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

beslut: ED Decision 2017/022/R

publisher: Europeiska unionens byrå för luftfartssäkerhet

sprak: en

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

serie: amc-gm

text: Annex I to ED Decision 2017/022/R Annex I to ED Decision 2017/022/R ‘AMC/GM to Part-FCL — Amendment 3’ The Annex to ED Decision 2011/016/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. 1. AMC1 FCL.625(c) is replaced by the following: AMC1 FCL.625(c) IR — Validity, revalidation and renewal RENEWAL OF INSTRUMENT RATING AT AN APPROVED TRAINING ORGANISATION (ATO): REFRESHER TRAINING (a) The objective of the refresher training at an ATO is to reach the level of proficiency needed to pass the instrument rating proficiency check, as described in Appendix 9, or the instrument rating skill test as described in Appendix 7 to Part-FCL, as applicable. The amount of refresher training needed should be determined by the ATO on a case-by-case basis, taking into account the following factors: (1) the experience of the applicant; (2) the amount of time elapsed since the privileges of the rating were last used; (3) the complexity of the aircraft; (4) whether the applicant has a current rating on another aircraft type or class; and (5) where considered necessary, the performance of the applicant during a simulated proficiency check for the rating in a flight simulation training device (FSTD) or an aircraft of a relevant type or class. The amount of training needed to reach the desired level of competency should increase with the time elapsed since the privileges of the rating were last used. (b) Once the ATO has determined the needs of the applicant, it should develop an individual training programme based on the ATO’s approved course for the rating and focusing on those aspects where the applicant has shown the greatest needs. Theoretical-knowledge instruction should be included, as necessary. The performance of the applicant should be reviewed during the training, and additional instruction should be provided where necessary to reach the standard required for the proficiency check. (c) After successful completion of the training, the ATO should provide a training completion certificate to the applicant, which describes the evaluation of the factors listed under (a) above and the training received, and includes a statement that the training has been successfully completed. The training completion certificate should be presented to the examiner prior to the proficiency check. Following the Annex I to ED Decision 2017/022/R successful renewal of the rating, the training completion certificate and examiner report form should be submitted to the competent authority. (d) Taking into account the factors listed in (a) above, an ATO may also decide that the applicant already possesses the required level of proficiency and that no refresher training is necessary. In such a case, the certificate or other documental evidence referred to in point (c) above should contain a respective statement including sufficient reasoning. 2. New GM1 FCL.725(e) is inserted as follows: GM1 FCL.725(e) Requirements for the issue of class and type ratings The hours gained during the instruction flights for category 1 or 2 flight tests are not considered as flight tests related to development, certification or production. 3. AMC1 FCL.735.A; FCL.735.H; FCL.735.As is amended as follows: AMC1 FCL.735.A; FCL.735.H; FCL.735.As Multi-crew cooperation (MCC) training course MULTI-CREW COOPERATION COURSE (a) Competencye is a combination of knowledge, skills and attitudes required to perform a task to the prescribed standard. (b) The objectives of MCC training are to develop the technical and non-technical components of the knowledge, skills and attitudes required to operate a multi-crew aircraft. (c) Training should comprise both theoretical and practical elements and be designed to achieve the following competencies/training objectives (see Table 1 below):. Table 1 — Competencies/training objectives Competency/objective Performance indicators Knowledge Practical exercises

type: rubrik

text: Communication (a) Know what, how much and (a) Human Factors, TEM and In a commercial air transport who to communicate to; CRM; environment, apply multi-crew procedures, including principles (b) Ensure the recipient is (b) Application of TEM and of TEM and CRM to the ready and able to receive CRM principles to following: the information; training. (a) Pre-flight preparation: (c) Pass messages and information clearly, (1) FMS initialisation; accurately, timely and (2) radio and navigation adequately; equipment preparation; (d) Check if the other person (3) flight documentation; has the correct understanding when (4) Ccomputation of takepassing important off performance data. information; (b) Take-off and climb: (e) Listen actively, patiently and demonstrate

type: stycke

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

text: understanding when (1) before take-off checks; receiving information; (2) normal take-offs; (f) Ask relevant and effective (3) rejected take-offs; questions, and offer suggestions; (4) take-offs with abnormal and emergency (g) Use appropriate body situations included. language, eye contact and tone; (c) Cruise: emergency descent.

text: (h) Open and receptive to (d) Descent and approach: other people’s view. (1) instrument flight procedures; Leadership and team working (a) Friendly, enthusiastic, motivating and considerate (2) holding; of others; (3) 3D Operations using (b) Use initiative, give direction raw data; and take responsibility (4) 3D Operations using when required; flight director; (c) Open and honest about (5) 3D Operations using thoughts, concerns and autopilot; intentions; (6) one-engine-inoperative (d) Give and receive criticism approach; and praise well, and admit mistakes; (7) 2D Operations and circling; (e) Confidently do and say what is important to him or (8) computation of her; approach and landing data; (f) Demonstrate respect and tolerance towards other (9) all engines go-around; people; (10) go-around with one (g) Involve others in planning engine inoperative; and share activities fairly. (11) wind shear during approach. Situational awareness (a) Be Aaware of what the aircraft and its systems are (e) landing: transition from doing; instrument to visual flight on reaching decision (b) Be Aaware of where the altitude or height or aircraft is and its minimum descent altitude environment; or height; (c) Keep track of time and fuel; (f) after landing and post flight (d) Be Aaware of the condition procedures; of people involved in the (g) selected emergency and operation including abnormal procedures. passengers;

text: (e) Recognise what is likely to happen, plan and stay ahead of the game;

text: (f) Develop what-if scenarios and make pre-decisions;

text: (g) Identify threats to the safety of the aircraft and of the people.

text: Workload management (a) Be Ccalm, relaxed, careful and not impulsive;

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

text: (b) Prepare, prioritise and schedule tasks effectively; (c) Use time efficiently when carrying out tasks; (d) Offer and accept assistance, delegate when necessary and ask for help early; (e) Review and monitor and cross-check actions conscientiously;

text: (f) Follow procedures appropriately and consistently; (g) Concentrate on one thing at a time, ensure tasks are completed and does not become distracted; (h) Carry out instructions as directed.

text: Problem-solving and (a) Identify and verify why decision-making things have gone wrong and do not jump to conclusions or make assumptions; (b) Seek accurate and adequate information from appropriate resources;

text: (c) Persevere in working through a problem;

text: (d) Use and agree an appropriate decision making process; (e) Agree essential and desirable criteria and prioritises; (f) Consider as many options as practicable; (g) Make decisions when they need to, reviews and changes if required;

text: (h) Consider risks but do not take unnecessary risks.

text: Monitoring and (a) Monitor and cross-checks (a) SOPs; cross-checking all actions; (b) Aircraft systems; (b) Monitor aircraft trajectory (c) Undesired aircraft states. in critical flight phases;

text: (c) Take appropriate actions in response to deviations from the flight path.

text: Task sharing (a) Apply SOPs in both PF and (a) PF and PMNF roles;

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

text: pilot monitoring (PMNF) (b) SOPs. roles;

text: (b) Makes and responds to standard call-outs.

text: Use of checklists Utilise checklists appropriately (a) SOPs; according to SOPs. (b) Checklist philosophy.

text: Briefings Prepare and deliver (a) SOPs; appropriate briefings. (b) Interpretation of FMS data and in-flight documentation.

text: Flight management (a) Maintain a constant (a) Understanding of aircraft awareness of the aircraft performance and automation state; configuration;

text: (b) Manage automation to (b) Systems; achieve optimum trajectory (c) SOPs; and minimum workload; (d) Interpretation of FMS (c) Take effective recovery data and in-flight actions from automation documentation; anomalies; (e) Minimum terrain (d) Manage aircraft navigation, clearance; terrain clearance; (f) Fuel management IFR and (e) Manage aircraft fuel state VFR regulation. and take appropriate actions.

text: Programme, manage and FMS use (a) Systems (FMS); monitor FMS in accordance with SOPs. (b) SOPs;

text: (c) Automation.

text: Perform and monitor normal Systems normal operations (a) Systems; systems operation in accordance with SOPs. (b) SOPs.

text: Systems abnormal and (a) Perform and monitor (a) Systems; emergency operations abnormal systems (b) SOPs; operation in accordance with SOPs; (c) Emergency and abnormal procedures and (b) Utilise electronic and paper checklists; abnormal checklists in accordance with SOPs. (d) Recall items.

text: Environment, weather and (a) Communicate effectively (a) Systems; ATC with ATC; (b) SOPs; (b) Avoid misunderstandings (c) ATC environment and by requesting clarification; phraseology; (c) Adhere to ATC instructions; (d) Procedures for hazardous (d) Construct a mental model weather conditions. of the local ATC and weather environment.

text: Annex I to ED Decision 2017/022/R CERTIFICATE OF COMPLETION FORM CERTIFICATE OF COMPLETION OF MCC-TRAINING Applicant’s last name(s): First name(s): Type of licence: Number: State: ME/IR: OR ME/IR skill test: Issued on: passed on: Signature of applicant: The satisfactory completion of MCC-Training according to requirements is certified below: TRAINING Multi-crew co-operation training received during period: from: to: at: ATO / operator* Location and date: Signature of head of ATO or authorised instructor*: Type and number of licence and state of issue: Name(s) in capital letters of authorised instructor: * Delete as appropriate 4. New AMC2 FCL.735.A is inserted as follows: AMC2 FCL.735.A Multi-crew cooperation (MCC) training course — aeroplanes ENHANCED MCC TRAINING TO AIRLINE PILOT STANDARDS (APS MCC) COURSE (a) The APS MCC training course should comprise both theoretical and practical elements and should be designed to achieve the training objectives, as set out in Table 1 below. Annex I to ED Decision 2017/022/R Table 1 — Training objectives Training objectives Performance indicators Knowledge Practical exercises

text: Monitoring and (a) Monitor and cross-check all (a) SOPs; In a commercial air transport

text: cross-checking actions; environment, apply multi-crew (b) Aeroplane systems; procedures, including principles (b) Monitor aeroplane (c) Undesired aeroplane of TEM and CRM to the trajectory in critical flight states. following: phases;

text: (a) Pre-flight preparation: (c) Take appropriate actions in

text: response to deviations (1) FMS initialisation;

text: from the flight path. (2) radio and navigation

text: equipment preparation; Task sharing (a) Apply SOPs in both PF and (a) PF and PM roles;

text: PM roles; (3) flight documentation; (b) SOPs.

