ATCO Basic Training Training Plans T33 HRS TSP 006 GUI 04

EUROPEAN ORGANISATIONFOR THE SAFETY OF AIR NAVIGATION

EUROCONTROL

EUROPEAN AIR TRAFFIC MANAGEMENT PROGRAMME

This Document is issued as EATMP Method and Tool. The contents are notmandatory. They provide information and explanation or may indicate best practice.

ATCO Basic Training - TrainingPlans

Edition Number : 1.0Edition Date : 06.10.2003Status : Released IssueIntended for : EATMP Stakeholders

ATCO Basic Training – Training Plans

Page ii Released Issue Edition Number: 1.0

DOCUMENT CHARACTERISTICS

TITLE

ATCO Basic Training - Training Plans

EATMP Infocentre Reference: 030617-01Document Identifier Edition Number: 1.0HRS/TSP-006-GUI-04 Edition Date: 06.10.2003

Abstract

This document enables the creation of Air Traffic Controller (ATCO) initial training compliant with theEuropean Air Traffic Management Programme (EATMP) common core content. It provides anexample of a training programme of 363 periods corresponding to the basic training. It includes theprocedures used in simulation, a description of a training area and of a simulation test.

KeywordsAir Traffic Controller (ATCO) Basic Air Traffic Control (ATC) HarmonisationCourse Design Course Objective Job AnalysisAir Traffic Control (ATC) Procedure Evaluation TestLicensing Training Programme Simulation Programme

Contact Person Tel UnitMichel PISTRE +352-43.60.61.511 Training Development and Harmonisation (TDH) Unit

STATUS, AUDIENCE AND ACCESSIBILITYStatus Intended for Accessible via

Working Draft � General Public � Intranet �

Draft � EATMP Stakeholders � Extranet �

Proposed Issue � Restricted Audience � Internet (www.eurocontrol.int) �

Released Issue � Printed & electronic copies of the document can be obtained fromthe EATMP Infocentre (see page iii)

ELECTRONIC SOURCEPath: G:\Deliverables\HUM Deliverable pdf Library\Host System Software SizeWindows_NT Microsoft Word 8.0b


Page iv Released Issue Edition Number: 1.0

DOCUMENT CHANGE RECORD

The following table records the complete history of the successive editions of the presentdocument.

EDITIONNUMBER

EDITIONDATE

INFOCENTREREFERENCE REASON FOR CHANGE PAGES

AFFECTED

0.1 23.10.2002 Working Draft All

0.2 05.12.2002 Draft for TSG18 All

0.3 07.02.2003 Proposed Issue for HRT19(basic document configuration) All

1.0 06.10.2003 030617-01Released Issue (agreed at HRT19 on 26.03.2003)(advanced document configuration + final editorialchanges)

All


Edition Number: 1.0 Released Issue Page v

CONTENTS

DOCUMENT CHARACTERISTICS............................................................................ ii

DOCUMENT APPROVAL ......................................................................................... iii

DOCUMENT CHANGE RECORD ............................................................................. iv

EXECUTIVE SUMMARY ............................................................................................ 1

1. INTRODUCTION.................................................................................................. 31.1 Background .............................................................................................................................. 31.2 Task Force Common Core Content ......................................................................................... 31.3 Training Phases in ATC Training ............................................................................................. 41.4 Structure of the EATMP Training Documentation .................................................................... 51.5 Purpose of this Document ........................................................................................................ 6

2. ATM PERFORMANCE OBJECTIVE FOR BASIC TRAINING............................. 72.1 Objective................................................................................................................................... 72.2 Adaptation of the Performance Objective to a Tower Environment ......................................... 82.3 Duties to be Performed During the Typical Simulation and Their Corresponding

Objectives of the Basic Course ................................................................................................ 92.4 Airspace.................................................................................................................................. 102.5 Performance ........................................................................................................................... 10

3. TRAINING PLAN FOR BASIC TRAINING......................................................... 153.1 Time Scale.............................................................................................................................. 153.2 Training Requirements: Training Event Coverage ................................................................. 183.3 Training Requirements: Training Plan Tables........................................................................ 29

ANNEX A: EATMP COMMON CORE CONTENT TRAINING CONCEPTS............ 811. Concept of Training Events .................................................................................................... 812. Concept of Taxonomy ............................................................................................................ 933. Concept of ATCO Training Progression............................................................................... 104

ANNEX B: PROCEDURES FOR BASIC TRAINING............................................. 1091. Airspace and Unit Organisation............................................................................................ 1092. General Procedures ............................................................................................................. 1103. Outbound Procedures .......................................................................................................... 1104. Inbound Procedures ............................................................................................................. 1105. Holding Procedures .............................................................................................................. 1116. Agreed Levels....................................................................................................................... 111


Page vi Released Issue Edition Number: 1.0

REFERENCES ....................................................................................................... 113

FURTHER READING ............................................................................................. 115

ABBREVIATIONS AND ACRONYMS.................................................................... 117

CONTRIBUTORS................................................................................................... 125


Edition Number: 1.0 Released Issue Page 1

EXECUTIVE SUMMARY

This document is the final report of Drafting Group (DG) Basic of the Task Force CommonCore Content (TF-CCC) of the EATCHIP\EATMP1 Human Resources Team (HRT) TrainingSub-Group (TSG), today known as the EATM Training Focus Group (TFG).

It presents the training plans for the basic phase (Phase I) of ATCO initial training.

These training plans are an example of a training strategy to meet the training objectivesstated in the document ‘Guidelines for Common Core Content and Training Objectives for AirTraffic Controllers Training (Phase I - Revised)’ (EATMP, 2001a - T3). This strategyproduces a training whose duration is a total of 363 periods. Further important informationabout the required training duration is contained in Sections 3.1.1 and 3.1.2.

Section 1, ‘Introduction’, explains the background and training documentation configuration.

Section 2, ‘ATM Performance Objective for Basic Training’, details the performance expectedfrom the learner in simulation at the end of the training, the airspace in which the simulationis operated and the content and workload of a typical simulation located at the end of thetraining (possibly a final test simulation). The procedures are detailed in Annex B,‘Procedures for Basic Training’.

Section 3, ‘Training Plan for Basic Training’, is divided in two main parts: first part, ’TimeScale’, proposes an example of a training programme, with the number of training events persubject, classified according to the training methods to be used, while second part, ‘TrainingRequirements’, states how each objective is taught to the learner (Lesson, Part-TaskPractice, Simulation, etc.).

Annex A, ‘EATMP Common Core Content Training Concepts’, is valid for use with anyCommon Core Content syllabus and training plan previously published (see, for instance,EATMP, 2001b – T17 and EATMP, 2003 – T31). It defines the concept of training events, thephases and the taxonomy for ATCO training.

A bibliography, further reading, a list of the abbreviations and acronyms used in thisdocument, and the names of those who contributed to its development are provided at theend of this publication.

1 In 1999 the ‘European Air Traffic Control Harmonisation and Integration Programme (EATCHIP)’ wasrenamed the ‘European Air Traffic Management Programme (EATMP)’. Today it is known simply asthe ‘European Air Traffic Management (EATM)’


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1. INTRODUCTION

1.1 Background

The main objective of the EATMP Human Resources Programme (HRS),Stage 1 (see EATMP, 2000a – O3), is to further develop an ATM-specifichuman resources / human factors toolbox (concepts, methods and tools)which will:

• enable an adequate number of qualified staff to provide a harmonised andconsistent service delivery;

• ensure the best use of new technology;

• provide for a smooth transition towards the evolving European ATMsystems.

HRS Programme Stage 1 includes the Training Sub-Programme (TSP),defined as follows:

To provide ANS Providers for all ATM areas with trainingmaterial, methods and tools, in order to enable a commonminimum standard of training which will evolve to meet thefuture introduction of system changes and will enable theimplementation of regulatory requirements for ATM servicespersonnel licensing.

1.2 Task Force Common Core Content

Under the auspices of the EATCHIP Programme and later the EATMPProgramme, the Human Resources Team (HRT) delegated responsibility forthe Air Traffic Services (ATS) training to its Training Sub-Group (TSG), todayknown as the ‘Training Focus Group (TFG)’, which created the Task ForceCommon Core Content (TF-CCC) in March 1995.

The training addressed by the TF-CCC is divided into phases, which aredescribed in 1.3.



1.3 Training Phases in ATC Training

STUDENTSTUDENT LICENCE LICENCE

ATCO LICENCE, ATCO LICENCE, RATING, ENDORSEMENTRATING, ENDORSEMENT

CONTINUATIONTRAINING

REFRESHEREMERGENCYCONVERSION

DEVELOPMENTTRAINING

OJTIOJTI,ASSESSORASSESSOR,

SUPERVISORSUPERVISOR,SAFETY MANAGERSAFETY MANAGER,

INCIDENT INVESTIGATORINCIDENT INVESTIGATOR,AIRSPACE DEVELOPERAIRSPACE DEVELOPER,

etcetc.

INITIAL TRAININGBasic and Rating

UNIT TRAININGTransitional

Pre-OJT, OJT

Figure 1: Progression of ATCO training

Initial training

Training including technical subjects, ATC theory and simulator practice. Theobject of initial training is to prepare an ab initio for training at an ATC unit. Itincludes two phases (basic and rating) leading to a student licence. Ratingtraining might also be provided to a learner for conversion to another rating.

� Basic training

Training designed to impart fundamental knowledge and skills to enableab initio air traffic controllers to progress to specialised ATC training.

� Rating training (training in the rating discipline)

Specialised ATC training to provide knowledge and skills related to a jobcategory and appropriate to the discipline to be pursued in the ATSenvironment.

Other training phases

The other phases are defined in Sections 3.1 to 3.4 of Annex A, ‘EATMPCommon Core Content Training Concepts’.



1.4 Structure of the EATMP Training Documentation

The structure of the training documentation is defined in the referencedocument entitled ‘Specifications on Training Methods and Tools’ (EATMP,2000b – T16) as follows:

1.4.1 Syllabus

A syllabus is a list of training objectives classified by subjects, topics andsub-topics showing the training necessary to fill the training gap and toachieve the course aim. An unstructured content helps to detail the objectives.The syllabus does not indicate times, training techniques or order to achievethe training objective.

1.4.2 Training plan

A training plan is a syllabus with additional information. The training plandetails for each subject, topic and objective the training requirements (type oftraining event, educational material needed, method and mode of delivery).It also includes the time scale for achievement and states performanceobjectives or tests to increase the accuracy of the specifications.

1.4.3 Training event plan

A training event is a set of actions identified in the training plan as the smallerunit of training. The training event has a type and is more accurately describedby the association of a training technique, a media, a learning rate and a modeof delivery.

The training event plan is the document to be used by the instructor whenpreparing and providing the training. It recalls the objectives of the trainingevent and its type. It gives a timeline, indicates material references andprovides additional advice for the performance.

1.4.4 Assessment plan

An assessment plan identifies for each subject, topic and objective how theassessment will be performed. In order to make the process more efficient,sets of objectives are linked to a performance objective. The test performanceis then based on this performance objective.

The assessment plan has not been developed in this document.



1.5 Purpose of this Document

The syllabi for ATCO initial training (basic and rating) specify the objectives ofthe corresponding initial training. This specification does not includeperformance objectives or time scale.

The document entitled ‘European Manual of Personnel Licensing - Air TrafficControllers: Guidance on Implementation’ (EATMP, 2001c – L2) states that

the designated authority should require training institutions todemonstrate how their courses meet the ECAC2 guidelineson Common Core Content or, if they cannot, their plans toamend their training to meet the requirements.

The ‘EUROCONTROL Safety Regulatory Requirement 5 (ESARR5)’(SRC, 2002)’ requires:

initial ATC training course to satisfy, as a minimum, theECAC guidelines for Common Core Content training.

The purpose of this document is to define the training more accurately thanthe syllabus in order to allow training institutes to develop initial trainingaccording to these ECAC guidelines.

The expected benefits are:

- reduction of time and effort to develop training,- possible reuse of off-the-shelf training materials,- guidance to demonstrate compliance with the Common Core Content.

To achieve this and according to the training plan definition, this documentincludes:

- the ATM performance objective,- the time scale,- the training requirements.

2 European Civil Aviation Conference



2. ATM PERFORMANCE OBJECTIVE FOR BASIC TRAINING

2.1 Objective

The general ATM objective stated in the syllabus is:

Learners shall describe the basic principles of Air TrafficManagement and apply basic operational procedures.

The corresponding performance objective is:

In an ATC simulator learners shall:

• apply the skills of ATC in accordance with the operational procedures;

• perform several skills at the same time as required in a simple air trafficcontrol exercise.

Because of pedagogical and didactical considerations, the basic course shall,after the training of individual skills, also aim for the integration of these skillsin suitable simulation exercises. Adequate performance objectives areformulated to suit this aim and to complement the objectives laid down in thedocument.

Although most of the skills are developed separately on a Part-Task Trainer(PTT) this final objective is ideally achieved on a simulator.

However, a suitable PTT may be used when a simulator is not available.

An example of a surveillance exercise developed to meet the objective in thisdocument is based on a control sector in the Airosar Terminal Control Area(TMA). This sector is called Airosar Terminal Control (TCL). Any other suitableairspace could equally be used (Approach, En-route or another TMA).

The basic course is common to future aerodrome, procedural and surveillancecontrollers. The rationale behind the general ATM objective (‘Learners shalldescribe the basic principles of air traffic management and apply basicoperational procedures’) is to provide them with the prerequisites for anyrating training and to give them a general understanding of their professionalenvironment.

Therefore, the achievement of the ATM objective is limited to a simpleperformance of the corresponding tasks in the basic training with consolidationand further development of skills made in the rating training.

This principle is particularly illustrated by the following three examples:



• Radar identification

In the simulation the application of identification procedures is not required(all aircraft are considered to be identified).

The reason for this is that the application of radar identification is in therating training and not in the basic training. In the basic training the learnersimply has to explain the necessity for radar identification.

• Coordination

All flights must meet the script specified exit levels. Coordination is limitedto the passing or receiving of one estimate and the issuing of one en-routeclearance without negotiation. For all other flights the transfer of data isassumed to take place automatically. Coordination, including notification,negotiation, agreement and revision, is explicitly reserved to ratingtraining).

• Radar vectoring

The final performance objective does not require radar vectoring. Theobjective covering radar vectoring is specified in the rating trainingsyllabus and not in the basic training syllabus.

Note: Whereas ‘radar vectoring’ is not a terminal objective included inthe final performance it is practised on PTT (and optionally onsimulator), because it is an enabling objective to radar separationthrough the active acquisition of conflict detection, estimation andresolution.

2.2 Adaptation of the Performance Objective to a Tower Environment

If the basic course is provided in an environment where aerodrome control ismore appropriate to prepare the rating training, the performance objective andits parameters may be adapted. The PTT may be replaced by a 2D-Towersimulator and the radar simulator by a 3D-Tower simulator. The ‘content’ ofthe ATM objectives may be modified but without infringing the general ATMobjective.



2.3 Duties to be Performed During the Typical Simulation and TheirCorresponding Objectives of the Basic Course

Duties Related to objective

Check and use the simulation equipment ATM 1.1.1, ATM 1.3.5, ATM 2.1.3,ATM 3.2.3, ATM 4.3.2, ATM 5.3.2,ATM 6.1.2, ATM 6.2.2, ATM 6.2.4,ATM 6.6.3, ATM 8.1.2, ATM 8.2.1,NAV 3.3.1, NAV 4.1.1, NAV 4.3.2,EQPM 7.3.2.

Develop and maintain situationalawareness by monitoring trafficdisplay(s)

LAW 4.4.4, ATM 1.3.5, ATM 6.2.2,ATM 6.2.4, ATM 6.6.3, ATM 8.2.1,NAV 1.1.1, NAV 4.2.1, NAV 4.3.2.

Monitor and update flight data display(s) LAW 4.4.4, ATM 1.3.5, ATM 3.2.3,ATM 6.2.2, ATM 6.2.4, ATM 6.6.3,ATM 8.1.2, ATM 8.2.1.

