1. Kinetic energy vs potential energy vs effect of thrust- • • drag ratio on the total energy F. Flight path management

text: 1. Relationship between pitch, power and • • performance 2. Performance and effects of differing power plants (if • • applicable) 3. Manual and automation inputs for guidance and • • control 4. Type-specific characteristics • • 5. Management of go-arounds from various stages • • during the approach 6. Automation management • • 7. Proper use of rudder • • G. Recognition

text: 1. Type-specific examples of physiological, visual and instrument clues during developing and developed • • upsets 2. Pitch/power/roll/yaw • • 3. Effective scanning (effective monitoring) • • 4. Type-specific stall protection systems and cues • • 5. Criteria for identifying stalls and upsets • • H. System malfunction (including immediate handling and subsequent operational considerations, as applicable)

text: 1. Flight control defects • •

text: 2. Engine failure (partial or full) • • 3. Instrument failures • • 4. Loss of reliable airspeed (see also point (lb) of this • • AMC) 5. Automation failures • • 6. Fly-by-wire (FBW) protection degradations • • 7. Stall protection system failures including icing • • alerting systems (lb) Flight path management (manual or automatic, as appropriate) during unreliable airspeed indication and other failures at high altitude in aeroplanes with a maximum cruising altitude above FL300 The following training elements should be integrated into type rating training courses for aeroplanes with a maximum cruising altitude above FL300: TK FSTD / Element instruction Aeroplane training Basic flight physics principles concerning flight at high altitude, with a particular emphasis on the relative proximity of the critical Mach number and the stall, pitch • • behaviour, and an understanding of the reduced stall angle of attack when compared with low altitude flight. Interaction of the automation (autopilot, flight director, auto-throttle/auto-thrust) and the consequences of • • failures inducing disconnection of the automation. Consequences of an unreliable airspeed and other failures indication at high altitude and the need for the flight crew to promptly identify the failure and react with appropriate • • (minimal) control inputs to keep the aircraft in a safe envelope. Degradation of FBW flight control laws/modes and its consequence on aircraft stability and flight envelope • • protections, including stall warnings. Practical training, using appropriate simulators, on manual handling at high altitude in normal and in non-normal flight • control laws/modes, with particular emphasis on pre-stall buffet, the reduced stall angle of attack when compared with low altitude flight, and the effect of pitch inputs on the aircraft trajectory and energy state. The requirement to promptly and accurately apply the stall recovery procedure, as provided by the aircraft manufacturer, at the first indication of an impending stall. • • Differences between high-altitude and low-altitude stalls must be addressed. Procedures for taking over and transferring manual control of the aircraft, especially for FBW aeroplanes with • • independent side-sticks. Task sharing and crew coordination in high workload/stress conditions with appropriate call-out and • • acknowledgement to confirm changes to the aircraft flight control law/mode. (2) The new GM1 ORA.ATO.125 is inserted: ‘GM1 ORA.ATO.125 Training programme UPSET PREVENTION AND RECOVERY TRAINING (UPRT) (a) General The objective of the UPRT is to ensure that pilots are competent to prevent or recover from a developing or developed aeroplane upset. Prevention training prepares pilots to avoid upsets whereas recovery training prepares pilots to prevent an accident once an upset condition has developed. (b) Human factors Threat and Error Management (TEM) and Crew Resource Management (CRM) principles should be integrated into the UPRT. In particular, the surprise and startle effect as well as the importance of resilience development should be emphasised. Training should also emphasise that an actual upset condition may expose pilots to significant physiological and psychological challenges, such as visual illusions, spatial disorientation and unusual G-forces, with the objective of developing strategies to deal with such challenges. (c) Development of training scenarios During the development of training scenarios, the ATO should ensure that all of the following is avoided: (a) negative training and negative transfer of training; and (b) training utilising predictive scenarios. Please refer to Revision 2 of the Airplane Upset Recovery Training Aid (AURTA) for further guidance on the development of training scenarios. (d) Additional guidance Specific guidance to the UPRT elements and exercises is available in: (1) the latest revision of the ICAO Doc 10011 ‘Manual on Aeroplane Upset Prevention and Recovery Training’; (2) Revision 3 of the Airplane Upset Prevention and Recovery Training Aid (AUPRTA); and (3) the Flight Safety Foundation publication ‘A Practical Guide for Improving Flight Path Monitoring’, November 2014. (e) Training platform (1) When designing a training course, ATOs should select aeroplanes that are suitable for all the required training exercises. Where certain exercises require particular capabilities, then an ATO may consider the use of different aeroplanes for different exercises. Examples include basic UPRT or instrument flight training and the advanced UPRT course. (2) For basic UPRT training conducted during the CPL or ATP courses, it is not anticipated that aerobatic category aeroplanes will be required or that aircraft need to be certificated for intentional spins. Aeroplanes with a maximum bank angle limitation may not be suitable for exercises such as steep turns or recovery from spiral dive. (3) For the advanced UPRT course (FCL.745), the use of an aeroplane certificated in the aerobatic category will provide the greatest safety margin. Aeroplanes certificated in the normal or utility category may also be suitable provided the exercises used during the training take into account the capabilities of the aeroplane and are planned to remain within the training envelope for the aeroplane, as determined by the ATO (see point (f)). (f) Training envelope The training envelope is the envelope within which all training exercises will be carried out. It should be specified by the ATO in terms of the range of attitudes, speed and gloads that can be used for training, taking into account: (1) the training environment; (2) the capabilities of the instructors; and (3) in the case of training in FSTDs, the limitations of the FSTD (as per GM3 FCL.010 for the FSTD training envelope); and (4) in the case of training in aeroplanes, the capabilities and certification of the aircraft, while considering a margin of safety in order to ensure that unintentional deviations from the training envelope will not exceed aircraft limitations. Different training envelopes may be specified for different aeroplane types even within a single training course.’