text: (b) Make and respond to (4) computation of take-off

text: standard call-outs. performance data.

text: (b) Take-off and climb: Use of checklists Utilise checklists appropriately (a) SOPs; according to SOPs. (1) before take-off checks; (b) Checklist philosophy. (2) normal take-offs;

text: Briefings Prepare and deliver (a) SOPs; (3) rejected take-offs; appropriate briefings. (b) Interpretation of FMS (4) take-offs with abnormal data and in-flight and emergency documentation. situations included.

text: (c) Cruise: emergency descent. Flight management (a) Maintain a constant (a) Understanding of

text: awareness of the aeroplane aeroplane performance (d) Descent and approach: automation state; and configuration; (1) instrument flight (b) Manage automation to (b) Systems; procedures; achieve optimum trajectory (c) SOPs; (2) holding; and minimum workload;

text: (d) Interpretation of FMS (c) Take effective recovery (3) 3D Operations using data and in-flight raw data; actions from automation documentation; anomalies; (4) 3D Operations using (e) Minimum terrain flight director; (d) Manage aeroplane clearance; navigation, terrain (5) 3D Operations using clearance; (f) Fuel management IFR and autopilot; VFR regulation. (e) Manage aeroplane fuel (6) one-engine-inoperative state and take appropriate approach; actions. (7) 2D Operations and

text: FMS use Programme, manage and (a) Systems (FMS); circling;

text: monitor FMS in accordance (b) SOPs; (8) computation of with SOPs. approach and landing (c) Automation. data;

text: (9) all engines go-around; Systems normal operations Perform and monitor normal (a) Systems;

text: systems operation in (10) go-around with one (b) SOPs. accordance with SOPs. engine inoperative;

text: (11) wind shear during Systems abnormal and (a) Perform and monitor (a) Systems; approach. emergency operations abnormal systems

text: operation in accordance

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

text: with SOPs; (b) SOPs; (e) landing: transition from instrument to visual flight (b) Utilise electronic and paper (c) Emergency and abnormal on reaching decision abnormal checklists in procedures and altitude or height or accordance with SOPs. checklists; minimum descent altitude (d) Recall items. or height; (f) after landing and post flight Environment, weather and (a) Communicate effectively (a) Systems; procedures; air traffic control (ATC) with ATC; (b) SOPs; (g) selected emergency and (b) Avoid misunderstandings (c) ATC environment and abnormal procedures. by requesting clarification; phraseology; (c) Adhere to ATC instructions; (d) Procedures for hazardous (d) Construct a mental model weather conditions. of the local ATC and weather environment.

text: (b) The APS MCC training course should include advanced swept-wing jet aeroplane training and airline operations scenario training to equip a pilot with the knowledge, skills, and attitudes required to commence initial type rating training to the standards generally required by a commercial air transport (CAT) operator certified pursuant to

text: Regulation (EU) No 965/2012

text: (the ‘Air OPS Regulation’). (c) The APS MCC course should consist of the following: (1) the content of the MCC training course; (2) advanced swept-wing jet aeroplane training; (3) advanced airline operations scenario training; and (4) a final assessment. (d) The flight simulation training device (FSTD) time per crew during practical training should be a minimum of 40 hours, or 35 for an integrated airline transport pilot licence (ATPL) holders, as set out in Table 2 below. Table 2 — Minimum hours Training element Minimum FSTD time per crew MCC TRAINING 20 hours/15 hours ADVANCED SWEPT-WING JET AEROPLANE TRAINING 12 hours ADVANCED AIRLINE OPERATIONS SCENARIO TRAINING 6 hours FINAL ASSESSMENT 2 hours The training elements may be ordered, split and combined, as determined by the approved training organisation (ATO)’s course design. (e) The ATO should provide generic stand-alone or CAT-operator-specific APS MCC training, advanced swept-wing jet aeroplane training and advanced airline operations scenario training. In the case of generic stand-alone training, the ATO should establish appropriate documentation and manuals representative of a CAT operator, such as manuals for aeroplane original-equipment manufacturers Annex I to ED Decision 2017/022/R (OEMs), standard operating procedures (SOPs), flight documentation, as well as reporting and documentation for management systems. FSTDs (f) The practical training in the APS MCC training course should be based on a multi-pilot, multi-engine aeroplane type capable of carrying at least 50 passengers or equivalent mass. The FSTD used should be type-specific and equipped with a visual system that provides at least 180° horizontal and 40° vertical field of view. However, an FNPT II MCC that has a similar visual cueing system to the above or is approved for MCC pursuant to FCL.735.A may also be acceptable provided that the device is representative of the same class of multi-pilot, multi-engine aeroplane specified in this paragraph in terms of passenger load, mass and performance, and equipped with equivalent aeroplane systems and avionics functionality. (g) In the case of advanced swept-wing jet aeroplane practical training, an FSTD representing a swept-wing multi-engine jet aeroplane should be used. INSTRUCTOR QUALIFICATION (h) The minimum qualification level of an instructor to deliver the training course should be an MCCI(A). The ATO should ensure that: (1) all the instructors, before delivering the training course content, have received training on the application of core competencies as well as competency-based training; and (2) before the MCCI(A) delivers the advanced swept-wing jet handling or airline operations scenario training elements, they have satisfactorily completed relevant specific handling, systems and technical instructor training under the supervision of an SFI or TRI with the privilege to instruct for multi-pilot aeroplanes. (i) The final assessment should be completed by an instructor nominated by the head of training (HT) for this purpose. COURSE DESIGN AND CORE COMPETENCIES (j) The course should be designed using instructional systems design (ISD) methodology. (k) Progress should be monitored throughout the course in accordance with the course design. (l) A final progress assessment should be conducted at the end of the practical training. PROGRESS ASSESSMENTS AND COURSE COMPLETION CERTIFICATE (m) Practical training and progress assessments should be conducted to ensure that the student pilot has demonstrated the required level of competency (see Tables 1, 2, 3, 4 and 5 of this AMC). (n) During progress assessments, the student’s knowledge, skills and attitudes in both pilot flying and pilot monitoring roles should be assessed; those assessments should be integrated into the training sessions. (o) All assessments should be graded. An example of a grading system for the APS MCC is provided in GM3 FCL.735.A. (p) For the final assessment, the minimum standard for each competency should be at least ‘satisfactory’. ‘Satisfactory’ is defined as demonstrating 75 % or greater of the relevant performance indicators/observable behaviours set out in the table of GM3 FCL.735.A. Annex I to ED Decision 2017/022/R (q) A student pilot who has reached a satisfactory or higher standard at the final assessment of the practical training should be awarded the APS MCC course completion certificate pursuant to AMC2 FCL.735.A. (r) Alternatively, a student pilot who completes the APS MCC course but does not achieve the APS MCC standard should be awarded the MCC course completion certificate pursuant to AMC1 FCL.735.A; FCL.735.H; FCL.735.As. APS MCC TRAINING COURSE CONTENT AND PERFORMANCE INDICATORS (s) The elements of AMC1 FCL.735.A(c) should be enhanced as a result of the additional training in an airline context. (t) CRM training should be provided to an APS MCC standard. Table 3 — APS MCC CRM TRAINING CONTENT AND PERFORMANCE INDICATORS Training Performance indicators Knowledge Practical exercises

text: CRM training (a) Display competency in the Understand the CRM concepts Integrate CRM into all relevant CRM-related set out in ORO.FC.115 of practical exercises of the APS behaviours. Annex III (Part-ORO) to the Air MCC. OPS Regulation. (b) Successfully complete the final progress check.

text: (1) The ATO should ensure that the student pilot understands how multi-crew coordination as well as the content and intent of CRM in ORO.FC.115 is applied in an airline context. (2) In order to impart maximum learning to the student pilot, the ATO should ensure the following: (i) CRM is integrated into all practical exercises of the APS MCC; and (ii) Threat-and-error management (TEM) is central to the course instruction; the concepts of threat anticipation, threat recognition, recovery to safe flight, error management, and consequent avoidance of undesired aeroplanes states is emphasised at all times. Table 4 — ADVANCED APS MCC FLYING TRAINING COURSE CONTENT AND PERFORMANCE INDICATORS Training Performance indicators Knowledge Practical exercises

text: Advanced swept-wing flying (a) Understand and apply Elements and components (a) Take-off, approach, landing, training combinations of thrust and of jet orientation: go-around. attitude that ensure a (b) Flight deck management stable, safe flight in (a) glass cockpit displays; practices. various aeroplane (b) propulsion; configurations and (c) Complex problem-solving altitudes. (c) aerodynamics; techniques. (b) Manage the (much) wider (d) flight controls; (d) Advanced handling. range of speed and thrust (e) performance; (e) Manual handling skills (no at both low level and high autopilot, no auto thrust, and level. (f) jet flight planning; where possible, no flight (c) Demonstrate good (g) weight and balance; director). judgement and correct use (h) basic jet flying; (f) Flight at different speeds, of lift and drag devices including slow flight and during various phases of (i) pilot techniques for jet

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

text: the flight. flying, advanced- altitudes within the normal handling-skills flight envelope. (d) Use displays along with all development; available aids to stay (g) Steep turns. mentally ahead when (j) flight path (h) Aeroplane stability and stall piloting all profiles. management; awareness. (e) Understand and recognise (k) auto flight; (i) Upset prevention techniques the precursors of (l) high-altitude and approach-to-stall high-energy approaches. operations; recovery events (appropriate (f) Know angle-of-attack to FSTD limitations and (m) introduction into (AoA) versus attitude capabilities). prevention and indications at low level as recovery of upsets. (j) High-energy approach well as at high level. prevention. (g) Practice upset prevention (k) Go-around management of as a priority, and clearly approach and landing recognise when and how configurations. recovery is necessary, by using the required pilot skills to mitigate loss of control in-flight (LOC-I) events.