Maintain a continuous listening watch onthe sector frequency

ATM 8.1.2, ATM 8.2.1.

Issue appropriate clearances,instructions, and information to simulatedtraffic

LAW 4.2.3, LAW 4.3.3, LAW 4.3.4,LAW 4.4.4ATM 1.1.1, ATM 1.3.5, ATM 2.1.2,ATM 2.1.3, ATM 3.1.3, ATM 3.2.3,ATM 5.1.1, ATM 5.3.2, ATM 6.1.2,ATM 6.2.2, ATM 6.2.4, ATM 6.6.3,ATM 8.1.2MET 1.1.1.NAV 1.1.1, NAV 3.3.1, NAV 4.2.1,NAV 4.3.2.

Use standard phraseology ATM 1.3.5, ATM 2.1.2, ATM 2.1.3,ATM 3.2.3, ATM 6.2.2, ATM 6.2.4,ATM 6.6.3,MET 1.1.1,NAV 1.1.1, NAV 4.2.1, NAV 4.3.2.

Apply vertical and radar separation ATM 1.1.1, ATM 5.1.1, ATM 6.1.2,ATM 6.6.3, ATM 8.2.1,NAV 1.1.1, NAV 4.2.1, NAV 4.3.2.

Apply exit conditions with regard tolongitudinal and lateral separation andlevel as pre-given by the exercise script

LAW 4.2ATM 1.1.1, ATM 4.2.1, ATM 5.3.2,ATM 6.1.2, ATM 6.2.2, ATM 6.2.4,ATM 6.6.3, ATM 8.2.1,NAV 1.1.1, NAV 4.3.2.

Conduct coordination as necessary ATM 2.1.2, ATM 4.2.1, ATM 4.3.2,ATM 6.2.2, ATM 6.2.4, ATM 6.6.3,ATM 8.1.2, ATM 8.2.1,NAV 1.1.1.



As the list of duties may be misinterpreted with regard to complexity andscope of the performance, it has to be emphasised, that the taxonomy ofthese duties does not lead beyond Level 33. Therefore, the performancerequired does not include the analysis and subsequent solving of anyunknown problems. The learner must only demonstrate her/his ability to makeaccurate use of a learned repertoire of knowledge and skills within theframework of known simulation parameters.

The relating of duties to a corresponding objective of the basic course doesnot indicate that all potential elements of the objective have to be assessed inthe final examination. It is sufficient to include a selection of key elements intothe final assessment.

2.4 Airspace

The airspace used is the Airosar TMA. For this example exercise, the AirosarAirport has been located at coordinates N 50°08’30’ E 08°27’58’.Nevertheless, the location may be changed as appropriate for the training at aspecific training environment.

2.5 Performance

A typical simulation, possibly a test exercise at the end of basic training,describes the performance.

2.5.1 Duration of the typical simulation

The runtime of the typical simulation should be between 30 and 45 min.Additional time to include briefing and debriefing shall be allocated.

2.5.2 Traffic of the typical simulation

Due to the nature of basic training, in particular to the organisation of the workposition with a single person, the actual number of aircraft is not derived fromthe hourly capacity of the sector but from the list mentioned in 2.5.3.2 (detailedworkload). The traffic is such that it enables the learner to demonstrate thelisted skills without being affected by inappropriate overload.

The number of aircraft is such that it allows the occurrence of threefundamental problems to be solved, but only one problem at a time.

3 Requires a thorough knowledge of the subject and the ability to apply it with accuracy. The learnershould be able to make use of his/her repertoire of knowledge to develop plans and activate them.



2.5.3 Workload of the typical simulation

2.5.3.1 General

The number of aircraft in the exercise will allow the learner to demonstratebasic ATC skills and to solve a maximum of three separation problems, butonly one problem at a time.

The complexity of the simulation run will require several of the duties to beperformed simultaneously.

2.5.3.2 Specific

The learner shall demonstrate his/her ability to conduct all of the followingtasks during the typical simulation exercise:

− ensure the integrity of the working position,− issue one en-route clearance,− climb/descend aircraft to planned exit levels,− descend aircraft from a flight level to an altitude,− detect and solve three separation problems,− comply with exit conditions,− issue one traffic information,− maintain flight data display,− use standard phraseology and standard radiotelephony techniques,− prioritise actions correctly,− transfer communication,− pass/receive one estimate (no revisions and no negotiations).

2.5.3.3 Detailed

The following exercise description is a specification, by an example, of thedetailed workload to be handled by the learner at the end of the basic training:

1. Duration: 45 min.2. Total number of aircraft: ten.3. Max. number of aircraft on frequency: four.



Ex time C/S Event or action required Specific task

� Generally: Use standard phraseologyand standard RTF

� Prioritise actions correctly� Maintain flight data display

beforestart

Check and adjust working position � Ensure the integrity of the workingposition

on freq. N43115000100 TIGER02 EXHT TWR requesting IFR clearance

for TIGER02‘Cleared to EGUN via PST flightplanned route, climb A50, SSR6651,released’

� Issue one en-route clearance

000420 N43115 N43115 requesting descend to A50due to weather (coordination requiredwith EXAS APP unless ACFT on B15are generally released)

� Descend one aircraft from a FL to analtitude

000500 DIOSE Initial contact, climb to coordinatedlevel FL170

� Comply with exit conditions (vertical)

000520 TIGER02 Airborne and requires clearance to FL200 (no conflict)

� Pass/receive one estimate� Climb/descend aircraft to planned

exit levels000730 BAW007 Initial contact001200 TIGER02 Send to next frequency � Transfer of communication001300 BAW007 Requesting own circumnavigation of

WX001600 BAW007 Send to next frequency � Transfer of communication002000 N43115 Traffic information � Issue one traffic information002300 DLH241 Initial contact002330 N43115 Send to next frequency � Transfer of communication002050 GBERD Initial contact002220 GBERD Descend clearance (EXAS inbound) Conflict 1:

� Detect and solve separationproblems (opposite DIOSE)

� Descend ACFT to planned exit levels� Comply with exit conditions (vertical)

002900 DIOSE Send to next frequency � Transfer of communication002910 DAT987 Initial contact Conflict 2:

� Detect and solve separationproblems (crossing DLH241)

003030 GBERD Send to next frequency � Transfer of communication003200 AFR993 Initial contact03400 LXLJP Initial contact003500 AFR993 Issue climb instruction � Climb ACFT to planned exit levels

� Comply with exit conditions (vertical)Conflict 3:� Detect and solve separation

problems (crossing LXLJP)003800 DLH241 Send to next frequency � Transfer of communication003900 DAT987 Send to next frequency � Transfer of communication004400 LXLJP Send to next frequency � Transfer of communication004500 AFR993 Send to next frequency � Transfer of communication



An electronic real-time view of the exercise is available on the CD-ROMattached to this document. The flight plans of the exercise are also availableon the CD-ROM.

2.5.4 Assessment procedure

The learner shall be assessed during individual simulation(s) carrying out allthe tasks listed in 2.5.3.2.



3. TRAINING PLAN FOR BASIC TRAINING

3.1 Time Scale

3.1.1 Introduction

This training plan is an example of a possible training for a trainingestablishment equipped with an adequate Part-Task Trainer (PTT) and radarsimulator.

The duration of a training event is written in ‘periods’. In order to satisfy thevarious practices in different training institutes and according to the subject,the period is defined as lasting from forty to sixty minutes.

The duration identifies the time:

• during which a learner is actively working (during a visit, it does notinclude the travel time);

• within the programmed timetable (it does not include home work);

• performing the core activity (time during which a learner acts as pseudo-pilot is never included as simulation time).

Duration of additional training events dedicated to topics such as ‘NationalLegislation and Procedures’ is not specified because they will vary accordingto the State where the learner will eventually enter unit training.

Duration of other additional training events such as extra Structured Briefing(StBf) is not specified to allow flexibility in regards to learner needs.

3.1.2 Example of timetable

Table 1 summarizes the number of periods per subject and the training eventtypes. The columns detail a subject and the rows indicate the type of trainingevent.

For instance, the planning for the subject Aircraft (ACFT) is five periods ofCase (Case), eighteen periods of Computer-/Web-based Training (CWBT),five periods of Lesson (Les) and two periods of Multimedia Lab (Lab). This is atotal of thirty periods.

During some training events (in particular during simulations) objectives fromother subjects are addressed. The training event is nevertheless noted in aunique column to avoid duplication. For instance, the simulations are noted inthe columns of ATM, because these are the most numerous objectives of thesimulations even if the simulations include, for example, ACFT objectives.



Table 1: Basic training

Number of periods per subject

TOTAL INTR LAW ATM MET NAV ACFT HUM EQPM PENV

Case 26 10 8 1 5 2CBPE 8 8CWBT 56 8 11 10 18 7 2GrW 4 2 2HO 3 3Lab 2 2Lec 8 6 2Les 185 4 44 34 27 23 5 17 23 8PTP 22 22SA 14 14StBf 0ISimul 8 8TSimul 0GSimul 0Sup Pract 5 4 1Vis 22 2 4 16VC 0

Type

of t

rain

ing

even

t

Other 0TOTAL 363 14 65 105 37 28 30 21 37 26

On the assumption of an average study day of six periods, the course lasts alittle more than twelve weeks (i.e. sixty days).

These numbers have to be treated with caution as the subjects and totals donot include:

• time for assessment;

• time for extra training in areas such as aeronautical English or localdifferences with ICAO;

• travel time;

• time buffer for constraints due to PTP or Sim capacity.



0

20

40

60

80

100

120

INTR LAW ATM MET NAV ACFT HUM EQPM PENV

Figure 2: Module ‘basic training’: periods per subject (bar chart)

INTR

LAW

ATM

MET

NAV

ACFT

HUM

EQPM

PENV

Figure 3: Module ‘basic training’: periods per subject (pie chart)



Total ofperiods perSubject

3.2 Training Requirements: Training Event Coverage

The training event coverage tables indicate how each particular subject isaddressed in the training events.

These tables show the type, title, duration and code of each training event.The title highlights one of the objectives included in the training event.This view on the training requirements is completed by the training plans.The code indicates the subject, the training event type, the training and thenumber of the training event (for instance, INTR LesB1 for Lesson 1 of SubjectINTRODUCTION of basic training).

EXAMPLE: Introduction

Type of TrainingEvent Title Period Code

Les Course Management

Training Ethos and Assessment

11

INTR LesB1

Lec Course IntroductionCourse IntroductionOrganisation of Simulation

1

1

1

INTR Lec62

INTR Lec63

Vis Library

Simulator

1

1

INTR Vis61

INTR Vis62

Other

Total 7

In order to detail the coverage, the next level of development is the productionof the training event plans. In training event plans all the objectives included ineach training event are listed.

Number ofperiod of the

lessonTitle corresponding toone of the objectives

Abbreviated type oftraining event(see Annex A)List reduced to thetype of trainingevent used in thesubject

INTR: Introduction (subject)Vis: Visit (training event)6: Module 6 (APS rating training)2: Number



3.2.1 Introduction


GrW: 2 periods ATCO’s Job 2.00 INTR GrWB1Lec: 6 periods Course Introduction 1.00 INTR LecB1

Course Content 2.00 INTR LecB2Conditions of Service 1.00 INTR LecB3Licensing/Certification 1.00 INTR LecB4Security 1.00 INTR LecB5

Les: 4 periods Training Progress 3.00 INTR LesB1Negotiations and Policies 1.00 INTR LesB2

Vis: 2 periods Study Material 1.00 INTR VisB1Security 1.00 INTR VisB2

Total: 14 periods



3.2.2 Aviation Law


Case: 10 periods Safety Regulation 2.00 LAW CaseB1Differences to ICAO 2.00 LAW CaseB2Influences of Flight Rules on ATC 2.00 LAW CaseB3Comparison VMC/IMC, VFR/IFR 4.00 LAW CaseB4

CWBT: 8 periods Flight Plan Encoding and Decoding 6.00 LAW CWBTB1Flight Plan Processing 2.00 LAW CWBTB2

HO: 3 periods AIS & AIP 1.00 LAW HOB1Aeronautical Charts 2.00 LAW HOB2

Les: 44 periods International Organisations 1.00 LAW LesB1Sources of Air Law 1.00 LAW LesB2Licensing and Certification 2.00 LAW LesB3Need for Safety Regulation 2.00 LAW LesB4ICAO 2.00 LAW LesB5International Agencies 1.00 LAW LesB6Users Associations 1.00 LAW LesB7National Agencies 2.00 LAW LesB8Legislative Procedures 2.00 LAW LesB9Regulatory Body 2.00 LAW LesB10Air Navigation Services 2.00 LAW LesB11Air Traffic Services 4.00 LAW LesB12Airspace 6.00 LAW LesB13Rules of the Air 8.00 LAW LesB14Flight Plans 2.00 LAW LesB15Flight Plan Code 2.00 LAW LesB16Flight Plan Processing 2.00 LAW LesB17Units of Measurement 2.00 LAW LesB18

Total: 65 periods



3.2.3 Air Traffic Management


Case: 8 periods Need for Coordination 3.00 ATM CaseB1Altimetry 3.00 ATM CaseB2Horizontal Separation 2.00 ATM CaseB3

CBPE: 8 periods Phraseology 6.00 ATM CBPEB1ATC Clearances and Instructions 2.00 ATMCBPEB2

CWBT: 11 periods Information to Aircraft (possibly CBPE) 2.00 ATM CBTB1Phraseology 6.00 ATM CBTB2ATC Clearances and Instructions 3.00 ATM CBTB3

Les: 34 periods Air Traffic Control Services 2.00 ATM LesB1Flight Information Service 2.00 ATM LesB2Alerting Service 2.00 ATM LesB3Flow Management 2.00 ATM LesB4Airspace Management 2.00 ATM LesB5Need for Phraseology 1.00 ATM LesB6ATC Clearances and Instructions 2.00 ATM LesB7Content of ATC Clearances andInstructions 2.00 ATM LesB8

Coordination 1.00 ATM LesB9Altimetry 2.00 ATM LesB10Level Allocation 1.00 ATM LesB11Vertical Separation 2.00 ATM LesB12Longitudinal Separation 2.00 ATM LesB13Lateral Separation 2.00 ATM LesB14Visual, Geographical and WakeTurbulence Separation 1.00 ATM LesB15

Radar Separations and Procedures 3.00 ATM LesB16Collision Avoidance 1.00 ATM LesB17Data Extraction 2.00 ATM LesB18Data Management 2.00 ATM LesB19




PTP: 22 periods Information to Aircraft 10.00 ATM PTPB1Phraseology 6.00 ATM PTPB2ATC Clearances and Instructions 2.00 ATM PTPB3Vertical Separations 2.00 ATM PTPB4Radar Separations 2.00 ATM PTPB5

SA: 14 periods Phraseology 6.00 ATM SAB1Data Extraction 2.00 ATM SAB2Data Management 6.00 ATM SAB3

ISimul: 8 periods Simulations 8.00 Simul B1-B8Total: 105 periods

Duration of other additional training events such as extra Structured Briefing(StBf), including demonstration of simulation exercises, is not specified toallow flexibility.



