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02 - OBJECTIVES OF THE COURSE
· To provide flight instructor familiarization on aircraft type for already qualified instructors
· To provide familiarization with the operation of the aircraft from the right hand seat with
limited assistande from the student
· To improve the basic operating and supervising skills of instructor candidate
· To improve the management and co-ordination skills of instructor during aircraft training
· To familiarize flight instructors with the basic Airbus Training syllabi
During the course the participant is able to revise the specific thechiques of conducting base
training, whilst becoming more familiar with operating the aircraft from the right hand seat.
Certain phases of simulator and flight sessions are flown with an Airbus Training instructor
role playing the student in order to :
· expose the trainee to typical student reactions and problems
· expand his power of analysis
· use the varied means available to encourage improvement in student performance
N. B. : Following successful completion of the course, the Airline may seek trainee’s
designation as a flight instructor with the appropriate aviation Authority.
A319/A320/A321
FLIGHT CREW TRAINING MANUAL
2.08.01
E FC8
Page 1
REV 21 MAY 98
FLIGHT INSTRUCTOR FAMILIARIZATION
COURSE
INTRODUCTION
EFC08\08-01
03 - COURSE ORGANIZATION
A. FFS SESSION BRIEFING
The FFS is treated in all respects as a real aircraft being used for base training i. e. engine
failures are simulated by retarding the respective throttle.
Ensuing drills will generally be touch drills.
Of course genuine failures do occur during training flights and examples of these will be
introduced using the full capabilities of the simulator and handled using the necessary drills
and check-list procedures.
The action, in the event of a genuine failure, must be made clear in the first take-off
briefing i. e. the trainee will assume control of the aircraft clearly calling "I have control"
and expecting the response from the Airbus instructor acting as student "You have
control".
The failure is then handled using the appropriate abnormal/emergency procedures.
a. General right hand seat familiarization demonstration practice
Normal preparation, explanation of seats controls, adjustment, use of red and white
balls to have optimum visual references during low minima approach.
b. Use of FMS
Refer to FCTM Vol 1 - "Normal Operations Briefings" chapter - Base training briefing
c. Touch and go
Refer to FCTM Vol 1 - "Normal Operations Briefings" chapter - Base training briefing
d. Late final descent clearance
Maintain cleared altitude on final approach (use LOC to track ILS centreline);
Select gear down, flap full and reduce speed to VAPP when cleared for the approach.
METHOD IN VISUAL APPROACH
Select both FDs OFF (ATHR speed mode), select FPV. Adjust pitch attitdue to obtain -6°
angle as indicated by FPV.
As correct approach path regained adjust pitch attitude to that required for normal
approach.
NOTE : In all cases the approach must be stabilized by 500 ft AGL. If not, a go around
should be consider.
A319/A320/A321
FLIGHT CREW TRAINING MANUAL
2.08.01
E FC8
Page 2
REV 21 MAY 98
FLIGHT INSTRUCTOR FAMILIARIZATION
COURSE
INTRODUCTION
EFC08\08-01
03 - COURSE ORGANIZATION (CONT’D)
A. FFS SESSION BRIEFING (END)
d. Late final descent clearance (end)
DUCK UNDER
De-stabilizing the approach by undue increase rate of descent in the last 300 ft is
potentially hazardous.
A threshold crossing height of 50 ft R. A. is the norm. Reducing this altitude increases
the risk of short touchdown. For information 1 dot fly up at 50 ft R. A. is 14 ft below the
correct glide path, 2 dots is 28 ft below (landing gear clearance at 50 ft R. A. is 32 ft).
Corrections form "duck under" can also lead to landings further along the runway than
desired.
If stabilisation is not achieved, a go around should be considered.
e. Error recovery
During this part the Airbus instructor will behave as a student and introduce common
student problems and reactions. The trainee upon noticing the error should not simply
highlight the solution but try to analyse the possible reasons behind it.
Be aware of the students receptive state wehn pointing out errors. It could be better for
the instructor to fly the aircraft while he summarizes a problem so that the student does
not have to divede his attention into trying to listen and to fly at the same time. If small
　
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