text: Annex III to ED Decision 2020/005/R

text: Annex III to ED Decision 2020/005/R

text: Annex III to ED Decision 2020/005/R

text: Annex III to ED Decision 2020/005/R

text: Annex III to ED Decision 2020/005/R

identifier: AMC & GM to Part-ORA — Issue 1, Amendment 7

beslut: ED Decision 2020/005/R

text: Annex III to ED Decision 2020/005/R

text: AMC and GM to Part-ORA — Issue 1, Amendment 7

text: The Annex to ED Decision 2012/007/R of 19 April 2012 is hereby amended as follows: The text of the amendment is arranged to show deleted text, new or amended text as shown below: (a) deleted text is struck through; (b) new or amended text is highlighted in blue; and (c) an ellipsis ‘[…]’ indicates that the remaining text is unchanged.

text: SUBPART GEN — GENERAL REQUIREMENTS

text: AMC1 ORA.GEN.200(b) Management system

text: SIZE, NATURE AND COMPLEXITY OF THE ACTIVITY

text: […] (d) Regardless of the criteria mentioned in (a) and (b), the organisations that provide training in the following areas should always be considered as complex: (1) full flight simulators (FFSs); or (2) multi-pilot (MP) type rating; or (3) zero-flight-time training (ZFTT); or (4) complex aircraft; or (5) different categories of aircraft; or (6) instructor certificates for point (2) and (4) aircraft; or (7) two or more aerodromes/operating sites.

text: SUBPART ATO — APPROVED TRAINING ORGANISATIONS

text: AMC2 ORA.ATO.125 Training programme

text: FLIGHT TRAINING

text: […] (k) Aeroplane training with FFS (1) with the exception of courses approved for ZFTT, certain training exercises normally involving take-off and landing in various configurations should be completed in the aeroplane rather than in an FFS. Unless otherwise specified in the OSD established in accordance with

text: Regulation (EU) No 748/2012

text: this take-off and landing training should include: (A) at least four landings in the case of MPAs (or single-pilot high-performance complex aeroplanes (SP HPAs)) where the student pilot has more than 500 hours of MPA experience (or SPA experience) in aeroplanes of similar size and performance or, in all other cases, at least six landings; (B) at least one full-stop landing; and (C) one go-around with all engines operating.