3.2.4 Meteorology


CWBT: 10 periods Frontal Systems 2.00 MET CWBTB1Atmospheric Processes 2.00 MET CWBTB2Meteorological Phenomena 3.00 MET CWBTB3Application of MeteorologicalInformation 3.00 MET CWBTB4

Les: 27 periods Relevance of MeteorologicalInformation 1.00 MET LesB1

Organisation of MeteorologicalServices 1.00 MET LesB2

Collection of Meteorological Data 1.00 MET LesB3Atmosphere 2.00 MET LesB4Air Circulation 1.00 MET LesB5Frontal Systems 1.00 MET LesB6Heat and Temperature 2.00 MET LesB7Water in the Atmosphere 2.00 MET LesB8Air Pressure 2.00 MET LesB9Clouds 2.00 MET LesB10Precipitation & Visibility 3.00 MET LesB11Wind 3.00 MET LesB12Meteorological hazards 2.00 MET LesB13Meteorological Messages and Reports 2.00 MET LesB14Meteorological Charts 2.00 MET LesB15

Total: 37 periods



3.2.5 Navigation


Case: 1 period Speeds 1.00 NAV CaseB1Les: 23 periods Introduction to Navigation 1.00 NAV LesB1

The Earth 2.00 NAV LesB2Grid System 1.00 NAV LesB3Direction and distance on a globe 1.00 NAV LesB4Position on Earth 1.00 NAV LesB5Direction between 2 points 1.00 NAV LesB6Earth magnetism 2.00 NAV LesB7Types of projections 2.00 NAV LesB8Ideal Map Properties 1.00 NAV LesB9Projection Properties 1.00 NAV LesB10Speeds 1.00 NAV LesB11Ground based systems 5.00 NAV LesB12On-board Systems 2.00 NAV LesB13Sat-based Systems 2.00 NAV LesB14

Sup Pract: 4 periods Conversions 1.00 NAV SPB1AIP Map and Charts 3.00 NAV SPB2

Total: 28 periods



3.2.6 Aircraft


Lab: 2 periods Flight Envelope 2.00 ACFT LabB1Case: 5 periods Aircraft Performance 5.00 ACFT CaseB1CWBT: 18 periods Units of Measurement 1.00 ACFT CBTB1

Structural Components and Controlof an Aircraft 2.00 ACFT CBTB2

Aircraft Engines 2.00 ACFT CBTB3Aircraft Instruments 3.00 ACFT CBTB4Aircraft Categories 1.00 ACFT CBTB5Aircraft Performance 4.00 ACFT CBTB6Aircraft Recognition 5.00 ACFT CBTB7

Les: 5 periods Aviation and Aircraft 1.00 ACFT LesB1Structural Components and Controlof an Aircraft 1.00 ACFT LesB2

Aircraft Engines 1.00 ACFT LesB3Aircraft Instruments 1.00 ACFT LesB4Aircraft Categories 1.00 ACFT LesB5

Total: 30 periods

Computer-/Web-based Training (CWBT) is extensively used as part of thecourse. Only the training events periods planned in the training programmeare listed here. They do not include potential self-study or remedial work. Theprovision of knowledge and skills through CWBT requires introduction,guidance and feedback by the instructor. This is the reason why lessons areplanned in parallel to CWBT. In a pure distance-learning environment, theprovision of this tutoring is possible through Virtual Classroom (VC).

The course manager will ensure that the learner has access to the trainingnotes associated with the CWBT.



3.2.7 Human Factors


Case: 2 periods Herald of Free Enterprise 2.00 HUM CaseB1GrW: 2 periods SHEL Model 2.00 HUM GrWB1Les: 17 periods Introduction to Human Factors 1.00 HUM LesB1

Human Factors in ATC 2.00 HUM LesB2Human Performance 2.00 HUM LesB3Teamwork 2.00 HUM LesB4Stress 2.00 HUM LesB5Human Error 2.00 HUM LesB6Reason Model 2.00 HUM LesB7Communication Process 2.00 HUM LesB8Ergonomics and Automation 2.00 HUM LesB9

Total: 21 periods

Within the subject HUM it is highly recommended to frequently organise GroupWork (GrW). However, GrW may require a relatively short period within alesson. As the principle for determination of the training event type is tochoose one single type, even when the method varies, the one chosen here isLesson (Les).



3.2.8 Equipment and Systems


CWBT: 7 periods Radio Theory 3.00 EQPM CBTB1Radar 4.00 EQPM CBTB2

Lec: 2 periods Future Equipment 2.00 EQPM LecB1Les: 23 periods Introduction 2.00 EQPM LesB1

Radio Theory 1.00 EQPM LesB2Radio Communications 3.00 EQPM LesB3Direction Finder 1.00 EQPM LesB4Other Communication Systems 2.00 EQPM LesB5Use of Radars 2.00 EQPM LesB6Mode S 2.00 EQPM LesB7Automatic Dependent Surveillance 2.00 EQPM LesB8Computer 2.00 EQPM LesB9Automation in ATS 1.00 EQPM Les10Aeronautical FixedTelecommunication Network 1.00 EQPM Les11

On-line Data Interchange 2.00 EQPM Les12Closed Circuit Information System 1.00 EQPM Les13Systems Used for the AutomaticDissemination Info 1.00 EQPM Les14

Sup Pract: 1 period Utilisation 1.00 EQPM SPB1Vis: 4 periods Working Positions 4.00 EQPM VisB1Total: 37 periods



3.2.9 Professional Environment


CWBT: 2 periods Facilities, Operators and Customers 2.00 PENV CBTB1Vis: 16 periods Facilities 8.00 PENV VisB1

Airport Facilities 8.00 PENV VisB2Les: 8 periods Airspace Users - Civil Aviation 2.00 PENV LesB1

Airspace Users - Military Aviation 2.00 PENV LesB2Airspace Users - Pilots 2.00 PENV LesB3Environmental Protection 2.00 PENV LesB4

Total: 26 periods



3.3 Training Requirements: Training Plan Tables

The training plan indicates for each subject, topic and objective the mostefficient type of training event. In order to simplify the reading, the details ofthe training event type (such as the sub-type, mode of delivery, media, methodand learning rate) are not repeated in the table, unless when confusion ispossible. The purpose of the training plan table is to present all the informationneeded to develop the courseware, and to implement the training in a clearand concise manner.

The training plan table is divided into five columns that include the data relatedto the objectives.

The topics are only an indication to index the objectives. The objectives belowthe row are related to the topic of the row. Training events are linked toobjectives, not directly to topics.

In order to specify the type of training event, every objective is linked to atleast one training event type except when the ‘parent’ objective (general ormain) is linked to a training event and that this is considered sufficient to coverthe ‘child’ objective.

EXAMPLE:

APS Rating with Radar Endorsement

INTR INTRODUCTION TO THE COURSE

Objectives Training Content L Type ofTraining

Event

Educational Materialand References

L = level-.-.1 Learners shall know

and understand thetraining programmethat they will followduring the institutionalrating training.

1 Course Management

1.-.1 Learners shall explainthe aims andobjectives of thecourse, themanagement structureand recognise thematerials to be used.

Les

Les Rstd

AVGTMD

1.1 Course Introduction

1.1.1 Explain the aims andmain objectives of thecourse

Course objectives forthe specific

rating/endorsement

2 Lec

Lec Rstd

AVGTMD

1.2 Course Administration

1.2.1 Name the courseleader and principalinstructors

1 Lec

Lec Rstd

AVGTMD

GENERAL OBJECTIVE

TOPIC 1 (MAIN)

Objective 1.1 (MAIN)

Level

TOPIC 1.1

Objective 1.1.1Content

Details (only when

necessary)

Type ofTraining Event

SUBJECT (abbreviated form) SUBJECT (Full)



3.3.1 Sequence of objectives and training events

The order in which objectives are written and numbered is a compromise toensure that the training plan is readable, exhaustive and traceable. It does notindicate the order of teaching. This order is subject to local training design.

In order to sequence the training events, the training designer will have todevelop a list of prerequisites. A prerequisite is an objective that should beachieved before addressing another one. The prerequisite links are betweenobjectives only and can easily be used to build the training programme,particularly the sequence of training events. So the freedom of the trainingdesigner is limited by the prerequisite links. A training event should not beplanned before the learner has achieved the prerequisites of any of itsobjectives. The typical example is the counter-productivity of scheduling asimulation before the learner has achieved the objectives regarding standardphraseology or the airspace structure.

Specific case of ATM objectives

All ATM objectives are either a prerequisite or a part of a Part-Task Practice(PTP). Every objective included in simulation should have been individuallyachieved in PTP.

The full mastering of level 3 ATM objectives requires that most of the otherobjectives have been taught before. This does not prevent the practising ofparts of the level 3 objectives with only parts of the prerequisites. On thecontrary, the integration of the practice step by step facilitates the learningprocess.

Additional detailed features

When looking at several ATM objectives of a level 3 or higher it appears thatthe prerequisites are strongly dependent on the content items. So according tothe choice of the content, the list of prerequisites will vary.

Example:

The corpus of the objective ATM 1.3.5 is ‘issue information to aircraft’.Its content is ‘e.g. SIGMET, serviceability of NAVAIDs, weather, flight safetyinformation’. By convention, ‘e.g.’ means that the items of the content areoptional. Consequently, the objective MET51.1 is only a prerequisite ifSIGMET and weather are included in the content.

Provisional list of prerequisites

In order to basically prove the reliability of the training plans and illustrate theprinciples of prerequisites, a limited list of prerequisites has been developed.It has not been validated and should not be considered to be complete. Thislist is made available on the CD-ROM attached to this document.



3.3.2 Training plan tables

TF-CCC PHASE 1 REVIEWINTR INTRODUCTION TO THE COURSE


Event


L = level

-.-.1 Students shall describe the training programme that they will follow, the development oftheir careers in ATC and state the rules and regulations concerning employment and security.

1 Course Management

1.1 Course Introduction1.1.1 Explain the basic

course, the aims andmain objectives of thecourse

Course objectives 2 Lec

1.2 Course Administration1.2.1 Name the course

leader and principalinstructors

1 Lec

1.3 Study Material1.3.1 Use the appropriate

documentation for thecourse

e.g. library, CBTlibrary, etc.

3 Vis(G)

2 Introduction to the ATC Training Course

2.1 Course Content2.1.1 State the different

methods of teachingthe subjects

e.g. theoreticallessons, simulations,

self-study

1 Lec





Event


L = level2.1.2 Describe, in general

terms, the contents ofthe subjects

Aviation law,operationalprocedures,meteorology,navigation,

equipment, aircraftperformance andprinciples of flight,

human performance,miscellaneous,

language asappropriate

2 Lec

2.2 Training Progress2.2.1 Recognise the

feedback mechanismsavailable

e.g. instructordiscussions, training

progress, assessmentresult, briefing and

debriefing

1 Les

2.2.2 Describe the positiveeffect of workingtogether with fellowcourse participants

How the influence ofinteractive studies can

lead to success

2 Les

2.3 The Assessment Process2.3.1 Describe the

assessment procedureAssessment process

applied during thecourse and

appropriate re-sitprocedures

2 Les

3 Introduction to the ATCO's Future

3.1 Job Prospects3.1.1 Recognise an ATCO's

working environmentArea control unit,

approach control unit,aerodrome control

unit

1 GrW(txt)





Event


L = level3.1.2 Recognise career

developmentse.g. OJT instructor,

supervisor,operational

managerial posts,non-operational posts

1 GrW(txt)

4 Conditions of Service

4.1 Current Conditions of Employment4.1.1 Take account of

administrativeemployment rules andregulations that applyto a student

2 Lec

4.1.2 Take account ofadministrativeemployment rules andregulations that applyto an ATCO as anemployee

2 Lec

4.1.3 State thelicensing/certificationsystem of the country

1 Lec

4.2 Negotiations and Policies4.2.1 Recognise the

management/staffnegotiation anddiscussion procedures

1 Les

4.2.2 Recognise the roles oftrade unions, otherATC associations andprofessionalorganisations

1 Les





Event


L = level

5 Security

5.1 Security5.1.1 Define security and

safety1 Lec

Vis(G)

5.1.2 State the rules andregulations concerningthe security at a facilityand within ATC

1 Lec

Vis(G)



TF-CCC PHASE 1 REVIEWLAW AVIATION LAW


Event


L = level

-.-.1 Students shall apply the regulations governing rules of the air, airspace and flightplanning and explain their development and incorporation into national legislation.

1 Introduction

1.1 National and International Organisations1.1.1 Name the key national

and internationalaviation organisations

e.g. ICAO, ECAC,JAA,

EUROCONTROL,National Authority

1 Les

1.1.2 Describe the impactthese organisationshave on ATC and theirinteraction with eachother

2 Les

1.1.3 State the necessity forair law, the sourcesand development ofaviation law

e.g. ICAO Annex 2,National Aviation Law

1 Les

1.2 ATC Licensing/Certification1.2.1 Explain the ATC

licensing/certificationprocess

Approved trainingcourses, ATC ratingsand endorsements

2 Les

1.2.2 Appreciate theprivileges andlimitations of controllerlicences

e.g. qualification,validation, minimumexperience, training

and medicalrequirements,

competency checks

3 Les

1.3 Safety Regulation1.3.1 Describe the need for

safety regulationEATCHIP Safety

Policy:Implementation

Guidance Material(EATCHIP, 1999)

2 Les



LAW AVIATION LAW


Event


L = level1.3.2 Explain how a safety

management systemcomplies withregulatoryrequirements

EATCHIP SafetyPolicy:

ImplementationGuidance Material(EATCHIP, 1999)

2 Les

1.3.3 Describe the safetyorganisation

EATCHIP SafetyPolicy:

ImplementationGuidance Material(EATCHIP, 1999)

2 Les

1.3.4 Explain the impact ofsafety regulation onthe controller

ESARR 5(SRC, 2002)

2 Case(G)

2 International Organisations

2.1 ICAO2.1.1 Explain the purpose

and function of ICAO2 Les

2.1.2 Describe the methodsby which ICAO notifiesand implementslegislation

e.g. SARPS, PANS,ICAO annexes, ICAOdocuments, regional

offices

2 Les

2.2 Other Agencies2.2.1 Describe the purpose

and function of otherinternational agenciesand their relevance toair traffic operations

e.g. ECAC, EU, JAA,ITU, EUROCONTROL

2 Les

2.3 Aviation Associations2.3.1 Describe the purpose

of controller, pilot,airline and airspaceuser associations andtheir interaction withATC

e.g. IFATCA, IFALPA,IATA, AEA, IAOPA,

IACA, militaryservices

2 Les



LAW AVIATION LAW


Event


L = level

3 National Organisations

3.1 General3.1.1 Describe the purpose

and function ofappropriate nationalagencies and theirrelevance to air trafficoperations

e.g. civil aviationadministration

agencies, governmentagencies

2 Les

3.2 National Legislative Procedures3.2.1 Describe the methods

by which legislation isimplemented andnotified

e.g. ICAO Annex 15,AIS, AIPs, AICs,

NOTAMs, integratedaeronautical

information package,national legislation

2 Les

HO

3.3 National Regulatory Body3.3.1 Name the body

responsible forlicensing andenforcing legislationand operationalprocedures

1 Les

3.3.2 Describe how theregulatory body carriesout its safetyregulationresponsibilities

2 Les

3.4 National Aviation Associations3.4.1 Describe the purpose

of national controller,pilot, airline andairspace userassociations and theirinteraction with ATC

2 Les



LAW AVIATION LAW


Event


L = level

4 Rules and Regulations

4.1 General4.1.1 Differentiate between

the Air NavigationServices

ICAO Doc 9161 2 Les

4.1.2 Explain theconsiderations whichdetermine the need forthe ATS

ICAO Annex 11Chapter 2

2 Les

4.1.3 Differentiate betweenthe ATS

ATCS, ADVS, FIS,ALRS

2 Les

4.2 Airspace4.2.1 Explain airspace

classification2 Les

4.2.2 Differentiate betweenthe different types ofairspace

ICAO Classes A-G,national classification

2 Les

ISimul(Sim)

4.2.3 Decode informationfrom aeronauticalcharts

e.g. control zones,control areas,

airways, upper andlower airspace,restricted areas,

prohibited and dangerareas, FIR,

aerodrome trafficzone

3 HO

ISimul(Sim)

4.3 Rules of the Air4.3.1 Explain the Rules of

the AirICAO Annex 2,

Chapters 2, 3, 4, 52 Les

4.3.2 Appreciate any notifiednational differenceswith ICAO

National legislation 3 Case(G)



LAW AVIATION LAW


Event


L = level4.3.3 Appreciate the

influence of relevantflight rules on ATC

General flight rules,instrument flight rules,

visual flight rules

3 Case(G)

ISimul(Sim)

4.3.4 Appreciate thedifferences betweenflying in accordancewith VFR and IFR, inVMC and IMC

ICAO Annex 2Chapters 4 and 5

3 Case(G)

ISimul(Sim)

4.4 Flight Plans4.4.1 Explain the functions

of a flight plan2 Les

4.4.2 Explain the differenttypes of flight plan

2 Les

4.4.3 Encode and decodeflight plans (includingsupplementaryinformation)

ICAO form, AFTNformat, national

differences

3 Les

CWBT

4.4.4 Encode and decodean appropriateselection of standardICAO abbreviations

ICAO Doc 8585,ICAO Doc 8643,ICAO Doc 7910

3 Les

CWBT

ISimul(Sim)

4.4.5 Describe flight planprocessing

e.g. AFTN, IFPS 2 Les

CWBT



LAW AVIATION LAW


Event


L = level4.4.6 Describe any

additional nationalprocedures for flightplans

2 Les

4.5 Units of Measurement4.5.1 Describe the units of

measurement used inaviation

ICAO Annex 5National procedures

2 Les



TF-CCC PHASE 1 REVIEWATM AIR TRAFFIC MANAGEMENT


Event


L = level

-.-.1 Students shall describe the basic principles of air traffic management and apply basicoperational procedures.