text: (a) CHECK-IN PROCEDURES. Advanced airline operations (a) Execute pre-flight (a) Knowledge of systems scenario training preparation in accordance as set out in this AMC. (b) PRE-FLIGHT PREPARATION: with airline or OEM SOPs. (1) weather analysis; (b) SOPs. (b) Conduct an effective crew (2) flight planning; (c) Normal-and nonbriefing, including cabin (3) fuel planning; normal operations’ crew managers (CCMs). checklists and (4) configuration deviation (c) Display good airmanship procedures. list (CDL), dispatch and TEM skills in assessing deviation procedures aeroplane serviceability, guide (DDPG), and weather planning, fuel minimum equipment list planning, and destination (MEL) analysis; and facilities. (5) cabin crew briefing.

text: (d) Conduct cockpit (c) NORMAL PROCEDURES: preparation and briefings cockpit preparation, pushback, in an effective and engine starting, taxiing, takeaccurate manner. off, climb, cruising, descent, (e) Manage and execute landing, shutdown, and engine start, taxi-out and disembarkation procedures.

text: pre-take-off checks safely (d) ON TIME PERFORMANCE: and in accordance with (1) weather analysis; airline or OEM SOPs. (2) flight planning; and (f) Manage and execute (3) fuel planning. runway line-up, take-off, (e) NON-NORMAL PROCEDURES: climb, cruising, descent, approach, landing and (1) as per (c) above, in case of taxi-in safely and in a technical or operational accordance with airline or non-normal event;

text: OEM SOPs. (2) TEM;

text: (g) During non-normal (3) diversion decision-making;

text: operations, display good (4) communication; system knowledge, and apply (5) diversion; non- normal procedures, (6) fuel SA; and communications, TEM, situational awareness (SA), (7) passenger and crew care. decision-making and aeroplane handling.

text: Annex I to ED Decision 2017/022/R Table 5 — ADVANCED APS MCC AIRLINE TRAINING CONTENT AND PERFORMANCE INDICATORS Training Performance Indicators Knowledge Practical Exercises

text: Airline-oriented training (a) Understand the roles of Appropriate elements of the The exercise should provide airline departments. applicable Regulation the student pilot with a (Regulation (EU) No practical understanding of (b) Understand the challenges 1178/2012 (the ‘Aircrew airline operations. This may be faced by airline Regulation’) and the Air OPS achieved through a visit to an departments. Regulation). airline or alternative means. (c) Understand the relationships between airline departments. (d) Understand airline responsibilities. (e) Understand a pilot’s responsibilities as a crew member.

text: CERTIFICATE OF COMPLETION FORM CERTIFICATE OF COMPLETION OF APS MCC-TRAINING Applicant’s last name(s): First name(s): Type of licence: Number: State: ME/IR: OR ME/IR skill test: Issued on: passed on: Signature of applicant: The satisfactory completion of APS MCC training according to requirements is certified below: TRAINING Multi-crew cooperation training to airline pilot standards received during period: from: to: at: ATO/operator* Location and date: Signature of head of ATO or authorised instructor* : Type and number of licence and state of issue: Name(s) in capital letters of authorised instructor: * Delete as appropriate Annex I to ED Decision 2017/022/R 5. New GM1 FCL.735.A is inserted as follows: GM1 FCL.735.A Multi-crew cooperation (MCC) training course — aeroplanes ENHANCED MCC TRAINING TO AIRLINE PILOT STANDARDS (APS MCC) COURSE (a) The ATO should be responsible for the initial course design based on the instructional systems design (ISD) methodology, as well as for the integral evaluation and further development of the course. (b) Technical-knowledge instruction To maximise the benefit during the training in a flight simulation training device (FSTD), it is essential that the student pilot understands the aeroplane systems. Consequently, the approved training organisation (ATO) should provide sufficient systems training to ensure that student pilots are capable of effective situational awareness (SA) of the aeroplane systems when following normal and non-normal procedures and completing the related checklists. The standard of technical-knowledge training should be limited to this goal unless the course is part of a combined APS MCC/type rating course. ATOs providing APS MCC training in a combined APS MCC/type rating course may provide systems training up to type rating standard. Aeroplane systems training may be delivered by any means provided that the training ensures knowledge transfer to a standard within the scope of the ATO’s APS MCC training course approval. This training may be delivered either through distance learning or instructor-led classroom instruction or a combination thereof. If distance learning is utilised as an element of the course, it should be supplemented by instructor-led training. Aeroplane systems knowledge at the required level should be confirmed by an assessment determined by the ATO’s course design. (c) Advanced swept-wing jet flying training (see Table 4 of AMC2 FCL.735.A) The student pilot should develop a flight path management competency, including energy management, as pilot flying (PF), and associated active monitoring skills as pilot monitoring (PM). Aeroplane and airline procedures used during this training should develop the student pilot’s understanding of the aeroplane flight envelope and inertia, as well as of the relationship between thrust and attitude. This phase should include an introduction to prevention and recovery of upsets, which builds confidence, skill, and resilience. (d) Advanced airline operations scenario training (see Table 4 of AMC2 FCL.735.A) (1) The student pilot should be trained to apply the core competencies to conduct a safe and efficient operation in realistic airline operations scenarios. (2) The airline-representative scenarios should include normal and non-normal situations. (3) Operations should be run in real time according to a typical schedule. (4) The scenarios should be constructed in an airline context in order to emphasise the following: (i) threat-and-error management (TEM); (ii) crew resource management (CRM); (iii) flight path management, including energy management; and (iv) interaction with internal and external stakeholders in the resolution of scenarios. Annex I to ED Decision 2017/022/R (e) Airline-oriented training (see Table 5 of AMC2 FCL.735.A) The training should provide an understanding of the regulatory framework that an airline must operate in. The student pilot should understand the context and operational environment that applies to airline employees. Subjects should include but are not limited to the following: (1) regulation of operations and aircrew; (2) safety management systems (SMSs) with emphasis on the pilot’s reporting obligations and ‘just culture’; (3) fatigue management and fatigue risk management system (FRMS) with emphasis on the airline’s and pilot’s obligations; (4) flight time limitations (FTLs), including crew scheduling and crew control functions; (5) flight operations planning and flight watch reporting systems; (6) airline maintenance department and interaction with flight operations; (7) ground operations and interaction with flight operations; and (8) in-flight department and interaction with flight operations. 6. New GM2 FCL.735.A is inserted as follows: GM2 FCL.735.A Multi-crew cooperation (MCC) training course — aeroplanes ENHANCED MCC TRAINING TO AIRLINE PILOT STANDARDS (APS MCC) COURSE The approved training organisation (ATO) should ensure that their course design develops the required core competencies through their training and assessment plan based on the competency framework provided in Table 1 below. An ATO may adapt this framework to include additional competencies and/or performance indicators/observable behaviours Table 1 — COMPETENCIES Competency Description Performance indicators/observable behaviours

text: — Demonstrates the acquisition and retention of required aviation knowledge; — Relates knowledge between subject areas; — Applies knowledge to the operational environment; — Correctly identifies threats and errors in a timely Relates and applies relevant manner; knowledge in the operational

text: Application of knowledge

text: environment and in scenario — Uses knowledge to create valid options of managing settings. threats, errors, and undesirable aeroplane states; — Mentally resolves basic-mathematics problems relating to operational situations, both under normal circumstances and under pressure; — Shares knowledge with others openly and constructively, as and when appropriate.

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

text: — Identifies where to find the information; — Follows standard operating procedures (SOPs) unless a higher degree of safety dictates an appropriate Identifies and applies deviation therefrom; appropriate procedures in — Follows all operating instructions in a timely manner; Application of regulations and accordance with published procedures operating instructions and — Correctly operates aeroplane systems and associated pursuant to applicable equipment; regulations. — Monitors the status of aeroplane systems; — Complies with applicable regulations;

text: — Applies relevant procedural knowledge.

text: — Ensures that the recipient is ready and able to receive the information;

text: — Shares appropriate information; — Selects appropriately what, when, how, and with whom to communicate; — Conveys messages clearly, accurately, and concisely;

text: — Confirms that the recipient correctly understands important information;

text: Communicates through — Listens actively and demonstrates understanding when Communication appropriate means in normal receiving information; and non-normal situations. — Asks relevant and effective questions; — Communicates in order to resolve deviations identified through monitoring;

text: — Adheres to standard radiotelephony phraseology and procedures;

text: — Accurately reads, interprets, drafts, and responds to data link messages in English; — Correctly uses and interprets non-verbal communication.

text: — Uses appropriate flight management and guidance systems as well as automation, as installed and as appropriate to the conditions;

text: Aeroplane flight path management — Controls the aeroplane flight — Manages the flight path to optimise the operational automation path through automation. performance;

text: — Maintains the desired flight path during flight using automation, whilst managing other tasks and distractions; — Effectively monitors automation, including engagement and automatic-mode transitions.

text: — Uses appropriate flight management and guidance Aeroplane flight path management — Controls the aeroplane flight systems and automation, as installed and appropriate manual control path through manual flight. to the conditions;

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

text: — Manually controls the aeroplane using only the relationship between aeroplane attitude, speed and thrust, as well as navigation signals or visual information; — Monitors and detects deviations from the desired aeroplane trajectory and takes appropriate action; — Manages the flight path to optimise the operational performance; — Maintains the desired flight path during manual flight, whilst managing other tasks and distractions; — Effectively monitors flight guidance systems, including engagement and automatic-mode transitions.

text: — Creates an atmosphere of open communication and encourages team participation;

text: — Displays initiative and gives directions when required; — Admits mistakes and takes responsibility;

text: — Carries out instructions when directed; Influences others so that — Gives and receives feedback constructively; they contribute to a shared Leadership and teamwork purpose. Collaborates to — Applies effective intervention strategies to resolve accomplish the goals of the deviations identified whilst monitoring; team. — Takes into account cultural differences; — Engages others in planning; — Addresses and resolves conflicts and disagreements in a constructive manner; — Exercises decisive leadership.