text: This aeroplane training may be completed after the student pilot has completed the FSTD training and has successfully undertaken the type rating skill test, provided it does not exceed 2 hours of the flight training course. […]

text: AMC32 ORA.ATO.135 Training aircraft and FSTDs

text: EVALUATION PROCESS

text: Two cases for the evaluation process of Annex-I aircraft are distinguished: (a) Annex-I aircraft that hold an ICAO-level certificate of airworthiness (CoA) (1) To support the evaluation process performed by the competent authority and provide the competent authority with sufficient data related to the aircraft in question, an instructor who is qualified in accordance with Annex I (Part-FCL) to

text: Regulation (EU) No 1187/2011

text: and nominated by the head of training (HT) of the ATO should assess that the aircraft is appropriately equipped and suitable for the training courses provided. The result of this assessment should be submitted to the competent authority and may be included already in the application for the authorisation. (2) During the evaluation process, the competent authority should consider aircraft that hold a CoA issued in accordance with Annex 8 to the Chicago Convention to provide a level of safety comparable to that required by Annex II to the Basic Regulation, unless the competent authority determines that the airworthiness requirements used for certification of the aircraft, or the service experience, or the safety system of the State of design, do not provide for a comparable level of safety. (b) Annex-I aircraft that do not hold an ICAO-level CoA Before the inclusion of these aircraft in the fleet of an ATO and their use in training to obtain Part-FCL licences and ratings, the ATO should apply for the authorisation to the competent authority that should perform the evaluation process in the following order: (1) Initial assessment by the competent authority and criteria taken into consideration The competent authority should take into account the following criteria (non-exhaustive list): (i) national airworthiness requirements based on which the aircraft CoA was issued; (ii) aircraft similarities to a certified variant; (iii) aircraft with a satisfactory in-service experience as training aircraft; (iv) simple and conventional aircraft design; (v) aircraft that does not have hazardous design features or details, judging by experience; and (vi) operable aircraft systems, equipment, and appliances that do not require exceptional skills or strength. (2) Additional assessment by a qualified instructor

text: To support the evaluation process performed by the competent authority and provide the competent authority with sufficient data related to the aircraft in question, after the positive initial assessment by the competent authority as per point (1), an instructor who is qualified in accordance with Part-FCL and nominated by the HT of the ATO should show through an evaluation report that the aircraft is appropriately equipped and suitable for the training courses provided. That evaluation report should consider all of the following criteria: (i) the aircraft should be safely controllable and manoeuvrable under all anticipated operating conditions, including after failure of one or more propulsion systems; (ii) the aircraft should allow for a smooth transition from one flight phase to another without requiring exceptional piloting skills, alertness, strength, or workload under any probable operating conditions; (iii) the aircraft should have sufficient stability to ensure that the demands made on the pilot are not excessive, considering the phase and duration of flight; and (iv) the assessment should take into account control forces, flight deck environment, pilot workload, and other human factors (HF) considerations, depending on the phase and duration of flight. Subject to a positive evaluation report as per point (2), the competent authority should issue the authorisation.

text: AMC1 ORA.ATO.210 Personnel requirements

text: GENERAL

text: (a) The management structure should ensure supervision of all grades of personnel by persons having the experience and qualities necessary to ensure the maintenance of high standards. Details of the management structure, indicating individual responsibilities, should be included in the ATOs operations manual. (b) The ATO should demonstrate to the competent authority that an adequate number of qualified, competent staff is employed. (c) In the case of an ATO offering integrated courses, the head of training (HT), the chief flying instructor (CFI) and the chief theoretical -knowledge instructor (CTKI) should be employed full-time or part-time, depending upon the scope of training offered. (d) In the case of an ATO offering only one of the following: (1) modular courses, (2) type rating courses, and (3) theoretical knowledge instruction, the positions of HT, CFI and CTKI may be combined and filled by one or two persons with extensive experience in the training conducted by the training organisation, full-time or parttime, depending upon the scope of training offered.

text: (e) The ratio of all students to flight instructors, excluding the HT, should not exceed 6:1.In the case of an ATO that provides flight training only, no CTKI function is required in the ATO. In the case of an ATO that provides theoretical-knowledge instruction only, no CFI function is required in the ATO. (f) Class numbers in ground subjects involving a high degree of supervision or practical work should not exceed 28 students.The ratio of all students to all flight instructors, excluding the HT, should not exceed 6:1. (g) Classes in ground subjects that require maximal supervision or intensive practical work should not include more than 28 students.

text: THEORETICAL KNOWLEDGE INSTRUCTORS

text: (gh) The theoretical knowledge instruction for type or class ratings should be conducted by instructors holding the appropriate type or class rating, or having appropriate experience in aviation and knowledge of the aircraft concerned. (hi) For this purpose, a flight engineer, a maintenance engineer or a flight operations officer should be considered as having appropriate experience in aviation and knowledge of the aircraft concerned.