1 Air Traffic Management

1.1 Units of Measurement1.1.1 Apply the units of

measurementappropriate to ATM

3 ISimul(Sim)

1.2 Air Traffic Control Service1.2.1 Define ATC service ICAO Annex 11,

Chapter 1, definition1 Les

1.2.2 Explain the division ofthe ATC service

ICAO Annex 11 2 Les

1.2.3 Explain theresponsibility for theprovision of the ATCservice

ICAO Doc 4444 2 Les

1.2.4 Differentiate betweenthe different methodsof ATC service

Surveillance,procedural

2 Les

1.3 Flight Information Service1.3.1 Define FIS ICAO Annex 11,

Chapter 11 Les

1.3.2 Describe the scope ofthe FIS

ICAO Annex 11,Chapter 4

2 Les

1.3.3 Explain theresponsibility for theprovision of the FIS

ICAO Doc 4444 2 Les

1.3.4 State the methods oftransmittinginformation

e.g. RTF, datalink,ATIS, VOLMET

1 Les



ATM AIR TRAFFIC MANAGEMENT


Event


L = level1.3.5 Issue information to

aircrafte.g. SIGMET,

serviceability ofNAVAIDs, weather,

flight safetyinformation

3 CWBT

ISimul(Sim)

PTP

1.4 Alerting Service1.4.1 Define ALRS ICAO Annex 11,

Chapter 11 Les

1.4.2 Describe the scope ofthe ALRS

ICAO Annex 11 2 Les

1.4.3 Explain theresponsibility for theprovision of the ALRS

ICAO Doc 4444 2 Les

1.4.4 Differentiate betweenthe phases ofemergency

Uncertainty, alert,distress

2 Les

1.4.5 Describe theorganisation of anALRS

Responsibilities, localorganisation

2 Les

1.4.6 Describe thecooperation betweenunits providing thealerting services andthe SAR units

2 Les

1.4.7 Differentiate betweendistress and urgencysignals

e.g. Mayday, Pan,visual signals

2 Les

1.5 Air Traffic Flow Management1.5.1 Define ATFM 2 Les

1.5.2 Describe the scope ofATFM

2 Les





Event


L = level1.5.3 Explain the

responsibility for theprovision of ATFM

2 Les

1.5.4 State the methods ofproviding ATFM

1 Les

1.6 Airspace Management1.6.1 Define ASM 2 Les

1.6.2 Describe the scope ofASM

2 Les

1.6.3 Explain theresponsibility for theprovision of ASM

2 Les

1.6.4 State the methods ofmanaging airspace

e.g. flexible use ofairspace, airspace

design

1 Les

2 Radiotelephony (RTF)

2.1 RTF General Operating Procedures2.1.1 Explain the need for

standard phraseologyICAO Doc 4444 Part

x,ICAO Doc 9432,

standard words andphrases,

ICAO Annex 10Chapter 5

2 Les

2.1.2 Use ICAO approvedphraseology

ICAO Doc 4444 Partx,

ICAO Doc 9432,standard words and

phrases,ICAO Annex 10

Chapter 5

3 CBPE

CWBT

ISimul(Sim)SAPTP





Event


L = level2.1.3 Perform

communicationeffectively

3 CWBT

ISimul(Sim)

PTP

3 ATC Clearances and Instructions

3.1 Type and Content of ATC Clearances3.1.1 Define ATC clearance ICAO Annex 2,

Chapter 11 Les

3.1.2 Describe the contentsof an ATC clearance

ICAO Doc 4444,ICAO Annex 11

2 Les

3.1.3 Issue appropriate ATCclearances

3 CBPE

ISimul(Sim)

3.2 ATC Instructions3.2.1 Define ATC

instructionsICAO Doc 4444,

Part 11 Les

3.2.2 Describe the contentsof ATC instructions


2 Les

3.2.3 Issue appropriate ATCinstructions

3 CBPE

CWBT

ISimul(Sim)

PTP





Event


L = level

4 Coordination

4.1 Principles, Types and Content4.1.1 Explain the principles

of coordinatione.g. notification,

negotiation,agreement, transfer of

flight data and localagreements


2 Les

4.2 Necessity4.2.1 Appreciate the need

for coordination3 Case

(G)

ISimul(Sim)

4.3 Means4.3.1 Describe the means of

coordinatione.g. datalink,

telephone, intercom,voice

2 Les

4.3.2 Use the availablemeans for coordination

3 Case(G)

ISimul(Sim)

5 Altimetry and Level Allocation

5.1 Altimetry5.1.1 Appreciate the

relationship betweenheight, altitude andflight level

QFE, QNH, standardpressure

3 LesCase(G)

ISimul(Sim)





Event


L = level

5.2 Transition Level5.2.1 Appreciate the

relationship betweentransition level,transition altitude andtransition layer

ICAO Doc 8168 3 Les

Case(G)

5.2.2 Calculate transitionlevels

3 Les

Case(G)

5.3 Level Allocation5.3.1 Describe the cruising

level allocation systemICAO Annex 2, tables

of cruising levels2 Les

5.3.2 Choose appropriatelevels

Flight levels, altitudes,heights

3 Les

ISimul(Sim)

6 Separation Standards

6.1 Vertical Separation6.1.1 State the vertical

separation standardsand procedures

ICAO Doc 4444 1 Les

6.1.2 Apply verticalseparations

3 ISimul(Sim)

PTP





Event


L = level

6.2 Horizontal Separation and Procedures6.2.1 State the longitudinal

separation standardand procedures basedon time and distance

ICAO Doc 4444 1 Les

ISimul(Sim)

6.2.2 Apply longitudinalseparations

3 Case(G)

ISimul(Sim)

6.2.3 State the lateralseparation standardsand procedures

ICAO Doc 4444 1 Les

6.2.4 Apply lateralseparations

3 Case(G)

ISimul(Sim)

6.3 Visual Separation6.3.1 State the occasions

when visual separationcan be used

Separation providedby pilot, VMC climb

and descent

1 Les

6.4 Geographic Separation6.4.1 Explain the use of

geographic separation2 Les

6.5 Wake Turbulence Separation6.5.1 Explain the wake

turbulence categoriesand separations

ICAO Doc 4444 2 Les

6.6 Radar Separation6.6.1 Explain the use of

radar in ATSICAO Doc 4444 2 Les





Event


L = level6.6.2 Explain the radar

separation standardsand procedures

ICAO Doc 4444 2 Les

6.6.3 Apply radar separation 3 ISimul(Sim)

PTP

7 Collision Avoidance

7.1 Airborne7.1.1 Explain the effect of

airborne collisionavoidance systems onATC operations

e.g. ACAS, TCAS 2 Les

7.2 Ground7.2.1 Explain the effect of

conflict alert systemson ATC operations

e.g. MTCA, STCA,MSAW, DAIW

2 Les

8 Data Display

8.1 Data Extraction8.1.1 Extract pertinent data

from a flight plan toproduce a flightprogress display

Flight progress strips,electronic data display

3 Les

SA

8.1.2 Extract pertinent datafrom other sources toproduce a flightprogress display

Pilot reports,coordination, data

exchange

3 LesISimul(Sim)

SA





Event


L = level

8.2 Data Management8.2.1 Update the data

display to accuratelyreflect the trafficsituation

e.g. strip-markingsymbols,

strip-movementprocedures, electronic

data

3 Les

ISimul(Sim)

SA



TF-CCC PHASE 1 REVIEWMET METEOROLOGY


Event


L = level

-.-.1 Students shall describe how the basic theory of meteorology affects ATS operations andaircraft performance and apply meteorological information in the basic operational proceduresof ATS.

1 Introduction


measurementappropriate tometeorology

3 Les

CWBT

ISimul(Sim)

1.2 Aviation and Meteorology1.2.1 Explain the relevance

of meteorology inaviation

2 Les

1.3 Organisation of Meteorological Services1.3.1 Name the basic duties,

organisation andworking methods ofmeteorological offices

1 Les

1.3.2 State the internationaland national standardsfor the exchange ofmeteorological data

1 Les

1.3.3 Identify methods forthe collection ofmeteorological data

Barometer,thermometer,ceilometer,

anemometer, weatherballoons,

transmissometer,radar, satellites

1 Les



MET METEOROLOGY


Event


L = level

2 Atmosphere

2.1 Composition and Structure2.1.1 State the composition

and structure of theatmosphere

Gases, layers 1 Les CBT

2.2 Standard Atmosphere2.2.1 Describe the elements

of the ISATemperature,

pressure, density2 Les

2.2.2 State the reasons whythe ISA has beendefined

1 Les

2.3 Air Masses and General Air Circulation2.3.1 Describe the origin

and general location oftypical air masses

Polar, arctic, tropical,equatorial (maritime

and continental)

2 Les

2.3.2 State the major windsystems on the Earth

Polar east winds, westwind zone, trade

winds, inter-tropicalconvergence zone

1 Les

2.4 Frontal Systems2.4.1 Describe the high and

low pressure systems2 Les

CWBT

2.4.2 Appreciate thedifference betweenvarious fronts and theassociated weather

Warm front, cold front,occluded front

3 Les

CWBT



MET METEOROLOGY


Event


L = level

3 Atmospheric Processes

3.1 Heat and Temperature3.1.1 Identify the processes

by which heat istransferred and howthe atmosphere isheated

Radiation, convection,advection, conduction,

turbulence

1 Les

CWBT

3.1.2 Describe howtemperature varies

Lapse rates, land/seavariations

2 Les

CWBT

3.2 Water in the Atmosphere3.2.1 Differentiate between

the different termsrelated to airsaturation levels

Saturation,condensation,

evaporation, relativehumidity, dew point,

sublimation and latentheat

2 Les

CWBT

3.3 Air Pressure3.3.1 Describe the

relationship betweenpressure, temperatureand height

2 LesCWBT

3.3.2 Explain therelationship betweenpressure settings

QFE, QNH, standardpressure

2 Les

CWBT



MET METEOROLOGY


Event


L = level

4 Meteorological Phenomena

4.1 Clouds4.1.1 Explain the different

conditions for theformation of clouds

2 Les

CWBT

4.1.2 Identify different cloudtypes and state theircharacteristics

1 Les

CWBT

4.1.3 State how the amountof cloud is measured

1 Les

CWBT

4.1.4 Define cloud base andceiling

1 Les

CWBT

4.1.5 Differentiate betweencloud base and ceiling

2 Les

CWBT

4.2 Precipitation4.2.1 Explain the

significance ofprecipitation in aviation

2 Les

CWBT

4.2.2 Describe all types ofprecipitation and theircorresponding cloudfamilies

e.g. falling rain, snow,sleet, hail,

precipitation andmicrophysics

2 Les

CWBT



MET METEOROLOGY


Event


L = level

4.3 Visibility4.3.1 Explain the causes of

atmospheric obscuritye.g. advection fog,

radiation fog, mixing,evaporation, mist,

drizzle, snow, haze

2 Les

CWBT

4.4 Wind4.4.1 Explain the

significance of windphenomena and types

e.g. veering, backing,gusting, jet streams,land/sea breezes,

Föhn, surface, upper

2 Les

CWBT

4.4.2 State how wind ismeasured

1 Les

CWBT

4.5 Meteorological Hazards4.5.1 State the

meteorologicalhazards to aviation

e.g. turbulence,thunderstorms, icing,microbursts, squall,

macrobursts

1 Les

CWBT

4.5.2 Describe the effect ofmeteorologicalhazards on aviation

2 LesCWBT

5 Application of Meteorological Information

5.1 Meteorological Messages and Reports5.1.1 Decode and apply the

content of weatherreports and forecasts

METAR, SPECI, TAF,SIGMET, FIS,clearances,instructions

3 Les

CWBT

PTP



MET METEOROLOGY


Event


L = level

5.2 Meteorological Charts5.2.1 Decode and apply

information from themost commonly usedweather charts

e.g. low-level charts,high-level charts,

significant weathercharts, FIS,clearances,instructions

3 Les

CWBT



TF-CCC PHASE 1 REVIEWNAV NAVIGATION


Event


L = level

-.-.1 Students shall explain the basic principles of navigation and use this knowledge in ATSoperations.

1 Introduction


measurementappropriate tonavigation

3 Les

ISimul(Sim)

1.2 Purpose and Use of Navigation1.2.1 Explain the need for

navigation in aviation2 Les

1.2.2 Characterisenavigation methods

e.g. historicaloverview, celestial,

on-board, radio,satellites

2 Les

2 The Earth

2.1 Place and Movement of the Earth2.1.1 Explain the Earth's

properties and theireffects

e.g. form, size,rotation, revolution inspace, seasons, day,night, twilight, units oftime, time zones, UTC

2 Les

2.2 System of Coordinates, Direction and Distance2.2.1 Characterise the

general principles of agrid system

e.g. degrees, minutes,seconds, WGS-84,latitude/longitude

2 Les



NAV NAVIGATION


Event


L = level2.2.2 Explain direction and

distance on a globee.g. great circles,

small circles, rhumbline, cardinal points,inter-cardinal points

2 Les

2.2.3 Estimate position onthe Earth's surface

e.g. latitude/longitude 3 Les

2.2.4 Estimate distance anddirection between twopoints

3 Les

2.3 Magnetism2.3.1 Explain the general

principles of theEarth's magnetism

True north, magneticnorth, variation,

deviation, inclination

2 Les

2.3.2 Calculate conversionsbetween the threenorth designations

True north, magneticnorth, compass north

3 SupPract(txt)

3 Maps and Aeronautical Charts

3.1 Map-making and Projections3.1.1 Demonstrate how the

Earth is projected tocreate a map

Types of projections 2 Les

3.1.2 Describe theproperties of an idealmap

e.g. conformality,constant scale, trueazimuth, rhumb lines

and great circles

2 Les

3.1.3 Explain the propertiesand uses of differentprojections

e.g. Lambert,Mercator

2 Les

3.2 Maps and Charts Used in Aviation3.2.1 Differentiate between

the various maps andcharts and state theirspecific use

e.g. AIP maps andcharts, national andmilitary maps and

charts

2 SupPract(txt)



NAV NAVIGATION


Event


L = level

3.3 Symbols3.3.1 Decode symbols and

information found onmaps and charts

3 SupPract(txt)

ISimul(Sim)

4 Applied Navigation

4.1 Measurement4.1.1 Measure the distance

between two points3 Les

ISimul(Sim)

4.2 Influence of Wind4.2.1 Appreciate the wind

influence on the flight-path

Heading, track, drift,wind vector

3 Les

ISimul(Sim)

4.3 Speed4.3.1 Explain the

relationship betweenvarious speeds usedin aviation

True air speed,ground speed,

indicated air speed(including Mach

number)

2 Les

4.3.2 Appreciate the use ofvarious speeds in ATC

3 Case(G-Vsl)

ISimul(Sim)



NAV NAVIGATION


Event


L = level

5 Radio Navigation

5.1 Pilot Interpreted Ground-based Systems5.1.1 Explain the working

principles of ground-based systems

e.g. NDB, VOR,TACAN, DME, ILS

and marker beacons,MLS, VLF

2 Les

5.1.2 Describe the use,precision andlimitations of ground-based systems

e.g. NDB (ADF), VOR(TACAN) DME, ILSand marker beacons

MLS, VLF

2 Les

CWBT

PTP

5.2 On-board Systems5.2.1 Explain the working

principles and use ofon-board systems

e.g. INS, FMS andnavigational

computers (areanavigation)

2 Les

5.3 Satellite-based Systems5.3.1 Explain the working

principles and use ofsatellite-basednavigational systems

GPS, GLONASS,GNSS

2 Les



TF-CCC PHASE 1 REVIEWACFT AIRCRAFT


Event


L = level

-.-.1 Students shall describe the basic principles of the theory of flight and aircraftcharacteristics and how these influence ATS operations.