text: — Seeks accurate and appropriate information from appropriate sources; — Identifies and verifies what and why has failed;

text: — Perseveres with resolving problems whilst prioritising safety; Identifies problem — Uses appropriate and timely decision-making precursors and resolves techniques; Problem-solving and decision-making actual problems, using decision-making techniques, — Sets priorities appropriately; in a timely manner. — Identifies and considers options, as appropriate;

text: — Monitors, reviews, and adapts decisions, as required; — Identifies, assesses, and manages risks effectively;

text: — Adapts when faced with situations where no guidance or procedure exists.

text: — Monitors, identifies, and assesses accurately the Perceives, comprehends, and aeroplane’s state and systems; Situational awareness (SA) and manages information, as well information management as anticipates its effect on — Monitors, identifies, and assesses accurately the the operation. aeroplane’s energy state and anticipated flight path; — Monitors, identifies, and assesses accurately the

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

text: general environment as it may affect the operation; — Validates the accuracy of information and checks for gross errors; — Maintains the awareness of the people involved in or affected by the operation as well as their capacity to perform as expected; — Anticipates what could happen, plans, and stays ahead of the situation; — Develops effective contingency plans based upon potential threats; — Recognises and effectively responds to indications of reduced SA.

text: — Exercises self-control in all situations; — Plans, prioritises, and schedules tasks effectively;

text: — Manages time efficiently when carrying out tasks; — Offers and gives assistance, delegates when necessary; Maintains available workload capacity through — Seeks and accepts assistance, when necessary;

text: Workload management

text: prioritisation and distribution — Monitors, reviews, and cross-checks taken action of tasks, using resources. conscientiously; — Verifies that tasks are completed as expected;

text: — Manages and recovers from interruptions, distractions, variations, and failures effectively, while performing tasks.

text: Annex I to ED Decision 2017/022/R 7. New GM3 FCL.735.A is inserted as follows: GM3 FCL.735.A Multi-crew cooperation (MCC) training course — aeroplanes EXAMPLE OF AN ENHANCED MCC TRAINING TO AIRLINE PILOT STANDARDS (APS MCC) GRADING SYSTEM EXAMPLE OF AN APS MCC GRADING SYSTEM Competency Unsatisfactory Satisfactory Good Very Good Exemplary

text: General The pilot’s The pilot’s The pilot’s The pilot’s The pilot’s description of each performance in this performance in this performance in this performance in this performance in this competency level. competency was competency was competency was competency was competency was unsatisfactory with satisfactory with a effective with a very effective, exemplary with an a negative effect slightly positive significant which significantly outstanding effect on safety. effect on safety. contribution to enhanced safety. on safety. safety. The pilot did not The pilot The pilot regularly The pilot always demonstrate the demonstrated The pilot demonstrated all demonstrated all majority of the most of the consistently of the relevant of the relevant relevant relevant demonstrated performance performance performance performance most of the indicators in this indicators in this indicators. indicators in this relevant competency to a competency to an competency to at performance very good exemplary least a satisfactory indicators in this standard. standard. standard. competency to a good standard.

text: Notes — Most: 75 % or greater. — Relevant performance indicator: a performance indicator/observable behaviour that is expected to be demonstrated during the assessment.