1 Introduction


measurementappropriate to aircraftand principles of flight

3 CWBT

1.2 Aviation and Aircraft1.2.1 Explain the relevance

of theory of flight andaircraft characteristicson ATS operations

2 Les

CWBT

2 Principles of Flight

2.1 Forces Acting on Aircraft2.1.1 Explain the forces

acting on an aircraft inflight

Lift, thrust, drag,weight

2 Les

CWBT

2.2 Structural Components and Control of an Aircraft2.2.1 List the main structural

components of anaircraft

Wing (anhedral,dihedral, delta), tail

plane, fuselage, flap,aileron, elevator,

rudder, airfoil shape,landing gear

1 Les

CWBT



ACFT AIRCRAFT


Event


L = level2.2.2 Explain how the pilot

controls themovements of anaircraft

Rudder, aileron,elevator, throttle

2 Les

CWBT

2.3 Flight Envelope2.3.1 Characterise the

critical factors whichaffect aircraftperformance

Maximum speeds,stall speeds, ceiling,

streamline flow,turbulent flow, angle

of attack

2 Lab(MMC)

3 Aircraft Engines

3.1 Piston Engines3.1.1 Explain the operating

principles, advantagesand disadvantages ofthe piston engine andpropeller

Piston engines, fixedpitch, variable pitch,number of blades

2 Les

CWBT

3.2 Jet Engines3.2.1 Explain the operating

principles, advantagesand disadvantages ofthe jet engine

2 Les

CWBT

3.2.2 List the different typesof jet engines

1 Les

CWBT



ACFT AIRCRAFT


Event


L = level

3.3 Turboprop Engines3.3.1 Explain the operating

principles, advantagesand disadvantages ofthe turboprop engineand propeller

2 Les

CWBT

4 Aircraft Instruments

4.1 Flight Instruments4.1.1 Explain basic

operating principlesand interpretation ofcockpit instruments

Altimeter, air speedindicator, vertical

speed indicator, turnand bank indicator,

artificial horizon,gyrosyn compass

2 Les

CWBT

4.2 Navigational Instruments4.2.1 Explain basic on-board

operating principlesand interpretation ofradio aids tonavigation

e.g. displays for NDB(ADF), VOR

(TACAN), DME, ILS,MLS, VLF-basedsystems, satellite-

based systems

2 Les

CWBT

4.3 Engine Instruments4.3.1 List vital engine

monitoring parametersand their associatedinstruments

e.g. oil pressure andtemperature, engine

temperature, rpm, fuelstate and flow

1 LesCWBT



ACFT AIRCRAFT


Event


L = level

4.4 Additional Instruments4.4.1 Explain the use of

other cockpitinstruments

e.g. SSR transponder,head up display,

GPWS, wind shearindicator, weather

radar, autopilot, FMS,EFIS, TCAS indication

2 Les

CWBT

4.5 Abnormal Indications4.5.1 Explain the impact of

abnormal indicationsof instruments on theoperation of aircraft

2 Les

CWBT

5 Aircraft Categories

5.1 Aircraft Categories5.1.1 List the different

categories of aircrafte.g. fixed wing, rotarywing, balloon, glider

1 Les

CWBT

5.2 Wake Turbulence Categories5.2.1 List the wake

turbulence categoriesICAO wake

turbulence categories,national categories

1 Les

CWBT

5.3 ICAO Approach Categories5.3.1 List the ICAO

approach categoriesICAO Doc 8168 1 Les

CWBT



ACFT AIRCRAFT


Event


L = level

6 Factors Affecting Aircraft Performance

6.1 Take Off6.1.1 Explain the factors

affecting aircraft duringtake off

Runway conditions,wind, temperature, airdensity, aircraft weight

2 CWBT

6.2 Climb6.2.1 Explain the factors

affecting aircraft duringclimb

Speed, weight,altitude, wind and

temperature, cabinpressurisation, air

density

2 CWBT

6.3 Cruise6.3.1 Explain the factors

affecting an aircraftduring cruise

Level, cruising speed,wind, weight, airdensity, cabinpressurisation

2 CWBT

6.4 Descent and Initial Approach6.4.1 Explain the factors

affecting an aircraftduring descent

Wind, speed, rate ofdescent, aircraft

configuration, cabinpressurisation, air

density

2 CWBT

6.5 Final Approach and Landing6.5.1 Explain the factors

affecting an aircraftduring final approachand landing

Aircraft configuration,weight, wind, windshear, air density,runway conditions

2 CWBT

6.6 Economic Factors6.6.1 Explain the economic

consequences of ATCchanges on the flightprofile of an aircraft

Routing, flight level,speed, rates of climb

or descent

2 CWBT



ACFT AIRCRAFT


Event


L = level

6.7 Ecological Factors6.7.1 Explain performance

restrictions due toecological constraints

e.g. fuel dumping,noise abatement

procedures, minimumflight levels

2 CWBT

6.8 Miscellaneous Factors6.8.1 Explain special

operationalrequirements whichaffect aircraftperformance

e.g. military flying,calibration flights,aerial photography

2 CWBT

7 Aircraft Data

7.1 Recognition7.1.1 Recognise the 50

most commonly usedaircraft

1 CWBT

7.2 Performance Data7.2.1 State the ICAO aircraft

type designators andcategories for the 50most commonly usedaircraft

Type designators,approach and wake

turbulence categories

1 CWBT

7.2.2 State the standardaverage performancedata of the 50 mostcommonly usedaircraft

Rate of climb/descent,cruising speed, ceiling

1 Case(I-MMC)

CWBT



TF-CCC PHASE 1 REVIEWHUM HUMAN FACTORS


Event


L = level

-.-.1 Students shall characterise factors which affect personal and team performance.

1 Introduction to Human Factors

1.1 Introduction1.1.1 List the topics that will

be covered in thecourse

Why human factors,human performance,

safety and error,communication, work

environment

1 Les

1.1.2 List the referencedocuments used

e.g. ICAO HumanFactors Training

Manual,EATCHIP/EATMPpublications, AirTraffic Control:

Human PerformanceFactors (Isaac, 1999)Human Factors in Air

Traffic Control(Hopkin, 1995)

2 Les

1.2 Why Human Factors1.2.1 Explain why human

factors is a subject inthis course

Historical background,developments in ATC,

ICAO regulations,licensing

requirements

2 Les

1.2.2 Define human factors ICAO Human FactorsTraining Manual

1 Les

1.2.3 Explain the concept ofsystems

Systems definition 2 Les

1.2.4 Define ATM insystems terms

ATS, ASM, ATFM 1 Les

1.2.5 Recognise theconsequences of asystems failure in theATS

1 Les



HUM HUMAN FACTORS


Event


L = level1.2.6 Explain the need for

matching human andmachine

e.g. ICAO HumanFactors Training

Manual

2 Les

1.2.7 Explain the use andbenefits of the SHELModel

ICAO Human FactorsTraining Manual

2 Les

1.2.8 Explain the informationrequirement of ATC

Relevant, timely,accurate

2 Les

1.2.9 Describe the evolutionof ATC

e.g. history of ATC,airspace,

communications,radar, the future of

ATC, role of thehuman

2 Les

2 Human Performance

2.-.1 The student shall appreciate the need to take account of human performance in theperformance of work

2.1 Individual Behaviour2.1.1 Explain the differences

and commonalitiesthat exist betweenpeople

e.g. attitudes, cultural,language

2 Les

2.1.2 Explain the dangers ofboredom

2 Les

2.1.3 Explain the dangers ofover-confidence andcomplacency

2 Les

2.1.4 Explain the dangers offatigue

Sleep disturbance,heavy workload

2 Les

2.2 Professional Conduct2.2.1 Describe the need for

professional standardsin ATC

e.g. adherence torules and regulations

etc.

2 Les

2.3 Health and Well-being2.3.1 Consider the effect of

health on performancee.g. fitness, diet,drugs, alcohol

2 Les



HUM HUMAN FACTORS


Event


L = level

2.4 Teamwork2.4.1 Interpret the factors

involved in humanrelations

2 Les

2.4.2 Interpret the factors ofwork satisfaction

2 Les

2.4.3 Describe the principlesof teamwork

e.g. teammembership, group

dynamics,advantages/

disadvantages ofteamwork, conflictsand their solutions

2 Les

2.4.4 Describe leader styleand group interaction

2 Les

2.5 Basic Needs of People at Work2.5.1 List the basic needs of

people at workICAO Human Factors

Training Manual1 Les

2.6 Stress2.6.1 Define stress Stress definition, main

causes of stress,Human FactorsModule: Stress

(EATCHIP, 1996 –HF4)

1 Les

2.6.2 Recognise stresssymptoms andsources

Behavioural changes,lifestyle changes,

physical symptoms,crisis events, Human

Factors Module:Stress (EATCHIP,

1996 – HF4)

1 Les

2.6.3 Describe the stages ofstress

Stress performancecurve, Human Factors

Module: Stress(EATCHIP, 1996 –

HF4)

2 Les



HUM HUMAN FACTORS


Event


L = level2.6.4 Describe techniques

for stressmanagement

Relaxationtechniques, diet andlifestyle, exercise,Human FactorsModule: Stress

(EATCHIP, 1996 -HF4)

2 Les

3 Human Error

3.1 Introduction3.1.1 Recognise the

dangers of error inATC

e.g. Air TrafficControl: Human

Performance Factors(Isaac, 1999), HumanFactors in Air Traffic

Control (Hopkin,1995)

1 Les

3.1.2 Take account of thefactors of worksatisfaction

2 Les

3.2 Definition of Human Error3.2.1 Define human error 1 Les

3.2.2 Describe the factorswhich help to causeerror

e.g. fatigue, lack ofskill,

misunderstanding,lack of information,

distraction

2 Les

3.3 Classification of Human Error3.3.1 Differentiate the types

of errorse.g. slips, lapses,

mistakes, violations2 Les

3.3.2 Explain the dangers ofviolations becomingaccepted as a practice

2 Les

3.3.3 Describe the threelevels of performanceaccording to theRasmussen Model

Skill based,knowledge based,

rule based

2 Les



HUM HUMAN FACTORS


Event


L = level

3.4 The Reason Model3.4.1 Describe the Reason

ModelActive and latent

failures2 Les

3.4.2 Apply the Reasonprinciples on errorduring a case study

e.g. Herald of FreeEnterprise accident

3 Case(G)

4 Communications

4.1 Introduction4.1.1 Demonstrate the

importance of goodcommunications inATC

2 Les

4.2 The Communication Process4.2.1 Define communication 1 Les

4.2.2 Define thecommunicationprocess

Sender, encoder,transmitter, signal,

interference,reception, decoder,

receiver

1 Les

4.3 A Communication Model4.3.1 Demonstrate a

communication model2 Les

4.4 Communication Modes4.4.1 Describe the factors

which affect verbalcommunication

e.g. word choice,intonation, speed,

tone, distortion, load,expectation, noise,

interruption

2 Les

4.4.2 Describe the factorswhich affect non-verbal communication

e.g. touch, choice,intonation, speed,

tone, distortion, load,expectation, noise,

interruption

2 Les



HUM HUMAN FACTORS


Event


L = level4.4.3 Characterise good

communicationpractices

Speaking andlistening

2 Les

5 The Work Environment

5.1 Introduction5.1.1 Define ergonomics 1 Les

5.1.2 Explain the need forgood building design

e.g. light, insulation,decor, space, facilities

2 Les

5.1.3 Explain the need forgood work positiondesign

e.g. anthropometry 2 Les

5.2 Equipment and Tools5.2.1 Identify the equipment

and tools that will beused in simulation

The physicalenvironment, visual

displays, suites, inputdevices,

communicationsequipment, consoleprofile and layout

2 GrW(Vsl)

5.2.2 Apply the SHEL Modelprinciples during a visitto the simulator

3 GrW(Vsl)

5.3 Automation5.3.1 Explain the reasons

for automation2 Les

5.3.2 Describe theconstraints ofautomation

2 Les

5.3.3 Take account of theimplications of teamfunctions andautomation

2 Les



TF-CCC PHASE 1 REVIEWEQPM EQUIPMENT AND SYSTEMS


Event


L = level-.-.1 Students shall:i. explain the basic working principles of equipment that is in general use in ATC;ii. appreciate how this equipment aids the controller in providing a safe and efficient ATS;iii. use computer equipment in order to successfully complete CBT and to handle electronic

data displays.

1 General

1.1 ATC Equipment1.1.1 Characterise the main

items of ATCequipment

e.g. communicationsequipment, VDF/UDF,

radars

2 Les

2 Radio

2.1 Radio Theory2.1.1 State principles of

radio1 Les

CWBT

2.1.2 Recognise thecharacteristics of radiowaves

Propagation,limitations

1 CWBT

2.1.3 State the use,characteristics andlimitations offrequency bands

Use in ATC,navigation and

communications, useand application in theAeronautical MobileService, HF, VHF,

UHF

1 CWBT

2.2 Radio Communications2.2.1 State the use of the

radio in ATC1 Les

2.2.2 Describe the workingprinciples of atransmitting andreceiving system

2 Les



EQPM EQUIPMENT AND SYSTEMS


Event


L = level2.2.3 Recognise, on a basic

block diagram, thecomponents of atransmitter/receiversystem

1 Les

2.3 Direction Finding2.3.1 State the principles

and use of VDF/UDFVDF/UDF, QDM,

QDR, QTF1 Les

2.3.2 State the precision ofVDF/UDF used in theState

1 Les

3 Other Systems for Communications

3.1 ATC Communications3.1.1 Describe the use of

other voicecommunications inATC

e.g. telephone,interphone, intercom

2 Les

3.2 Airline Communications3.2.1 State the use of

SELCAL1 Les

3.3 Air-Ground Communications3.3.1 State the use of

Controller-PilotDatalinkCommunications(CPDLC)

1 Les

4 Radar

4.1 General4.1.1 State the principles of

radar1 CWBT

4.1.2 Recognise thecharacteristics of radarwavelengths

1 CWBT





Event


L = level4.1.3 Recognise the use,

characteristics andlimitations of differentradar types

e.g. frequency bands,long and short rangeradar, weather radar,high-resolution radar