text: 8. New GM4 FCL.735.A is inserted as follows: GM4 FCL.735.A Multi-crew cooperation (MCC) training course — aeroplanes ENHANCED MCC TRAINING TO AIRLINE PILOT STANDARDS (APS MCC) TRAINING — SPECIFIC ARRANGEMENT The specific arrangement, pursuant to ORA.GEN.205, between an approved training organisation (ATO) and an operator for the APS MCC course should cover at least the following points: (1) pre-entry requirements (including screening and selection); (2) provision of the relevant documentation (operations manuals (OMs) and training manuals); (3) design of the training programme; (4) content of the course, including criteria to ensure that the operator’s documentation, manuals, standard operating procedures (SOPs), reporting structures, and management system are represented throughout the training course; (5) training effectiveness; (6) performance data feedback from the ATO to the operator; (7) course evaluation and improvement; (8) alignment of the grading and assessment criteria; and Annex I to ED Decision 2017/022/R (9) use of the operator’s crew resource management (CRM) content and utilisation of a flight crew CRM trainer, standardised by the operator. The ATO and the operator may use their OMs and training manuals to identify additional areas to be covered by the specific arrangement. 9. New GM2 FCL.900(c)(1) is inserted as follows: GM2 FCL.900(c)(1) Instructor certificates INSTRUCTION OUTSIDE THE TERRITORY OF THE MEMBER STATES The competent authority may issue an unrestricted flight instructor (FI) certificate (FI(A) for aeroplanes or FI(H) for helicopters) to an applicant that has at least 100 hours of experience in flight instruction and 25 hours in solo-flight supervision. 10. GM1 to Appendix 5 is amended as follows: GM1 to Appendix 5 Integrated MPL training course [...] (d) The specific arrangement, pursuant to ORA.GEN.205, between an approved training organisation (ATO) and an operator for the multi-pilot licence (MPL) training should cover at least the following points: (1) pre-entry requirements (including screening and selection); (2) provision of the relevant documentation (operations manuals (OMs) and training manuals); (3) design of the training programme; (4) content of the operator conversion course; (5) training effectiveness (e.g. continuous monitoring system, progress checks, etc.); (6) provision of base training; (7) graduate performance data feedback from the operator to the ATO; (8) course evaluation and improvement; and (9) alignment of the grading and assessment criteria. The ATO and operator may use their OMs and training manuals to identify additional areas to be covered by the specific arrangement. […] Annex I to ED Decision 2017/022/R 11. New GM1 to Appendix 6 is inserted as follows: GM1 to Appendix 6 Modular training courses for the IR Aa. IR(A)(8) The following elements may be used by the examiner for the applicant’s verbal demonstration of knowledge: (a) AIR LAW: (1) explain the requirements for plus validity and privileges of instrument ratings; (2) explain why a time check has to be completed before flight; (3) describe the necessary action when an aircraft experiences a failure in communications; (4) state the responsibility of the operator when unable to utilise the published departure procedures; (5) explain when the omnidirectional method is used for departure; (6) describe the solutions when omnidirectional procedures are not possible; (7) justify the establishment of aircraft categories for the approach; (8) state the minimum obstacle clearance provided by the minimum sector altitudes (MSAs) established for an aerodrome; (9) describe the point of origin, shape, size, and subdivisions of the area used for MSAs; (10) explain why a pilot should not descend below obstacle clearance altitude/height (OCA/H) without visual reference, which is established for precision approach procedures, non-precision approach procedures and visual (circling) procedures; (11) translate the following acronyms into plain language: decision altitude (DA), decision height (DH), obstacle clearance altitude (OCA), obstacle clearance height (OCH), minimum decision altitude (MDA), minimum decision height (MDH), minimum obstacle clearance (MOC), decision altitude/height (DA/H), obstacle clearance altitude/height (OCA/H) and minimum decision altitude/height (MDA/H); (12) explain the relationship between the following: DA, DH, OCA, OCH, MDA, MDH, MOC, DA/H, OCA/H and MDA/H; (13) define the following terms: initial approach fix (IAF), intermediate fix (IF), final approach fix (FAF), missed approach point (MAPt) and turning point; (14) state the accuracy of facilities providing track (omnidirectional radio range (VOR), instrument landing system (ILS), non-directional beacon (NDB)); (15) state the optimum descent gradient (preferred for a precision approach) in degrees and per cent; (16) name the five standard segments of an instrument approach procedure and state the beginning and end for each of them; (17) describe where an arrival (ARR) route normally ends; (18) state whether or not omnidirectional or sector ARRs are possible to be made; (19) explain the main task of the initial approach segment; Annex I to ED Decision 2017/022/R (20) describe the main task of the intermediate approach segment; (21) state the main task of the final approach segment; (22) name the two possible aims of a final approach; (23) explain the term ‘final approach point’ in case of an ILS approach; (24) state what happens if an ILS glide path (GP) becomes inoperative during approach; (25) describe the main task of a missed approach procedure; (26) define ‘MAPt’; (27) state the pilot’s reaction if upon reaching the MAPt, the required visual reference is not established; (28) describe what a pilot is expected to do in the event that a missed approach is initiated prior to arriving at the MAPt (a missed approach, after an approach flown as CDFA, should be made when reaching the MAPt or DA/H, whichever occurs first); (29) state whether the pilot is obliged to cross the MAPt at the A/H required by the procedure or whether they are allowed to cross the MAPt at an A/H greater than that required by the procedure; (30) describe what is meant by ‘visual manoeuvring (circling)’; (31) state the conditions to be fulfilled before descending below MDA/H in a visual manoeuvring (circling) approach; (32) state how the pilot is expected to behave after initial visual contact during a visual manoeuvring (circling); (33) describe what the pilot is expected to do if visual reference is lost while circling to land from an instrument approach; (34) describe the shape and terminology associated with the holding pattern; (35) state the bank angle and rate of turn to be used whilst flying in a holding pattern; (36) explain why pilots in a holding pattern should attempt to maintain tracks and how this is achieved; (37) describe where outbound timing begins in a holding pattern; (38) state where the outbound leg in a holding pattern terminates if the outbound leg is based on distance-measuring equipment (DME); (39) describe the three entry headings for entries into a holding pattern; (40) define the terms ‘parallel entry’, ‘offset entry’, and ‘direct entry’; (41) determine the correct entry procedure for a given holding pattern; (42) state the still-air time for flying on the outbound entry heading with or without DME; (43) define the following Q codes: ‘QNH’ and ‘QFE’; (44) define ‘flight level’ (FL); Annex I to ED Decision 2017/022/R (45) state the intervals by which consecutive FLs should be separated; (46) describe how FLs are numbered; (47) define the term ‘transition altitude’; (48) define the term ‘transition level’; (49) state how the vertical position of the aircraft should be expressed at or below the transition altitude and transition level; (50) define the term ‘transition layer’; (51) state when the QNH altimeter setting should be made available to departing aircraft; (52) state how a QNH altimeter setting should be made available to aircraft approaching a controlled aerodrome for landing; (53) state where during the climb, the altimeter setting should be changed from QNH to 1013.2 hPa; (54) describe when a pilot of an aircraft intending to land at an aerodrome should obtain the transition level; (55) describe when a pilot of an aircraft intending to land at an aerodrome should obtain the actual QNH altimeter setting; (56) state where the altimeter settings should be changed from 1013.2 hPa to QNH during descent for landing; (57) state the modes and codes that the pilot should operate in the absence of any air traffic control (ATC) directions or regional air navigation agreements; (58) state when the pilot should ‘squawk ident’; (59) state the transponder mode and code to indicate: a state of emergency, a failure in communications, an unlawful interference; (60) describe the consequences of an in-flight transponder failure; (61) state the primary action of the pilot in the case of an unserviceable transponder before departure when no repair or replacement at that aerodrome is possible; (62) understand the various rules and services that apply to the various classes of airspace; (63) describe the aim of clearances issued by the ATC with regard to instrument flight rules (IFR), visual flight rules (VFR) or special VFR flights, and refer to the different airspaces; (64) explain what is meant by the expression ‘clearance limit’; (65) explain the meaning of the phrases ‘cleared via flight planned route’, ‘cleared via (designation) departure’ and ‘cleared via (designation) ARR’ in an ATC clearance; (66) list which items of an ATC clearance should always be read back by the flight crew; (67) justify the speed control by the ATC; (68) explain how the change from IFR to VFR may be initiated by the pilot in command (PIC); (69) define the following terms: ‘transition level’, ‘transition layer’, and ‘transition altitude’; Annex I to ED Decision 2017/022/R (70) indicate how the vertical position of an aircraft in the vicinity of an aerodrome should be expressed at or below the transition altitude, at or above the transition level, and while climbing or descending through the transition layer; (71) list the six items that are normally included in a voice position report; (72) name the item of a position report which must be forwarded to the ATC with the initial call after changing to a new frequency; (73) understand the difference among the types of separation within the various classes of airspace and among the various types of flight; (74) state who is responsible for the avoidance of collision with other aircraft when operating in visual meteorological conditions (VMC); (75) explain the term ‘expected approach time’ and the procedures for its use; (76) state the reasons which may probably lead to the decision to use another take-off or landing direction than the one into the wind; (77) define the term ‘radar vectoring’; (78) explain the procedures for the conduct of surveillance radar approaches (SRAs); (79) state the mode and code of secondary surveillance radar (SSR) equipment that a pilot may operate in a (general) state of emergency, or (specifically) in case the aircraft is subject to unlawful interference; (80) describe the expected action of the aircraft after receiving a broadcast from air traffic services (ATS) concerning the emergency descent of another aircraft; (81) name the colours used for the various markings (runway (RWY), taxiway (TWY), aircraft stands, apron safety lines); (82) describe the application and characteristics of RWY centre line markings and threshold markings; (83) describe the wing bars of a precision approach path indicator (PAPI) and an abbreviated precision approach path indicator (A-PAPI); and (84) interpret what the pilot sees during approach, using a PAPI, an APAPI, a T visual approach slope indicating system (TVASIS), and an abbreviated T visual approach slope indicator system (ATVASIS); (b) FLIGHT PLANNING AND FLIGHT MONITORING: (1) select the preferred airway(s) or route(s) considering: (i) altitudes and FLs, (ii) standard routes, (iii) ATC restrictions, (iv) the shortest distance, (v) obstacles, and (vi) any other relevant data; Annex I to ED Decision 2017/022/R (2) determine courses and distances from en route charts; (3) determine bearings and distances of waypoints based on radio navigation aids on en route charts; (4) define the following altitudes: (i) minimum en route altitude (MEA), (ii) minimum obstacle clearance altitude (MOCA), (iii) minimum off-route altitude (MORA), (iv) grid minimum off-route altitude (Grid MORA), (v) maximum authorised altitude (MAA), (vi) minimum crossing altitude (MCA), and (vii) minimum holding altitude (MHA); (5) extract the following altitudes from the chart(s): (i) MEA, (ii) MOCA, (iii) MORA, (iv) Grid MORA, (v) MAA, (vi) MCA, and (vii) MHA; (6) explain the reasons for studying standard instrument departure (SID) and standard ARR (STAR) charts; (7) state the reasons why the SID and STAR charts show procedures only in a pictorial presentation style which is not to scale; (8) interpret all data and information represented on SID and STAR charts, particularly: (i) routings, (ii) distances, (iii) courses, (iv) radials, (v) altitudes/levels, (vi) frequencies, and (vii) restrictions; (9) identify SIDs and STARs which may be relevant to a planned flight; (10) state the reasons why it is imperative to be familiar with instrument approach procedures and appropriate data for departure, destination, and alternate airfields prior to departure; Annex I to ED Decision 2017/022/R (11) select instrument approach procedures appropriate for departure, destination, and alternate airfields; (12) interpret all procedures, data and information represented on instrument approach charts, particularly: (i) courses and radials, (ii) distances, (iii) altitudes, levels or heights, (iv) restrictions, (v) obstructions, (vi) frequencies, (vii) speeds and times, (viii) DA/Hs and MDA/H, (ix) visibility and runway visual ranges (RVRs), and (x) approach light systems; (13) find communications (COM) frequencies and call signs for the following: (i) control agencies, service facilities, and flight information services (FISs), (ii) weather information stations, and (iii) automatic terminal information service (ATIS); (14) find the frequency and/or identifiers of radio navigation aids; (15) complete the navigation plan with the courses, distances, and frequencies taken from charts; (16) find standard instrument departure and ARR routes to be flown or to be expected; (17) determine the position of top of climb (TOC) and top of descent (TOD), considering appropriate data; (18) determine variation and calculate magnetic/true courses; (19) calculate true airspeed (TAS) according to given aircraft performance data, altitude, and outside air temperature (OAT); (20) calculate wind correction angles (WCA)/drift and ground speeds (GSs); (21) determine all relevant altitudes/levels, particularly MEA, MOCA, MORA, MAA, MCA, MRA, and MSA; (22) calculate individual and accumulated times for each leg until destination and alternate airfields; (23) convert between volume, mass, and density given in different units commonly used in aviation; (24) determine relevant data from the flight manual, such as fuel capacity, fuel flow/consumption at different power/thrust settings, altitudes, and atmospheric conditions; Annex I to ED Decision 2017/022/R (25) calculate attainable flight time/range considering fuel flow/consumption and available amount of fuel; (26) calculate the required fuel considering fuel flow/consumption and required time/range to be flown; (27) calculate the required fuel for an IFR flight considering expected meteorological conditions and expected delays under defined conditions; (28) find and analyse the latest state at the departure, destination, and alternate aerodromes, in particular with regard to: (i) opening hours, (ii) work in progress (WIP), (iii) special procedures due to WIP, (iv) obstructions, and (v) changes of frequencies for COM, navigation aids, and facilities; (29) find and analyse the latest en route state with regard to: (i) airway(s) or route(s), (ii) restricted, dangerous, and prohibited areas, and (iii) changes of frequencies for COM, navigation aids, and facilities; (30) state the reasons for a fixed format of an International Civil Aviation Organization (ICAO) air traffic services flight plan (ATS FPL); (31) determine the correct entries to complete an FPL, as well as decode and interpret the entries in a completed FPL, particularly as regards the following: (i) aircraft identification (Item 7), (ii) flight rules and type of flight (Item 8), (iii) number and type of aircraft and wake turbulence category (Item 9), (iv) equipment (Item 10), (v) departure aerodrome and time (Item 13), (vi) route (Item 15), (vii) destination aerodrome, total estimated elapsed time, and alternate aerodrome (Item 16), (viii) other information (Item 18), and (ix) supplementary information (Item 19); (32) complete the FPL using information from the following: (i) navigation plan, (ii) fuel plan, and (iii) operator’s records on basic aircraft information; Annex I to ED Decision 2017/022/R (33) explain the requirements for the submission of an ATS FPL; (34) explain the action to be taken in case of FPL changes; (35) state the action to be taken in case of inadvertent changes to track, TAS, and time estimate, affecting the current FPL; and (36) explain the procedures for closing an FPL; (c) METEOROLOGY: (1) describe qualitatively and quantitatively the temperature lapse rates of the troposphere (mean value of 0.65 °C/100 m or 2 °C/1 000 ft and actual values); (2) explain the characteristics of inversions and of an isothermal layer; (3) explain the cooling and warming of the air on the earth or sea surfaces; (4) describe qualitatively the influence of the clouds on the cooling and warming of the earth or sea surfaces as well as of the air near those surfaces; (5) explain the influence of the wind on the cooling and warming of the air near the earth or sea surfaces; (6) define ‘atmospheric pressure’; (7) list the units of measurement of atmospheric pressure used in aviation (hPa, in.); (8) describe isobars on the surface weather charts; (9) explain the pressure variation with height; (10) describe qualitatively the variation of the barometric lapse rate (note: the average value for the barometric lapse rate near mean sea level is 27 ft (8 m) per 1 hPa, whereas at about 5 500 m above mean sea level (AMSL) is 50 ft (15 m) per 1 hPa; (11) describe and interpret contour lines (isohypses) on a constant pressure chart; (12) describe the relationship between pressure, temperature, and density; (13) describe the vertical variation of the air density in the atmosphere; (14) describe the effect of humidity changes on the air density; (15) explain the use of standardised values for the international standard atmosphere (ISA); (16) list the main values of ISA (mean sea level pressure, mean sea level temperature, a vertical temperature lapse rate up to 20 km, as well as height and temperature of the tropopause); (17) calculate the standard temperature in Celsius degrees for a given FL; (18) determine a standard temperature deviation based on the difference between the given OAT and the standard temperature; (19) define the following terms and acronyms and explain how they are related to each other: H, A, pressure A, FL, pressure level, true A, true H, elevation, QNH, QFE, and standard altimeter setting; (20) describe the following terms: transition A, transition level, transition layer, terrain clearance, and lowest usable FL; Annex I to ED Decision 2017/022/R (21) calculate the different readings on the altimeter when the pilot changes the altimeter setting; (22) illustrate with a numbered example the changes of the altimeter setting and the associated changes in reading when the pilot climbs through the transition altitude or descends through the transition level; (23) derive the reading of the altimeter of an aircraft on the ground when the pilot uses different settings; (24) explain the influence of the air temperature on the distance between the ground and the level reading on the altimeter as well as between two FLs; (25) explain the influence of pressure areas on the true altitude; (26) determine the true A/H for a given A/H and a given ISA temperature deviation; (27) describe why and how the wind changes direction and speed with H in the friction layer in the northern and southern hemisphere (rule of thumb); (28) describe and explain the origin and formation of mountain waves; (29) explain how mountain waves may be identified through their associated meteorological phenomena; (30) describe turbulence and gustiness; (31) list common types of turbulence (convective, mechanical, orographic, frontal, and clear-air turbulence); (32) indicate the sources of atmospheric humidity; (33) define ‘dew point’; (34) define ‘relative humidity’; (35) describe the relationship between temperature and dew point; (36) estimate the relative humidity of the air based on the difference between dew point and temperature; (37) explain the influence of relative humidity on the H of the cloud base; (38) list cloud types typical for stable and unstable air conditions; (39) identify by shape cirriform, cumuliform, and stratiform clouds; (40) explain the influence of inversions on vertical movements in the atmosphere; (41) name the factors contributing in general to the formation of fog and mist; (42) name the factors contributing to the formation of haze; (43) describe significant characteristics of orographic fog; (44) summarise the conditions for the dissipation of orographic fog; (45) list and describe the types of precipitation given in the aerodrome forecast (TAF) and aerodrome routine meteorological report (METAR) codes (drizzle, rain, snow, snow grains, ice pellets, hail, small hail, snow pellets, ice crystals, freezing drizzle, and freezing rain); Annex I to ED Decision 2017/022/R (46) assign typical precipitation types and intensities to different clouds; (47) describe the boundaries between air masses (fronts); (48) define ‘front’ and ‘frontal surface’ (‘frontal zone’); (49) define ‘warm front’; (50) describe the cloud, weather, ground visibility, and aviation hazards at a warm front depending on the stability of the warm air; (51) explain the seasonal differences in the weather at warm fronts; (52) describe the structure, slope, and dimensions of a warm front; (53) define ‘cold front’; (54) explain the seasonal differences in the weather at cold fronts; (55) describe the structure, slope, and dimensions of a cold front; (56) describe the cloud, weather, ground visibility, and aviation hazards in a warm sector; (57) describe the cloud, weather, ground visibility, and aviation hazards behind the cold front; (58) define the term ‘occlusion’; (59) identify the typical flat pressure pattern on a surface weather chart; (60) describe the weather associated with a flat pressure pattern; (61) explain the general weather conditions under which ice accretion on airframe occurs; (62) indicate in which circumstances ice may form on an aircraft on the ground: air temperature, humidity, precipitation; (63) explain in which circumstances ice may form on an aircraft in flight: inside clouds, in precipitation, outside clouds, and in the absence of precipitation; (64) describe the different factors influencing the intensity of icing: air temperature, amount of supercooled water in a cloud or in precipitation, amount of ice crystals in the air, speed of the aircraft, shape (thickness) of the airframe parts (wings, antennas, etc.); (65) define ‘clear ice’; (66) define ‘rime ice’; (67) define ‘hoar frost’; (68) state the ICAO qualifying terms for the intensity of icing; (69) describe in general the hazards of icing; (70) assess the dangers of the different types of ice accretion; (71) state the ICAO qualifying terms for the intensity of turbulence; (72) describe the effects of turbulence on an aircraft in flight; (73) indicate the possibilities of avoiding turbulence (i) in the flight planning: weather briefing, choice of track, and altitude, and Annex I to ED Decision 2017/022/R (ii) during flight: choice of appropriate track and altitude; (74) define ‘wind shear’ (vertical and horizontal); (75) describe the conditions in which wind shear forms and how it forms (e.g. thunderstorms, squall lines, fronts, inversions, land and sea breeze, friction layer, and relief); (76) describe the effects of wind shear on flight; (77) indicate the possibilities of avoiding wind shear in flight: (i) in the flight planning, and (ii) during flight; (78) name the cloud types which indicate the development of thunderstorms; (79) describe the different types of thunderstorms, their location, the conditions for and the process of their development, and list their properties (air mass thunderstorms, frontal thunderstorms, squall lines, supercell storms, orographic thunderstorms); (80) assess the average duration of thunderstorms and their different stages; (81) summarise the flight hazards of a fully developed thunderstorm; (82) describe and assess ‘St. Elmo’s fire’; (83) describe the effect of lightning strike on aircraft and flight execution; (84) describe practical examples of flight techniques used to avoid the hazards of thunderstorms; (85) describe the influence of a mountainous terrain on cloud and precipitation; (86) describe the effects of the foehn; (87) describe the influence of a mountainous area on a frontal passage; (88) indicate the turbulent zones (mountain waves, rotors) on a sketch of a mountain chain; (89) describe the reduction of visibility caused by precipitation (drizzle, rain, and snow); (90) describe the differences between ground visibility, flight visibility, slant visibility, and vertical visibility when an aircraft is above or within a layer of haze or fog; (91) define ‘ground visibility’; (92) list the units used for visibility (m, km); (93) define ‘RVR’; (94) list the units used for RVR (m); (95) compare visibility and RVR; (96) define ‘ceiling’; (97) name the unit and the reference level used for information about the cloud base (ft); (98) define ‘vertical visibility’; (99) name the unit used for vertical visibility (ft); (100) interpret ground-weather radar images; Annex I to ED Decision 2017/022/R (101) describe the basic principle of airborne weather radars as well as the type of information they provide; (102) describe the limits and errors of airborne weather radar information; (103) interpret typical airborne weather radar images; (104) decode and interpret significant weather charts (low-, medium-, and high-level charts); (105) describe the flight conditions at designated locations or along a defined flight route at a given FL, based on a significant weather chart; (106) describe, decode (by using a code table), and interpret the following aviation weather messages (given in written or graphical format): (i) METAR; (ii) aerodrome special meteorological reports (SPECI); (iii) trend forecast (TREND); (iv) TAF; (v) information concerning en route weather phenomena which may affect the safety of aircraft operations (SIGMET); (vi) information concerning en route weather phenomena which may affect the safety of low-level aircraft operations (AIRMET); (vii) area forecast for low-level flights (GAMET); (viii) automatic terminal information service (ATIS); (ix) meteorological information for aircraft in flight (VOLMET); (x) special air-report, and (xi) volcanic-ash advisory information; (107) list in general the cases where a SIGMET and an AIRMET are issued; and (108) describe, decode (by using a code table), and interpret the following messages: runway state message (as written in a METAR) and general aviation forecast (GAFOR).