1 CWBT

4.2 Primary Radar4.2.1 Explain the working

principles of PSR2 CWBT

4.3 Secondary Radar4.3.1 Explain the working

principles of SSRMode A, Mode C 2 CWBT

4.4 Use of Radars4.4.1 Explain the use of

PSR/SSR in ATCArea, approach,

surface movementradar, DFTI

2 Les

4.4.2 Explain the linkbetween PSR/SSRwith automatedsystems

2 Les

4.4.3 Explain theadvantages anddisadvantages ofPSR/SSR

2 Les

4.5 Mode S4.5.1 State the principles of

Mode S1 Les

4.5.2 Explain the use ofMode S in ATC

2 Case(G)

4.6 Precision Approach Radar4.6.1 State the principles of

PAR1 CWBT





Event


L = level

5 Automatic Dependent Surveillance

5.1 Automatic Dependent Surveillance5.1.1 State the working

principles of ADSSatellites, datalinks,

GPS1 Les

5.1.2 Explain the use andlimitations of ADS

2 Les

6 Future Equipment

6.1 Future Equipment6.1.1 Be aware of

developments in theequipment field

Equipment to beintroduced beyond

training period

0 Lec

7 Computerisation

7.1 Computer7.1.1 Explain the working

principles of acomputer

2 Les

7.1.2 Describe the wayinformation iscompiled, processedand distributed

2 Les

7.2 Computer Systems7.2.1 State the difference

between hardware andsoftware

1 Les

7.2.2 Identify the hardwarecomponents

e.g. terminal, printer,keyboard, monitor,modem, network

1 Les

7.2.3 Identify the softwarecomponents

e.g. programmes andapplications,

operating systems,files

1 Les





Event


L = level

7.3 Utilisation7.3.1 Describe operating

systems in generaluse

2 Les

7.3.2 Use input devices Mouse, keyboard,voice, TID

3 SupPract(MMC)

ISimul(Sim)

7.3.3 Use text processingapplication

Text processors 3 SupPract(MMC)

7.3.4 Use storage devices File system, hard andfloppy disks

3 SupPract(MMC)

8 Automation in ATS

8.1 General8.1.2 Describe the principles

of automation incommunication anddatalinks in ATS

. 2 Les

8.2 Aeronautical Fixed Telecommunication Network8.2.1 Describe the

Principles of AFTN2

8.3 On-line Data Interchange8.3.1 Recognise the benefits

of automatic exchangeof ATS data incoordination andtransfer processes

Accuracy, speed andsafety, non-verbalcommunications

1 Les





Event


L = level8.3.2 Recognise the

limitations of automaticexchange of ATS datain coordination

Non-recognition of asystems failure

1 Les

8.4 Closed Circuit Information System8.4.1 State the principles of

CCIS1

8.4.2 Explain the use ofCCIS in ATS

Data carried on CCIS 2

8.5 Systems Used for the Automatic Dissemination of Information8.5.1 State the working

principles ofbroadcasting systems

e.g. ATIS, VOLMET 1

8.5.2 Explain the use ofATIS and VOLMET inthe ATS

2

9 Working Positions

9.1 General9.1.1 Identify equipment in a

working positione.g. FPB, radio,

telephone and othercommunication

equipment, relevantmaps and charts, strip

printer, teleprinter,clock, information

monitors,radars/displays

1 Vis(G)





Event


L = level

9.2 Aerodrome Control9.2.1 Identify equipment to

be found specifically ina TWR

e.g. wind indicator,DFTI, SMR, crash

alarm, signalling lamp,lighting control panel,

runway-in-useindicator, binoculars,signalling/flare gun,IRVR and altimetersetting indicators,

CCIS

1 Vis(G)

9.3 Approach Control9.3.1 Identify equipment to

be found specifically inan APP

e.g. sequencingsystem, PAR, RVR

indicators

1 Vis(G)

9.4 Area Control9.4.1 Identify equipment to

be found specifically inan ACC

1 Vis(G)



TF-CCC PHASE 1 REVIEWPEN PROFESSIONAL ENVIRONMENT


Event


L = level

-.-.1 Students shall recognise the need for close cooperation with other agencies concerningATM operations and the importance of environmental protection.

1 Study Visits

1.1 Study Visits1.1.1 Familiarise with civil

and military ATSfacilities

e.g. TWR, APP, ACC,AIS, RCC, Radar, Air

Defence Unit

0 Vis(G)

CWBT

1.1.2 Familiarise with airportfacilities and localoperators

e.g. fire andemergency services,

airline operationsoffice

0 Vis(G)

CWBT

2 Airspace Users

2.1 Civil Aviation2.1.1 Be aware of the

different airspacerequirements for civilaircraft

e.g. commercial flying,recreational flying,gliders, balloons

0 Les

2.2 Military Aviation2.2.1 Be aware of the

different airspacerequirements formilitary aircraft

e.g. low-level flying,in-flight refuelling, testflights, special military

operations

0 Les

2.3 Expectations and Requirements of Pilots2.3.1 Be aware of the

expectations andrequirements of pilots

0 Les



PEN PROFESSIONAL ENVIRONMENT


Event


L = level

3 Customer Relations

3.1 Customer Relations3.1.1 State the role of ATC

as a service provider1 CWBT

3.1.2 Recognise the meansby which ATC isfunded

1 CWBT

4 Environmental Protection

4.1 Environmental Protection4.1.1 Recognise the

importance ofenvironmentalprotection

Air, water, noise 1 Les



ANNEX A: EATMP COMMON CORE CONTENT TRAINING CONCEPTS

1. Concept of Training Events

The objectives indicate what is expected from the learner. How to train him/herto achieve the objectives is indicated in the training plans by the choice oftraining events.

Training events are the elementary unit of a training plan. Through their typethe training designer indicates to the instructor which method and media arethe more adequate to teach an objective.

The choice of these main media and method does not exclude the use ofadditional ones within the same training event, if they suit its quality andefficiency. The training plans are a help to prepare training and to planresources but their implementation requires flexibility, interpretation andadaptation by the instructor.

The list of training events provided in 1.2 includes those currently used inCommon Core Content for ATCO training. It is not exhaustive and shouldbenefit from validation and upgrading to incorporate best practices and latestdidactical or technological progress. This list should be used as a guideline forthe development of future training plans. It will then be necessary to adapt it tothe new requirements and the specific target population.

Definitions for the training methods, media, learning rates and modes ofdelivery listed in 1.2 can be found in 1.3. For further detail the reader shallrefer to the document entitled ‘Specifications on Training Methods and Tools’(EATMP, 2000b – T16). It is to be noted that some topics have been added orupdated since the publication of this reference document.

As essential principles, it is acknowledged that:

• During a single training event several methods or media might be used.In the plans the one indicated is the most significant (for instance, asimulation includes briefing but the only indicated method is simulation) orthe most dependent on the adequate equipment (for instance, in a lessonboth paper documents and projector displaying computer presentation areused; only Visual Aid (Vsl) is indicated as a media, Text (Txt) is notmentioned).

• Using his judgement, the instructor might deviate from these plansaccording to the group feedback.

In addition to the accurate definitions of the training events, additionallocutions might be used to define wide modes of training (for instance,E-Learning (EL) may be used to group Computer-/Web-based Training(CWBT) and Virtual Classroom (VC), and Problem-based Learning (PBL) todefine a pedagogical strategy).



1.1 Definitions of Training Events Used in Common Core Content

The following definitions provide a quick reference for the hurried reader onthe basis of a detailed description contained in the document entitled‘Specifications on Training Methods and Tools’ (EATMP, 2000b – T16).

Case (Case)

Training event based on the case study method (in which a real or fictionalsituation or series of events are presented to learners for their analysis andproposal of possible solutions). Most of the time it is a group session with thesupport of texts, visual aids and multimedia computer; sometimes it isindividual training.

Computer-based Practical Exercises (CBPE)

The exercises are presented to the group by an instructor using visual aidsand deciding, from learners’ answers, when and how moving to nextexercises.

Computer-/Web-based Training (CWBT)

The provision of knowledge and skills by means of a computer with numerousinteractions, learner response analysis and free individual rhythm of learning(self-paced manner). The source is indifferently local or accessed through anetwork (Intranet or Internet).

Group Work (GrW)

The instructor facilitates the discovery of problems and the study of referencesolutions by a group of learners, with the help of text or visual aids.

Hands On (HO)

Supervised practice on real equipment that is not in operation. Emulation onmultimedia computer is sometimes sufficient. Text is used as additional data(instructions, operating manual, questionnaire, etc.).

Multimedia or sound Laboratory (Lab)

Lessons or exercises are provided in a room equipped with a set of individualpositions. Instructor can monitor learners individually. Rhythm of learning isself-paced or restricted according to training material and instructorinterventions.

Lecture (Lec)

A straight talk or exposition, possibly using visual or other aids, but withoutgroup participation other than questions, usually at the conclusion.



Lesson (Les)

A training technique incorporating a number of instructional techniquesdesigned to ensure the participation of the learners in reaching the specifiedbehavioural objectives. The instructor is able to ascertain whether material isbeing assimilated.

Part-Task Practice (PTP)

Pre-simulation which allows restricted or real-time practice of a part of theskills that are necessary for the operational task in a realistic environment(PTT or Sim).

Skill Acquisition (SA)

Pre-simulation allowing self-pace, restricted or real-time practice of a part ofthe skills necessary for the operational task in a possibly unrealisticenvironment (e.g. 2D aerodrome).

Individual Simulation (ISimul)

Real-time full-task simulation involving one single learner.

Team Simulation (TSimul)

Real-time full-task simulation involving an individualised cell made of severallearners. A team consists of two or more learners who are required to worktogether on related or interacting tasks.

Group Simulation (GSimul)

Real-time full-task simulation involving several individual or team simulationssimultaneously.

Structured Briefing (StBf)

The training event StBf (Structured Briefing) is a planned group introductionfor a simulation (or a series of simulations) stating the objectives of theexercise, the simulated operational procedures, the operation of the simulator,the expected role of each team member, including the instructor, and possiblydemonstrations of simulation exercises. The training event StDf (StructuredDebriefing) is a planned group review and discussion of the outcome of asimulation (or a series of simulations). The discussion is centred on thestrategies chosen and their results. At the level of the training plan, StBfincludes both StBf and StDf. Differentiation is done at the implementation.

Supervised Practices (Sup Pract)

Manipulations of equipment where the instructor provides the necessaryfeedback.



Visit (Vis)

Is considered as individual when each learner has the opportunity to developquestions and discussions, and to practise handover individually. If this activityis not important enough the visit is considered as a group activity.

Virtual Classroom (VC)

Distance training of a group of persons connected in synchronous mode andfacilitated or lectured by an instructor.



1.2 List of Training Events Used in Common Core Content

Training events are as often as possible based on a unique occurrence ofparameters (for instance, CBPE is always Ex + Vsl + Rstd + G). In this casethe use of the parameters in the training plans is not useful and could beomitted (when this is not possible the training event name and the complexarea are in bold).

Sometimes one of the parameters is so prevailing that its name is given to thetraining event (e.g. ‘lecture’).

Training event1 Training event2 Method2 Media2 Rate2 Mode2

Case Case Case Vid, MMC, Vsl(Backup Txt)

Rstd I, G

Computer-basedPractical Exercises

CBPE Ex Vsl Rstd G

Computer-/Web-based Training

CWBT Inter MMC Self I

Group Work GrW Facil Vsl (Backup Txt) Rstd G

Hands On HO Sup Pract RE Rstd,Real

G

Multimedia or soundLaboratory

Lab Les, Ex MMC, sound Self,Rstd

I

Lecture Lec Lec Vsl (Backup Txt) Rstd G

Lesson Les Les Vsl (Backup Txt) Rstd G

Part-Task Practice PTP Pre-Simul PTT Rstd I

Skill Acquisition SA Pre-Simul OTD Self I

Structured Briefing StBf Brief Vsl Rstd G

Individual Simulation ISimul Simul Sim, Hi Fi Sim Real I

Team Simulation TSimul Simul Sim, Hi Fi Sim Real I

Group Simulation GSimul Simul Sim, Hi Fi Sim Real G

Supervised Practices Sup Pract Sup Pract Vsl (Backup Txt),MMC, RE

Rstd G

Virtual Classroom VC Facil, Ex, Les, Lec Net Rstd G

Visit Vis Sup Pract RE Rstd G, I

1 In full – 2 Abbreviated



1.3 The Four Parameters of the Training Event

1.3.1 Introduction

Our methodology to design training strategy is based on the answers to thefollowing questions:

• What are the relations between the matter, the learner and the instructor?(training method)

• Which media is used to carry the training message? (media)

• Is the learning rate free or restricted or real? (learning rate)

• Is the training individual or in group? (mode of delivery)

To use the methodology the training designer will first try to find theappropriate type of training event within the existing list. If not found, a thoughtshould be given to the possibility that the same type could be used with a localdifferent denomination; the four parameters should help to sort this out. If thisis not the case, the additional type of training event should be characterised byits four parameters.

1.3.2 Training methods

The training methods characterise the relations between the matter, thelearner and the instructor.

Lecture (Lec)

A straight talk or exposition, possibly using visual or other aids, but withoutgroup participation other than questions, usually at the conclusion.

Lesson/Demonstration (Les)

A training technique incorporating a number of instructional techniquesdesigned to ensure the participation of the learners in reaching the specifiedbehavioural objectives. The instructor is able to ascertain whether material isbeing assimilated.

Case Study (Case)

A training method in which a real or fictional situation or series of events arepresented to learners for their analysis and consideration of possible solutionsor problems identified. Their findings in a real situation can be compared withwhat actually occurred.



Exercises (Ex)

The provision and consolidation of knowledge and skills through theperformances of series of exercises.

Facilitation (Facil)

Process facilitation means helping people to achieve results using facilitationtechniques.

Interactive Training (Inter)

The provision of knowledge and skills by means of a computer with numerousinteractions, learner response analysis and allowing, when appropriate, freeindividual rhythm of learning (self-paced manner).

Supervised Practices (Sup Pract)

Manipulations of equipment where the instructor provides the necessaryfeedback.

Pre-Simulation (Pre-Simul)

The practice in restricted or real time of a part of the skills necessary for theoperational task in a possibly unrealistic environment (e.g. 2D aerodrome).

Two types of pre-simulation are detailed at the level of the training event:Skill Acquisition (SA) and Part-Task Practice (PTP).

Simulation (Simul)

The provision of knowledge, skills and attitudes by means of representation ofair traffic responding to any learner action as real air traffic. It always includesbriefing, tutoring and debriefing.

Three types of simulation are detailed at the level of the training event:Individual Simulation (ISimul), Team Simulation (TSimul) and GroupSimulation (GSimul).

Briefing (Brief)

An introduction to a training event during which interruption of the learner’sactivity is not normally anticipated (e.g. OJT and simulation).The method is used during the simulation (briefing) or planned separately(structured briefing).



Debriefing (Debrief)

A review and discussion on the outcome of a training event based on aformative assessment of that event. The technique is used during thesimulation (debriefing) or planned separately (structured debriefing).

Tutoring (Tut)

The act of giving additional knowledge and guidance to an individual or smallgroup of learners in an off-the-job, informal training situation. Tutoring isconsidered as a supplementary training event and may be automated in thecase of guided simulation.

Role-Play (Role)

Learners act out a working model of some real-world human situation ininteracting group. They are provided with background data and roles to playtogether with constraints which may change as the play proceeds.

1.3.3 Media

Media is the physical means by which an instructor or a training designercommunicates a message. One media can use several supports (for instance,a Multimedia Computer (MMC) could use a diskette or CD-ROM, and videocan use tape, CD or DVD). In this document we are going to define the mediarelated to simulation but shall not attempt to make an exhaustive list of themany types of support and educational materials.

Real Equipment (RE)

Equipment such as CWP, NAVAIDs, avionics or even official documents suchas charts or maps, either used in operational conditions (On-the-Job Training[OJT]) or in non-operational conditions (shadowing or demonstration). High-fidelity simulator may sometimes be used as a backup.

High-Fidelity Simulator (Hi Fi Sim)

A full-size replica of Controller Working Position (CWP) including allequipment and computer programmes necessary to represent full tasks of thesector or the tower and their environment. A spare operational position usedas simulator is a good example of Hi Fi Sim. In the case of aerodrome itincludes an out-of-the-tower view.

Simulator (Sim)

A device that presents the learner with a representation of the importantfeatures of the real situation and reproduces the operational conditions underwhich the learner can practise real-time tasks directly.



Part-Task Trainer (PTT)

A training machine for the learner to practise some operational functionsindependently of other functions not represented there, although they arenecessarily associated to the first ones in the operational task.

Other Training Device (OTD)

A training machine which presents the learner with some operational functionson a non-realistic reproduction of the operational devices. It includes a genericMMC.