text: Annex II to ED Decision 2018/009/R

text: Annex II to ED Decision 2018/009/R

text: Annex II to ED Decision 2018/009/R

text: Annex II to ED Decision 2018/009/R

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

beslut: ED Decision 2018/009/R

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

text: The Annex to ED Decision 2011/016/R is 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 grey; (c) an ellipsis ‘[…]’ indicates that the remaining text is unchanged.

text: 1. In GM1 FCL.010, the following abbreviation is inserted: ‘DTO declared training organisation’.

text: 2. In AMC1 FCL.115;FCL.120, paragraph (a) is amended as follows: ‘(a) The training and examination should cover aspects related to non-technical skills in an integrated manner, taking into account the particular risks associated with the licence and the activity. The theoretical knowledge instruction provided by the ATO should include a certain element of formal classroom work but may also include other methods of delivery for example interactive video, slide or tape presentation, computer-based training and other media distance learning courses. The training organisation DTO or the ATO responsible for the training should check if all the appropriate elements of the training course of theoretical knowledge instruction have been completed to a satisfactory standard before recommending the applicant for the examination.’

text: 3. New AMC1 FCL.115(c) is inserted: ‘AMC1 FCL.115(c) LAPL — Training course CHANGE OF TRAINING ORGANISATION In cases where the applicant completes the training course (theoretical knowledge instruction or flight instruction) at a different DTO or ATO (‘completing training organisation’) from the one where they have started the training course (‘starting training organisation’), the applicant should request from the starting training organisation a copy of the records kept in accordance with point DTO.GEN.220 or point ORA.ATO.120.’

text: 4. In AMC1 FCL.135.S;FCL.205.S(a), paragraph (b) is amended as follows: ‘(b) The DTO or the ATO should issue a certificate of satisfactory completion of the training.’

text: 5. In AMC1 FCL.135.B;FCL.225.B, paragraph (c) is amended as follows: ‘(c) The DTO or the ATO should issue a certificate of satisfactory completion of the instruction to licence endorsement.’

text: 6. In AMC1 FCL.225.B, paragraph (e) is amended as follows: ‘(e) The DTO or the ATO should issue a certificate of satisfactory completion of the instruction to licence endorsement.’

text: 7. New AMC1 FCL.210(c) is inserted: ‘AMC1 FCL.210(c) Training course CHANGE OF TRAINING ORGANISATION In cases where the applicant completes the training course (theoretical knowledge instruction or flight instruction) at a different DTO or ATO (‘completing training organisation’) from the one where they have started the training course (‘starting training organisation’), the applicant should request from the starting training organisation a copy of the records kept in accordance with point DTO.GEN.220 or point ORA.ATO.120.’

text: 8. In AMC1 FCL.210;FCL.215, the introductory text before the table is amended as follows: ‘The following tables contain the syllabi for the courses of theoretical knowledge, as well as for the theoretical knowledge examinations for the PPL(A) and PPL(H). The training and examination should cover aspects related to non-technical skills in an integrated manner, taking into account the particular risks associated to the licence and the activity. An approved course shall comprise at least 100 hours of theoretical knowledge instruction. This theoretical knowledge instruction provided by the ATO should include a certain element of formal classroom work but may include also such facilities as interactive video, slide or tape presentation, computer-based training and other media distance learning courses. The training organisation DTO or the ATO responsible for the training has toshould check if all the appropriate elements of the training course of theoretical knowledge instruction have been completed to a satisfactory standard before recommending the applicant for the examination. The applicable items for each licence are marked with ‘x’. An ‘x’ on the main title of a subject means that all the subdivisions are applicable.’