Multimedia Computer (MMC)

A (networked or stand-alone) multimedia computer or workstation dedicated toone learner or to a small cell. The hardware is off-the-shelf and has not beendeeply modified for specific ATC purposes.

Network (Net)

A system of computers and terminals connected by communications lines.

Video (Vid)

Aids such as camera, camcorder, recorder, player, TV, monitor, projector andscreen used for the generation, storage and reproduction of visual animatedimages and associated sounds (video, films, DVD and other). In particular, itenables to record a learner performance and to replay it.

Visual Aids (Vsl)

Aids such as projectors or screens used to display computer-basedpresentations, animations, slides, overhead, mock-up, models and video clips,possibly associated to loud speakers or headset for the sound.

Audio Aids (Aud)

Aids to communication utilising the sense of hearing.

Text (Txt)

The provision of written documents including handouts, books, manuals,training documents, etc.

1.3.4 Learning rate

Self-paced Learning (Self)

A learning/teaching system whereby the learner is able to control the pace atwhich he/she works.



Time-restricted Learning (Rstd)

A learning/teaching system whereby the course developer or instructorcontrols the pace at which the learner has to work.

Real Time (Real)

A learning/teaching system whereby the pace at which the learner has to workis the same as in real operation.

1.3.5 Mode of delivery

Individualised Training (I)

Features of the individualised training are the provision of possibly differentstimuli to each learner, the separated analysis of their response and theprovision of consequent new stimuli independent of the answers of otherlearners.

Note: Instruction of a small group of learners considered as an entity (forexample planner and executive) is classed as individualised training. InATC training this consideration of team building and the operationalconditions very often imply that the learner is a team rather than anindividual.

A team is:

… a group of two or more persons who interact dynamically andinterdependently within assigned specific roles, functions andresponsibilities. They have to adapt continuously to each other toensure the establishment of a safe, orderly and expeditious flow oftraffic.

There is of course an apparent contradiction between the terms‘individualised’ and ‘team interaction’. This has to be understood bydifferentiation between team and group.

A typical example is a radar simulation, in area radar control, provided totwelve learners, working in six teams of two (planner plus executive) on sixcontrol positions simulating the same airspace sector.

Even if the proposed air traffic is the same for the six teams and even if thetraining objectives are the same, the simulations will progress differently foreach of the teams. In addition, the simulations are not necessarily happeningat the same time. This is not ‘group’ training. It might be considered as ‘small-group training’ if the teams were always composed of the same learners.Generally, this is not the case: in fact, most of the training is addressed toeach individual who has to cope with a very close and very complex element(his partner in the team) among other more distant elements (other sectors,units, aircraft, etc.). The fact that each partner sometimes reacts differently



increases the individualisation of the training because none of the learners canbe confronted with the same situation.

Group Training (G)

All the participants are presented the same learning material under the sameconditions.

1.3.6 Global strategies

Training events are useful to describe elements of training. Additionallocutions might be used to define a strategy globally applied to training.Problem-based learning and e-learning are two examples:

Problem-based Learning (PBL)

A pedagogical strategy for posing significant, contextualised, real-worldsituations and providing resources, guidance, instruction and self-directedlearning strategies to learners as they develop content knowledge, problem-solving skills and team participation skills.

E-Learning (EL)

Encompasses a set of methods and media characterised by the use ofnetwork and computers and the possibility of distance learning. VirtualClassroom and CWBT in particular are e-learning training events.



1.3.7 List of training events parameters

Method Media

Full name Abbreviationor Acronym


Case Study Case Real Equipment RE

Exercises Ex High-Fidelity Simulator Hi Fi Sim

Lecture Lec Simulator Sim

Lesson/Demonstration Les Part-Task Trainer PTT

Facilitation Facil Other Training Device OTD

Interactive Training Inter Multimedia Computer MMC

Pre-Simulation Pre-Simul Network Net

Role-Play Role Video Vid

Simulation Simul Visual Aids Vsl

Briefing Brief Audio Aids Aud

Debriefing Debrief Text Txt

Tutoring Tut

Learning Rate Mode



Self-paced Learning Self Individualised Training I

Time-restricted Learning Rstd Group Training G

Real Time Real



2. Concept of Taxonomy

A taxonomy is a classification based on explicit principles. The purpose oftaxonomies in the training domain is to classify training objectives.

2.1 Levels

Five levels are identified, numbered 1 to 5 plus an initial level (named 0) ofpure information. They are defined as follows:

Level 0 ‘To be aware of’.

Level 1 Requires a basic knowledge of the subject. It is the ability toremember essential points; the learner is expected to memorisedata and to restore it.

Level 2 Requires an understanding of the subject sufficient to enablethe learner to discuss intelligently. The individual is able torepresent for himself or herself certain objects and events, andto act upon these objects and events.

Level 3 Requires a thorough knowledge of the subject and the ability toapply it with accuracy. The learner should be able to make useof his/her repertoire of knowledge to develop plans and activatethem.

Level 4 The ability to establish a line within a unit of known applicationsfollowing the correct chronology and the adequate method toresolve a problem situation. This involves the integration ofknown applications in a familiar situation.

Level 5 The ability to analyse new situations in order to elaborate andapply one or other relevant strategy to solve a complexproblem. The defining feature is that the situation is qualitativelydifferent to those previously met, requiring judgement andevaluation of options.



2.2 Definition of Action Verbs

Defining action verbs becomes increasingly difficult as the level increases forseveral reasons:

(i) Higher levels (4-5) and even 3 are the culmination of many actions, andcan only be described by either a breakdown into component actions orby a few high level words, which are not exclusive to a particular level.

(ii) This could be compounded by making some verbs belong to severallevels. This solution was rejected in order to keep things simple for theoperational use (one verb - one level).

(iii) The main difference between levels 4 and 5 is novelty (qualitative) of theproblem.

(iv) As each level subsumes those previous to it, as it is hierarchical, thenyou must naturally start running out of words.

The list is not complete, but a guideline only. In the future ATM-specific termsknown to refer to that level of performance can be added.



2.3 Action Verbs

2.3.1 Definition of verbs – Level 1

Level 1: Requires a basic knowledge of the subject. It is the ability to rememberessential points; the learner is expected to memorise data and to retrieve it.

Verb Definition Example L(L = Level)

Define State what it is and what itslimits are; state the definition

Define the term ‘alertingservice’

1

Draw Produce a picture, pattern ordiagram

Draw a holding pattern 1

List Say one after the other List the main structurecomponents of an aircraft

1

Name Give name of objects orprocedures

Name some components on agraphic

1

Quote Repeat of what is written orsaid to underline

Quote ICAO definition of ATCservice

1

Recognise To know what it is becauseyou've seen it before

Recognise the informationdisseminated through AFTNlike NOTAM, SNOWTAM

1

State Say or write in a formal ordefinite way

State the major wind systemson earth

1




Level 2: Requires an understanding of the subject sufficient to enable the learner todiscuss intelligently. The individual is able to represent for himself or herselfcertain objects and events in order to act upon these objects and events.


Characterise To describe the quality offeatures in something

Characterise various items ofATC equipment

2

Consider To think carefully about it Consider radar range 2

Demonstrate Describe and explain;logically or mathematicallyproves the truth of astatement

Demonstrate how the earth isprojected as a map

2

Describe Say what it is like or whathappened

Describe the methods bywhich telecommunicationregulations are implemented

2

Differentiate Show the differencesbetween things

Differentiate between thevarious relevant charts

2

Explain Give details about somethingor describe so that it can beunderstood

Explain the purpose andfunction of ICAO

2

Take account of Take into considerationbefore deciding

Take wind influence intoaccount when calculating aground speed

2




Level 3: Requires a thorough knowledge of the subject and the ability to apply it withaccuracy. The learner should be able to make use of his/her repertoire ofknowledge to develop plans and activate them.


Act Carry out, execute 3

Apply Use something in a situationor activity

Apply national requirements inabnormal situations

3

Appreciate To understand a situationand know what is involved ina problem-solving situation,to state a plan withoutapplying it

Appreciate the necessity forcoordination. The learner saysthat coordination will be doneand with whom, he/she doesnot perform the actualcoordination

3

Assist Help somebody to do a jobby doing part of it

Assist the pilot 3

Calculate To discover from informationyou already have byarithmetic; to think about apossible cause of action inorder to form an opinion ordecide what to do

Calculate transition level 3

Check Make sure the information iscorrect (satisfactory)

Check and maintain theintegrity of working position

3

Choose Select out of number, decideto do one thing rather thananother

Choose which aircraft shouldbe vectored

3

Collect Assemble, accumulate, bringor come together

3

Conduct Lead, guide Conduct coordination 3



Definition of verbs – Level 3 (continued)


Confirm Establish more firmly,corroborate

Confirm sequence order 3

Decode Turn into ordinary writing,decipher

Decode weather reports andforecast

3

Encode Put into code or cipher 3

Estimate Form an approximatejudgement of a number; forman opinion

Estimate distance between twopoints

3

Execute Perform action 3

Extract Copy out, make extracts from,find, deduce

Extract data from a flight plan 3

Identify Associate oneself inseparablywith, establish the identity

Identify a radar blip 3

Inform Inspire, tell Inform the planning controller 3

Initiate Begin, set going, originate Initiate a coordinationprocedure

3

Input Enter in the system Input data 3

Issue Send forth, publish Issue ATC clearance 3

Maintain Carry on, keep up, refresh Maintain flight data display 3

Measure Ascertain extent or quality of(thing) by comparison withfixed unit or with object ofknow size

Measure cross modulation inradio antenna system

3





Monitor Keep under observation Monitor traffic 3

Notify Make known, announce,report

Notify runway in use 3

Obtain Acquire easily, withoutresearch

Obtain aeronautical information 3

Operate Conduct work on equipment Operate electronic data transferequipment

3

Pass Move, cause to go, transmit Pass essential trafficinformation without delay

3

Perform Carry into effect, go through,execute

Perform coordination effectively 3

Record Register, set down forremembrance or reference

Record information by writingeffectively

3

Relay Arrange in, provide with,replace by ...

Relay pilot message 3

Respond Make answer, performanswering or correspondingaction

Respond to the loss of aircraftradar identification

3

Scan Look intently at all partssuccessively

Scan data display 3

Transfer Hand over Transfer information toreceiving controller

3

Update Refresh, make up to date Update 3

Use Employ for a purpose, handleas instrument, put intooperation

Use ICAO documentation 3

Verify Establish truth of Verify identity 3




Level 4: Ability to establish a line within a unit of known applications following thecorrect chronology and the adequate methods to resolve a problem situation.This involves the integration of known applications in a familiar situation.


Acquire Gain by oneself and for oneself;obtain after research

Acquire relevantaeronautical information

4

Adjust Change to a new position,value or setting

Adjust antenna system 4

Allocate Assign, devote Allocate the responsibility ofseparation during transfer

4

Analyse Examine minutely theconstitution of

Analyse traffic 4

Assign Allot as a share, make over Assign take off number 4

Coordinate Bring part into proper relation Coordinate with RCC 4

Comply Act in accordance with Comply with rules 4

Delegate Commit authority to somebody Delegate separation in caseof aircraft continuing visually

4

Design Conceive mental plans for Design ... appropriateclearances and instructions

4

Detect Discover existence of Detect deviation from track 4

Ensure Make safe, make certain Ensure the agreed course ofaction in carried out

4





Expedite Assist the progress of, dospeedily

4

Integrate Combine into a whole,complete by addition of parts

Integrate a transferred aircraftinto the controlled traffic

4

Justify Show the rightness of achoice or of an option

Justify and theorise the DVOR 4

Manage Handle, wield, conduct Manage aerodrome surfacemovements

4

Organise Give orderly structure to,frame and put into workingorder

Organise arrival sequence 4

Predict Forecast Predict evolution of a conflictsituation

4

Provide Supply, furnish Provide separation 4

Relate Establish link with Relate a pressure setting toan altitude

4




Level 5: Ability to analyse new situation in order to elaborate and apply one or otherrelevant strategy to solve a complex problem. The defining feature is that thesituation is qualitatively different to those previously met, requiring judgementand evaluation of options.


Appraise Estimate, determine the benefit Appraise the interest of atraffic management option

5

Assess Estimate value or difficulty,evaluate

Assess workload 5

Balance Weigh (a question, twoarguments, etc, against eachother)

Balance two control actions 5

Calibrate Correct and adjust to enablethe provision of accurate data

Calibrate NDB according toflight inspection

5

Discuss Investigate by reasoning orargument

Discuss the impact ofregulation

Evaluate Ascertain amount of, findnumerical expression for

Evaluate workload 5

Extemporise Produce without preparation,improvise

Extemporise phraseology inabnormal situations

5

Imagine Form mental image of,conceive

Imagine possible actions tocope with unusual situations

5

Interpret To decide on something'smeaning or significance whenthere is a choice

Interpret ICAO annexes 5

Resolve Solve, clear up, settle Resolve conflict 5





Review Survey, look back on Review previous clearanceaccording to the latest aircraftrelative positions

5

Select Pick out as best or mostsuitable

Select the runway in use 5

Solve Find answer to Solve separation problems 5

Theorise Extract general principles froma particular experience

Theorise the resolution ofconflict between a slow and afast aircraft

5

Troubleshoot Trace and correct faults Troubleshoot wrong bearingindications of a VOR

5

Validate Make valid, ratify, confirm Validate one radar vectoringoption to expedite the traffic

5



3. Concept of ATCO Training Progression

STUDENTSTUDENT LICENCE LICENCE

ATCO LICENCE, ATCO LICENCE, RATING, ENDORSEMENTRATING, ENDORSEMENT

CONTINUATIONTRAINING

REFRESHEREMERGENCYCONVERSION

DEVELOPMENTTRAINING

OJTIOJTI,ASSESSORASSESSOR,

SUPERVISORSUPERVISOR,SAFETY MANAGERSAFETY MANAGER,

INCIDENT INVESTIGATORINCIDENT INVESTIGATOR,AIRSPACE DEVELOPERAIRSPACE DEVELOPER,

etcetc.

INITIAL TRAININGBasic and Rating

UNIT TRAININGTransitional

Pre-OJT, OJT

Figure 1(bis): Progression of ATCO training

3.1 Initial Training

Training including technical subjects and ATC theory and simulator practice.The object of initial training is to prepare an ab initio for training at an ATCunit. It includes two phases (basic and rating) leading to a student licence:Rating training might also be provided as training for conversion to anotherrating.

� Basic training

Training designed to impart fundamental knowledge and skills to enableab initio air traffic controllers to progress to specialised ATC training.

� Rating training (training in the rating discipline)

Specialised ATC training to provide knowledge and skills related to a jobcategory and appropriate to the discipline to be pursued in the ATSenvironment.

3.2 Unit Training

Training comprising transitional training, pre-OJT and OJT leading a learner toobtaining an air traffic controller licence, with appropriate rating and withappropriate rating and unit endorsements:



� Transitional training

Phase following initial training during which site-specific theoreticalknowledge and understanding will be transferred to the student air trafficcontroller and/or trainee air traffic controller using a variety of methods andduring which skills will be developed through the use of site-specificsimulations.

� Pre-On-the-Job Training (Pre-OJT)

Phase of locally based training during which extensive use of simulationusing site-specific facilities will enhance the development of previouslyacquired routines and abilities to an exceptionally high level ofachievement.

� On-the-Job Training (OJT)

The integration in practice of previously acquired job-related routines andskills under the supervision of a qualified On-the-Job-Training Instructor(OJTI) in a live traffic situation. Provision of training related to a jobcategory in order to increase knowledge and skills and/or to prepare fornew technologies.

3.3 Continuation Training

Training given to licensed or certificated personnel designed to augmentexisting knowledge and skills. It includes refresher, emergency and conversiontraining.

� Refresher training

Refresher training is designed to review, reinforce or upgrade existingknowledge and skills (including team skills).

� Emergency training

Training that shall be given to all controllers on a regular basis. It includestraining in emergencies, in unusual situations and in degraded systems.Most of this training will be site-specific:

Emergency

A serious, unexpected and often dangerous situation requiring immediateaction.