text: 9. AMC1 FCL.740(b)(1) is replaced by the following: ‘AMC1 FCL.740(b) Validity and renewal of class and type ratings RENEWAL OF CLASS AND TYPE RATINGS: REFRESHER TRAINING AT AN ATO, A DTO OR WITH AN INSTRUCTOR (a) The objective of the refresher training is for the applicant to reach the level of proficiency necessary to safely operate the relevant type or class of aircraft. The amount of refresher training needed should be determined on a case-by-case basis by the ATO, the DTO or the instructor, as applicable, taking into account the following factors: (1) the experience of the applicant; (2) the amount of time elapsed since the privileges of the rating were last used; (3) the complexity of the aircraft; (4) whether the applicant has a current rating on another aircraft type or class; and (5) where considered necessary, the performance of the applicant during a simulated proficiency check for the rating in an FSTD or an aircraft of the relevant type or class. It should be expected that the amount of training needed to reach the desired level of proficiency will increase analogously to the time elapsed since the privileges of the rating were last used. (b) After having determined the needs of the applicant, the ATO, the DTO or the instructor, as applicable, should develop an individual training programme based on the initial training for the rating, focusing on the aspects where the applicant has shown the greatest needs. (c) With the exception of refresher training for ratings for aircraft referred to in point FCL.740(b)(2)(i), refresher training should include theoretical knowledge instruction, as necessary, such as for type-specific system failures in complex aircraft. The performance of the applicant should be reviewed during the training and additional instruction should be provided to the applicant, where necessary, to reach the standard required for the proficiency check. (d) After successful completion of the training, the ATO, the DTO or the instructor, as applicable, should issue the applicant with a training completion certificate or another document specified by the competent authority, describing the evaluation of the factors listed in (a), the training received, and a statement that the training has been successfully completed. The training completion certificate should be presented to the examiner prior to the proficiency check. Following the successful renewal of the rating, the training completion certificate or the other document specified by the competent authority and the examiner report form should be submitted to the competent authority. (e) Taking into account the factors listed in (a) above, the ATO, the DTO or the instructor, as applicable, may also decide that the applicant already possesses the required level of proficiency and that no refresher training is necessary. In such a case, the certificate or other documental evidence referred to in (c) above should contain a respective statement including sufficient reasoning.’

text: 10. In AMC1 FCL.800, paragraph (b) is amended as follows: ‘(b) The DTO or the ATO should issue a certificate of satisfactory completion of the instruction to licence endorsement.’

text: 11. In AMC1 FCL.805, paragraph (b) is amended as follows: ‘(b) The DTO or the ATO should issue a certificate of satisfactory completion of the instruction that can be used for to licence endorsement.’

text: 12. In AMC1 FCL.810(b), paragraph (b) is amended as follows: ‘(b) The DTO or the ATO should issue a certificate of satisfactory completion of the instruction that can be used for to licence endorsement.’

text: 13. In AMC2 FCL.930.FI, paragraph (a) is amended as follows: ‘(a) The aim of the FI(S) and FI(B) training course at a DTO or an ATO is to train SPL and BPL holders to the level of competence defined in FCL.920 as instructor competencies.’

text: 14. AMC5 FCL.935 is amended as follows: (a) in paragraph (b), in sections 4 and 6 of the report form, the term ‘Name of ATO’ is replaced by the term ‘Name of DTO or ATO’; (b) in paragraph (c), in sections 4 and 6 of the report form, the term ‘Name of ATO’ is replaced by the term ‘Name of DTO or ATO’.

text: 15. AMC1 FCL.1015 is amended as follows: (a) Paragraph (a) is amended as follows: ‘(a) The competent authority may provide the course itself or through an arrangement with an ATO or, in the case of examiners for sailplanes and balloons, with a DTO. This arrangement should clearly state that the ATO or the DTO is acting under the management system of the competent authority.’ (b) Paragraph (c) is amended as follows: ‘(c) The competent authority, or the ATO or the DTO should determine any further training required before presenting the candidate for the examiner assessment of competence.’ (c) Paragraph (d)(1)(vii) is amended as follows: ‘(vii) the management system of ATOs and the organisational structure of DTOs.’

text: 16. AMC2 FCL.1015 is amended as follows: (a) Paragraph (d) is amended as follows: ‘(d) Improve training and flight instruction in ATOs or DTOs by feedback of information from examiners about items or sections of tests or checks that are most frequently failed.’ (b) Paragraph (r) is amended as follows: ‘(r) A test or check flight will be conducted within the limitations contained in the operations manual of an ATO or the operator for which the applicant is flying, as applicable, or, if available, within the limitations placed by the DTO.’

text: 17. New GM1 FCL.1015(a);FCL.1025(b)(2) is inserted: ‘GM1 FCL.1015(a);FCL.1025(b)(2) EXAMINER STANDARDISATION COURSES AT AN ATO OR A DTO In point FCL.1015(a) (second sentence) and in point FCL.1025(b)(2) (second sentence), the word ‘may’ is used to indicate that completing an examiner standardisation course or an examiner refresher course at a DTO is an option which can be used by examiners for sailplanes and balloons as an alternative to completing such courses provided by the competent authority or an ATO (first sentence in both point FCL.1015(a) and point FCL.1025(b)(2)).’

text: 18. AMC1 FCL.1025 is amended as follows: ‘EXAMINER REFRESHER COURSE SEMINAR The examiner refresher course seminar should follow the content of the examiner standardisation course, included in AMC1 FCL.1015, and take into account specific contents adequate to the category of examiner affected.’

type: vagledning

utgivare: easa


text: Decision 2011/016/R of 15 December 2011

identifier: AMC & GM to Part-FCL — Amendment 6

beslut: ED Decision 2018/011/R

title: AMC & GM to Part-FCL — Amendment 6

text: Annex I to ED Decision 2018/011/R

text: Annex I to ED Decision 2018/011/R

text: ‘Acceptable Means of Compliance (AMC) and Guidance Material (GM) to Part-FCL — Amendment 6’

text: The Annex to Decision 2011/016/R of 15 December 2011 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 grey; (c) an ellipsis ‘[…]’ indicates that the rest of the text is unchanged.

text: 1. New GM1 FCL.015(a) is inserted as follows:

text: GM1 FCL.015(a) Application and issue, revalidation and renewal of licences, ratings and certificates

text: The application for the addition of the remark on the automatic validation of licences under licence item XIII can be submitted either when the pilot applies for the issue, revalidation or renewal of the licence, or independently at any other time.

text: 2. AMC1 FCL.310; FCL.515(b); FCL.615(b) is amended as follows:

text: ‘AMC1 FCL.310; FCL.515(b); FCL.615(b) Theoretical knowledge examinations

text: SUBJECT 010 — AIR LAW

text: 010 01 02 03 Suppression of Unlawful Acts Against the Safety of Civil Aviation — The MontrealTokyo Convention of 198863

text: 010 01 02 03 (01) Describe the measures and actions to be taken by the pilot-in-command (PIC) of an aircraft in order to suppress unlawful acts against the safety of the aircraft.

text: Source: ICAO Doc 9518 — Protocol supplementary to the Convention for the Suppression of Unlawful Acts Against the Safety of Civil Aviation, done at Montreal on 23 September 1971, and signed at Montreal on 24 February 1988 8364 — Convention on Offences and Certain Other Acts Committed on Board Aircraft, Tokyo,

text: 14 September 1963

text: Annex I to ED Decision 2018/011/R

text: 010 01 02 05 International pPrivate international law

text: 010 01 02 05 (01) Explain the legal significance of the issue of a passenger ticket or of baggage/cargo documents (that the issue is a form of contract).

text: Source: ICAO Doc 9740 Convention for the Unification of Certain Rules for International Carriage — The Montreal Convention of 1999

text: 010 01 02 05 (02) Describe the consequences for an airline or the PIC when a passenger ticket document of carriage is not issued (that the contract is unaffected).

text: Source: Aircrew Regulation, point FCL.010 Definitions; Note: 'rating' is defined in

text: Article 3 of Regulation (EC) No 216/2008

text: […] 010 04 02 02 (02) Explain the requirements to act as a flight crew member of a civil aircraft registered in a Member State, and know the general principles of the licensing system (light aircraft pilot licence (LAPL), private pilot licence (PPL), commercial pilot licence (CPL), multi-crew pilot licence (MPL), airline transport pilot licence (ATPL)).

text: Source:

text: Regulation (EC) No 216/2008

text: Article 7

text: Aircrew Regulation, point FCL.015 Application and issue, revalidation and renewal of licences, ratings and certificates

text: Source:

text: Aircrew Regulation, point FCL.900 Instructor certificates FCL.800 Aerobatic rating;

text: Annex I to ED Decision 2018/011/R

text: Aircrew Regulation, point FCL.915 General prerequisites and requirements for instructors FCL.805 Sailplane towing and banner towing ratings;

text: Aircrew Regulation, point FCL.940 Validity of instructor certificates FCL.810 Night rating;

text: Aircrew Regulation, point FCL.815 Mountain rating;

text: Aircrew Regulation, point FCL.820 Flight test rating.

text: Source: SERA,

text: Article 1

text: Subject matter and scope

text: Source: SERA.3215 Lights to be displayed by aircraft; ICAO Annex 2, Chapter 3, 3.2.3; ICAO Annex 6, Part I, Chapter 6, 6.10 and Appendix 1; and ICAO Annex 6, Part III, Chapter 4, 4.42.

text: 010 05 04 00 Visual flight rules (VFRs)

text: 010 05 04 01 Visual flight rules (VFRs) — SERA

text: Source:

text: SERA.5001 VMC visibility and distance from cloud minima;

text: SERA.5005 Visual flight rules;

text: SERA.5010 Special VFR in control zones

text: 010 05 05 00 Instrument flight rules (IFRs)

text: 010 05 05 01 Instrument flight rules (IFRs) – SERA

text: Source:

text: SERA.5015 Instrument flight rules (IFR) — Rules applicable to all IFR flights;

text: SERA.5020 IFR — Rules applicable to IFR flights within controlled airspace;

text: SERA.5025 IFR — Rules applicable to IFR flights outside controlled airspace

text: Annex I to ED Decision 2018/011/R

text: 010 06 07 01 (05) State where guidance material may be located for simultaneous operations on parallel or near-parallel instrument runways. Source: ICAO Doc 8168, Volume I, Part III, Section 2, Chapter 1, 1.4 […] 010 06 09 03 (01) Describe the structurescope of these Parts. […] 010 07 01 02 (04) State on which frequencies a pilot can expect ATC to contact them in case of an emergency.

text: Source: ICAO Annex 11, Chapter 2, 2.24 Service to aircraft in the event of an emergency, 2.25 In-flight contingencies, Chapter 5, 5.3 Use of communication facilities, and Chapter 6, 6.1.1.1 (referring to Annex 10, Volumes II and V), Chapter 4, 4.1.3.1

text: […] 010 08 05 01 (01) State that Commission Implementing

text: Regulation (EU) No 1035/2011

text: 2017/373 provides: — general requirements for the provision of air navigation services; — specific requirements for the provision of air traffic services; — specific requirements for the provision of meteorological services; — specific requirements for the provision of aeronautical information services; — specific requirements for the provision of communication, navigation or surveillance services. […] 010 09 01 01 (01) does not apply to ATPL(H)/IR, ATPL(H), CPL(H) and IR. The crosses will be deleted from the applicable columns. […] 010 09 02 04 (04) Explain the different types of frozen water on the RWY and their impact on aircraft braking performance.

text: Source: ICAO Annex 14, Volume 1, Chapter 1, 1.1 Definitions and Chapter 2, 2.9 Condition of the movement area and related facilities

text: Source: ICAO Annex 14, Volume I, AnnexAttachment A, 6. Assessing the surface friction characteristics of snow-, slush-, ice- and frost-covered paved surfaces

text: Annex I to ED Decision 2018/011/R

text: Source: ICAO Annex 14, Volume 1, Chapter 1, 1.1 and Chapter 3, 3.12

text: […] 010 09 04 03 (07) Describe the wing bars of the precision approach path indicator (PAPI) and the abbreviated precision approach path indicator (APAPI). Interpret what the pilot will see during the approach using PAPI.

text: Source: ICAO Annex 14, Volume 1, Chapter 5, 5.3.5.24 to 5.3.5.27 PAPAI and APAPI

text: SUBJECT 021 — AIRCRAFT GENERAL KNOWLEDGE — AIRFRAME, SYSTEMS AND POWER PLANT

text: SUBJECT 022 — AIRCRAFT GENERAL KNOWLEDGE — INSTRUMENTATION

text: […] 022 05 02 01 (10) State that the majority of the IRS data can be accessed through the FMS control and display unit (CDU)/flight management and guidance system (FMGS) multifunctional control and display unit (MCDU).

text: […] 022 10 01 02 (03) Explain the purpose of the following parts of the on-board equipment: — ATSU communications computer; — control and display unit (CDU)/multifunction control and display unit (MCDU); — data communication display unit (DCDU); — ATC message visual annunciator; — printer. […] 022 11 02 01 (01) also applies to the CB-IR(A) and EIR(A) 022 11 02 01 (02) also applies to the CB-IR(A) and EIR(A) 022 11 02 01 (04) also applies to the CB-IR(A) and EIR(A) […] 022 11 03 01 (07) also applies to the CB-IR(A) and EIR(A)

text: Annex I to ED Decision 2018/011/R

text: […] 022 11 04 00 Human–machine interface (control and display unit (CDU)/ multipurpose multifunction control

text: and display unit (MCDU))

text: […] 022 12 08 01 (06) Explain the potential implications of an faulty radio-altimeter indication and how this in particular may affect the following systems: — autothrust (flare/retard); — ground-proximity warning systems (GPWSs).

text: SUBJECT 031 — FLIGHT PERFORMANCE AND PLANNING: MASS AND BALANCE — AEROPLANES/HELICOPTERS

text: […] 031 04 02 01 (01) Describe the general procedure and regulations relating to when an aircraft should be weighed, reweighed or data recalculated. Remark: See the applicable operational requirements. […]

text: SUBJECT 032 — FLIGHT PERFORMANCE AND PLANNING: PERFORMANCE — AEROPLANES

text: […] 032 01 04 01 (11) Calculate the all-engine-out and one-engine-out climb gradient from given values of engine thrust and aeroplane drag and weight. […]

text: 032 02 00 00 CS-23/EU-OPSAPPLICABLE OPERATIONAL REQUIREMENTS PERFORMANCE CLASS B — THEORY

text: […] 032 02 03 01 (12) Describe the net take-off flight path (NTOFP) for a multi-engine, class B aeroplane. […] 032 02 03 01 (13) Describe the dimensions of the NTOFP take off flight path accountability area (domain). […]

text: 032 03 00 00 CS-23/EU- OPSAPPLICABLE OPERATIONAL REQUIREMENTS PERFORMANCE CLASS B — USE OF

text: AEROPLANE PERFORMANCE DATA FOR SINGLE- AND MULTI-ENGINE AEROPLANES […]

text: Annex I to ED Decision 2018/011/R

text: 032 03 03 01 (05) Determine NTOFP take off flight path for a MEP aeroplane of given mass and given airfield conditions, and calculate the obstacle clearance based on the NTOFP take off flight path. […]

text: 032 04 00 00 CS-25/EU- OPSAPPLICABLE OPERATIONAL REQUIREMENTS PERFORMANCE CLASS A — THEORY

text: […] 032 04 01 01 (05) Define and explain the following speeds in accordance with CS-25 or CS-Definitions: […] — rotation speed (VR); — take-off safety speed (V2); — minimum take-off safety speed (V2MIN); […] 032 04 01 02 (07) Explain the influence of aeroplane mass, air density and flap settings on V1, V2 and V2MIN and thereby on take-off distance. […]032 04 01 07 (04) State that when friction coefficient is 0.40 or higher, the expected braking action is good. Source: ICAO Annex 15, Appendix 2 Annex 14, Vol. I, Attachment A […]

text: 032 05 00 00 CS-23/EU- OPSAPPLICABLE OPERATIONAL REQUIREMENTS PERFORMANCE CLASS A — USE OF AEROPLANE PERFORMANCE DATA

text: SUBJECT 033 — FLIGHT PERFORMANCE AND PLANNING: FLIGHT PLANNING AND MONITORING

text: SUBJECT 040 — HUMAN PERFORMANCE

text: Annex I to ED Decision 2018/011/R

text: SUBJECT 061 — GENERAL NAVIGATION

text: SUBJECT 062 — RADIO NAVIGATION

text: […] 062 02 06 01 (02) State that MLS operates in the SHF band on any one of 200 channels, on assigned frequencies. […] 062 03 04 02 (02) Name the interrogation modes: — Mode A and C, and successor Mode S; — Mode C; — Mode S. […] 062 03 04 02 (11) is not BK and the X will be deleted from this column. […] 062 03 04 03 (04) State that every aircraft is allocated an ICAO aircraft address which is hard-coded into the airframe Mode S transponder (Mode S address).

text: 062 06 02 00 Ground-, satellite- and airborne- aircraft-based augmentation

text: 062 06 02 04 Airborne- Aircraft-based augmentation systems (ABASs)

text: […] 062 06 02 04 (05) Define ‘receiver autonomous integrity monitoring’ (RAIM) as a technique that ensures the integrity of the provided data by redundant measurements. 062 06 02 04 (06) State that RAIM is achieved by consistency checks among range measurements. 062 06 02 04 (07) State that basic RAIM requires five satellites. A sixth one is for isolating a faulty satellite from the navigation solution.

text: Annex I to ED Decision 2018/011/R

text: SUBJECT 070 — OPERATIONAL PROCEDURES

text: Source:

text: Point CAT.IDE.A.355 ‘Electronic navigation data managementManagement of aeronautical databases’;

text: AMC1 CAT.IDE.A.355 ‘Electronic navigation data management — ELECTRONIC NAVIGATION DATA PRODUCTSManagement of aeronautical databases — AERONAUTICAL DATABASES’

text: Source:

text: Point SPO.SPEC.HEC.100 SPO.SPEC.HESLO.100 ‘Standard operating procedures’ and related AMCs/GM;

text: Point SPO.SPEC.HEC.105 SPO.SPEC.HESLO.105 ‘Specific HEC HESLO equipment’ and related AMCs/GM

text: SUBJECT 081 — PRINCIPLES OF FLIGHT - AEROPLANES

text: […] 081 02 03 02 (05) applies to the ATPL(A). […] 081 03 01 01 (04) Describe the properties, advantages and disadvantages of the turbulent boundary layer. […] 081 03 01 01 (06) Explain why the laminar boundary layer separates easier than the turbulent boundary layer does.

text: 3. New GM2 to Appendix 5 is inserted as follows:

text: GM2 to Appendix 5 Assessment of student competency during take-off and landing training

text: The required level of competency of a student pilot is assessed by observing the following: (a) application of knowledge; (b) application of regulations and procedures; (c) communication; (d) aeroplane flight path management – automation; (e) aeroplane flight path management – manual control;

text: Annex I to ED Decision 2018/011/R

text: (f) leadership and teamwork; (g) problem-solving and decision-making; (h) situational awareness (SA) and information management; and (i) workload management. The competencies referred to in points (b) and (e) are particularly relevant during the training. This means that the focus is on observing the student pilot performing take-offs and landings in accordance with the standard operating procedures (SOPs) and recommended techniques of the original equipment manufacturer (OEM). The competency elements and sub-elements stipulated in GM1 to Appendix 5 for take-off and landing provide additional guidance for instructors and student pilots. Consistency and repeatability of all the competencies above is achieved if the student pilot is able to perform at least three successive take-offs and landings demonstrating the required observable behaviours. The take-off and landing training in an aeroplane should include at least one go-around. Due consideration should be given to environmental conditions when evaluating competency.