Unusual situation

A set of circumstances which are neither habitually nor commonlyexperienced. The essential difference with an emergency is that the



element of danger or serious risk is not necessarily present in an unusualsituation.

Degraded systems

Unusual situations which are the result of a system failure or malfunction.

� Conversion training

Training designed to provide knowledge and skills appropriate to a changein either job category (new rating discipline, rating endorsement or unitendorsement), environment (new procedures) or system (system upgradeor change).

3.4 Development Training

Training designed to provide additional knowledge and skills demanded by achange in job profile, e.g. new licence endorsement (OJTI) or any other careerdevelopment like assessor, supervisor, safety manager, training manager,traffic flow manager, etc.

3.5 Denomination of the Learner

‘Learner’ is the generic term for the person performing a learning activitywithout any reference to his/her statute.

In the case of ATCO training the specific names according to the trainingphase are:

• participants to initial training are called ‘ab initio’ (they do not hold astudent licence);

• participants to unit training are called ‘student air traffic controllers’ whenthey hold a student air traffic controller licence and ‘trainees’ when theyhold an ATC licence;

• participants to continuation training or to development training are called‘trainees’ (they hold an ATC licence).

Note: The scheme and definitions apply in a simple way to a learner enteringthe system. In the cases of conversion or of multiple rating training, thescheme is more complex.

When the learner is converting from one rating to another, he/she willbe enrolled in a rating training when he/she already holds an ATClicence, so he/she will be a trainee. This rating training is considered asconversion (and not as initial training).



When the learner is enrolled in an additional rating training after havingsuccessfully completed one rating training, he/she already holds astudent licence and no ATC licence, so he/she will be a student.

‘Learner’ was systematically used, even in quotations from previousdocuments in which the term ‘student’ was yet used. The term ‘student’is now improper.



ANNEX B: PROCEDURES FOR BASIC TRAINING

The sector used for basic training is Airosar TCL. The procedures used duringbasic training are simplified. The complete procedures for Airosar TCL arefound in the related training plans of rating training.

1. Airspace and Unit Organisation

The vertical dimensions of the Airosar FIR are from surface to FL 245. AirosarTMA is an airspace within the Airosar FIR. Airosar TCL is a sector within theAirosar TMA. There are two other sectors within the Airosar FIR, Beelan andRedee. Adlin FIR is located to the west of Airosar FIR and has two sectors,Menra and Nolan – see Map 1.

Within the Airosar TMA there are three controlled airspaces, namely:

A Control Zone surrounding the major airport, Airosar (EXAS) under thejurisdiction of Airosar Tower.

Above and around the control zone is Airosar Approach sector under thejurisdiction of Airosar Approach Control.

Above and around Airosar Approach sector is a Terminal Control Area,Airosar TCL under the jurisdiction of Airosar TCL.

Approach Control and TCL Control are situated in the TCL operations room.

The vertical dimensions and ICAO classifications of Airosar airspace areshown in Table 2.

Table 2: Airosar Airspace

AIRSPACE ORGANISATIONALSECTOR

DIMENSIONS CLASS

Airosar CTR Airosar Tower SFC - 1000’ D

Airosar APP Airosar Approach 1000’ – FL95 C

1000’ – FL95 EAirosar TCL Airosar TCL

FL 95 – FL245 C

Airosar FIR (below TMA) Airosar APP/TCL SFC – 1000’ G

Hammtown Class ‘F’ HammtownInformation SFC – 1000’ F

Note: A rectangular shaped airspace around Hammtown airport from surfaceto 1000 ft is designated ICAO Class ‘F’ airspace when activated.



2. General Procedures

2.1 Radar Separation

The minimum radar separation within the Airosar TCL is 5 NM.

2.2 Standard Agreement

Not relevant in basic.

2.3 Transfer of Control

The transfer of control of traffic is effective at the TMA sector boundariesunless otherwise agreed. Transfer of communication may take place earlier.

2.4 Speed Control


2.5 Radar Identification


2.6 Atmospheric Pressure Setting

The transition altitude for the TMA is 6000 feet.

3. Outbound Procedures

Aircraft departing from Hammtown are required to obtain a clearance fromTCL before take-off.

4. Inbound Procedures

4.1 Standard Arrival Routes


4.2 Releases to Approach Control




5. Holding Procedures


6. Agreed Levels




Map 1: TMA

Map 1: Airosar TMA

MAP

FL 951000ft SFC

« E »



REFERENCES

EATCHIP Human Resources Team (1996) - HF4. Human Factors Module:Stress. HUM.ET1.ST13.2000-REP-01. Ed. 1.0. Released Issue.Brussels: EUROCONTROL.

EATCHIP (1999). EATCHIP Safety Policy: Implementation Guidance Material.SAF.ET1.ST01.1000-GUI-01-00. Brussels: EUROCONTROL.

EATMP (2000a).– O3. Human Resources Programme – Stage 1: ProgrammeManagement Plan. Ed. 1.0. Brussels: EUROCONTROL.

EATMP Human Resources Team (2000b) – T16. Specifications on TrainingMethods and Tools. HRS/TSP-006-GUI-01. Ed. 1.0. Released Issue.Brussels: EUROCONTROL.

EATMP Human Resources Team (2001a) – T3. Guidelines for Common CoreContent and Training Objectives for Air Traffic Controllers Training(Phase 1: Revised). HRS/TSP-002-GUI-01. Ed. 2.0. Released Issue.Brussels: EUROCONTROL.

EATMP Human Resources Team (2001b) – T17. Area Control SurveillanceRating with Radar and Terminal Endorsements – Training Plans.HRS/TSP-006-GUI-02. Ed. 1.0. Released Issue. Brussels:EUROCONTROL.

EATMP Human Resources Team (2001c) – L2. European Manual ofPersonnel Licensing - Air Traffic Controllers: Guidance onImplementation - HUM.ET1.ST08.10000-GUI-01. Ed. 1.0. ReleasedIssue. Brussels: EUROCONTROL.

EATMP Human Resources Team (2003) – T31. Approach ControlSurveillance Rating with Radar and Terminal Endorsements –Training Plans. HRS/TSP-006-GUI-03. Ed. 1.0. Released Issue.Brussels: EUROCONTROL.

EUROCONTROL Safety Regulation Commission (SRC) (2002).EUROCONTROL Safety Regulatory Requirements (ESARR) –ESARR 5: ATM Services’ Personnel. Ed. 2.0. Brussels:EUROCONTROL.

Hopkin (1995). Human Factors in Air Traffic Control. ISBN 074840357.London: Taylor & Francis.

Isaac, A. with Ruitenberg, B. (1999). Air Traffic Control: Human PerformanceFactors. Aldershot: Ashgate.



FURTHER READING

EATMP (1999) – T23. MEMPAC - A teachware on human factors in Air TrafficManagement. HRS/TSP-003-CBT-05. Ed. 1.0. Luxembourg:EUROCONTROL.

EATMP (1999) – T24. Airword - A multimedia wordbase for the language ofcivil aviation. HRS/TSP-003-CBT-06. Ed. 2.0. Luxembourg:EUROCONTROL.

EATMP (1999) – T25. An introduction to ATM. HRS/TSP-003-CBT-07.Ed. 1.0. Luxembourg: EUROCONTROL.

EATMP Human Resources Team (2000) – T13. Simulation Facilities for AirTraffic Control Training – HUM.ET1.ST07.3000-REP-02. Ed. 1.0.Brussels: EUROCONTROL.

EATMP Human Resources Team (2000) – T14. Guidelines for Common CoreContent and Training Objectives for Air Traffic Controllers Training(Phase II). HUM.ET1.ST05.1000-GUI-02. Ed. 1.0. Released Issue.Brussels: EUROCONTROL.

EATMP Human Resources Team (2000) – L1. European Manual of PersonnelLicensing - Air Traffic Controllers. HUM.ET1.ST08.10000-STD-01.Ed. 1.0. Released Issue. Brussels: EUROCONTROL.

EATMP (2000) – O2. Human Resources Programme – Charter. Ed. 1.0.Brussels: EUROCONTROL.

EATMP (2001) – T26. Radar Theory for Ab Initio Air Traffic Controllers.HRS/TSP-003-CBT-08. Ed. 1.1. Luxembourg: EUROCONTROL.

EATMP (2001) – T27. SAFER – A Teachware on Safety and Error.HRS/TSP-003-CBT-09. Ed. 1.0. Luxembourg: EUROCONTROL.

EATMP (2001) – T28. Radar Skills HRS/TSP-003-CBT-10. Ed. 1.0.Luxembourg: EUROCONTROL.

EATMP (2003) – T20. Aircraft and Principles of Flight. HRS/TSP-003-CBT-02.Ed. 3.0. Luxembourg: EUROCONTROL.

EATMP (2003) – T21. Meteorology for Air Traffic Controllers.HRS/TSP-003-CBT-03. Ed. 2.0. Luxembourg: EUROCONTROL.

EATMP (2003) – T22. Radio and Navigation Aids. HRS/TSP-003-CBT-04.Ed. 1.0. Luxembourg: EUROCONTROL.



ABBREVIATIONS AND ACRONYMS

For the purposes of this document the following abbreviations and acronymsshall apply:

2D Two dimensional

3D Three dimensional

ACAS Airborne Collision Avoidance System

ACC Area Control Centre

ACFT AirCraFT

ADF Automatic DF equipment

ADS Automatic Dependent Surveillance

ADVS ADVisory Service

AEA Association of European Airlines

AFTN Aeronautical Fixed Telecommunications Network

AIC Aeronautical Information Circular

AIP Aeronautical Information Publication

AIS Aeronautical Information Services

ALRS ALeRting Service

ANS Air Navigation Services

APP APProach Control (Procedural)

ASM AirSpace Management

ATC Air Traffic Control

ATCO Air Traffic COntroller / Air Traffic Control Officer(US/UK)

ATCS ATC Services

ATFM Air Traffic Flow Management

ATIS Automatic Terminal Information Service

ATM Air Traffic Management



ATS Air Traffic Services

Aud Audio Aids

Brief Briefing

Case Case (training event) or case study (trainingmethod)

CBPE Computer-Based Practical Exercises

CBT Computer-Based Training

CCIS Closed Circuit Information System

CPDL Controller-Pilot DataLink communication

CTR ConTRol zone

CWBT Computer-/Web-Based Training

CWP Controller Work Position

DAIW Danger Area Intrusion Warning

DAS Directorate ATM Strategies (EUROCONTROLHeadquarters, SD)

DAS/HUM or just HUM Human Factors Management Business Division(EUROCONTROL Headquarters, SD; formerlyknown as ‘DIS/HUM’ or just ‘HUM’)

Debrief Debriefing

DF Direction Finding

DFTI Distance From Touchdown Indicator

DG Basic Drafting Group Basic (EATCHIP/EATM(P), HRT,TSG/TFG, TF-CCC)

DIS Director(ate) Infrastructure, ATC Systems andSupport (EUROCONTROL Headquarters, SDE)

DIS/HUM or just HUM Human Factors and Manpower Unit(EUROCONTROL Headquarters, SDE; formerlystood for ‘ATM Human Resources Unit’; now knownas ‘DAS/HUM’ or just ‘HUM’)

DME Distance Measuring Equipment

DVD Digital Versatile Disk



DVOR Doppler VOR

E East

EATCHIP European ATC Harmonisation and IntegrationProgramme (now EATM(P))

EATM(P) European ATM (Programme) (formerly EATCHIP)

ECAC European Civil Aviation Conference

EFIS Electronic Flight Instrument System

EL E-Learning

EQPM EQuiPMent and systems

ESARR EUROCONTROL SAfety Regulatory Requirement(s)(SRC)

ET Executive Task (EATCHIP)

EU European Union

EUROCONTROL European Organisation for the Safety of AirNavigation

Ex Exercises

Facil Facilitation

FIR Flight Information Region

FIS Flight Information Service

FL Flight Level

FMS Flight Management System

FPB Flight Progress Board

G Group Training

GLONASS GLObal NAvigation Satellite System

GNSS Global Navigation Satellite System

GPS Global Positioning System

GPWS Ground Proximity Warning System

GrW Group Work

GSimul Group Simulation



GUI GUIdelines (EATCHIP\EATM(P))

HF High Frequency

Hi Fi Sim High-Fidelity Simulator

HO Hands On

HRS Human Resources Programme (EATMP)

HRT Human Resources Team (EACHIP/EATM(P))

HUM HUMan Factors, or HUMan Resources (Domain)(EATCHIP/EATMP)

I Individualised Training

IACA International Air Carrier Association

IANS Institute of Air Navigation Services(EUROCONTROL, Luxembourg)

IAOPA International Council of Aircraft Owner and PilotAssociations

IATA International Air Transport Association

ICAO International Civil Aviation Organization

IFALPA International Federation of Air Line Pilots’Associations

IFATCA International Federation of Air Traffic Controllers’Associations

IFPS (Integrated) Initial Flight Plan Processing System

IFR Instrument Flight Rules

ILS Instrument Landing System

IMC Instrument Meteorological Conditions

Inter Interactive Training

INTR INTRoduction to the course

IRVR Instrument Runway Visual Range

ISA International Standard Atmosphere

ISimul Individual Simulation

ITU International Telecommunication Union



JAA Joint Aviation Authorities

Lab Multimedia or sound Laboratory

LAW Aviation LAW

Lec Lecture (both in the sense of training event andtraining method)

Les Lesson (training event) or Lesson/Demonstration(training method)

MET METeorology

METAR METeorological Actual Report

min. minute

MLS Microwave Landing System

MMC MultiMedia Computer

MSAW Minimum Safe Altitude Warning

MTCA Medium-Term Conflict Alert

N North

NAV NAVigation

NAVAID NAVigation(al) AID

NDB Non-Directional Beacon

Net Network

NM Nautical Mile(s)

NOTAM NOtice To AirMen

OJT On-The-Job Training

OJTI On-The-Job-Training Instructor

OTD Other Training Device

PANS Procedures for ANS

PAR Precision Approach Radar

PENV Professional ENVironment

Pre-Simul Pre-Simulation



PSR Primary Surveillance Radar

PST Pacific Standard Time

PTP Part-Task Practice

PTT Part-Task Trainer

RCC Rescue Coordination Centre

RDPS Radar Data Processing System

RE Real Equipment

Real Real Time

REP REPort (EATCHIP/EATM(P))

Role Role-Play

rpm revolutions per minute

Rstd Time-restricted Learning

RTF Radiotelephone or Radiotelephony

RVR Runway Visual Range

SA Skill Acquisition

SAF SAFety

SAFER (a teachware on) SAFety and ERror (EATMP, HRS,HSP/TSP)

SARPS Standards And Recommended PracticeS (ICAO)

SD Senior Director, EATM Service Business Unit(EUROCONTROL Headquarters; formerly known as‘SDE’)

SDE Senior Director, Principal EATMP Directorate or, inshort, Senior Director(ate) EATMP(EUROCONTROL Headquarters; now known as‘SD’)

SELCAL SELective CALling system

Self Self-paced Learning

SFC SurFaCe



SHEL (Model) Software, Hardware, Environment and Liveware(Model)

SIGMET SIGnificant METeorological information

Sim Simulator

Simul Simulation

SMR Surface Movement Radar

SNOWTAM NoTAM on SNOW conditions

SP Sup Pract or, in full, Supervised Practices

SPECI Aviation Selected SPECIal Weather Report

SRC Safety Regulation Commission (EUROCONTROL)

SSR Secondary Surveillance Radar

ST Specialist Task (EATCHIP)

StBf Structured Briefing

STCA Short-Term Conflict Alert

STD Standard (EATCHIP/EATM(P))

StDf Structured Debriefing

Sup Pract Supervised Practices

TACAN UHF TACtical Air Navigation aid

TAF Terminal Area Forecast

TCAS Transponder Collision Avoidance System

TCL Terminal ControL

TDH Unit Training Development and Harmonisation Unit(EUROCONTROL, IANS)

TF-CCC Task Force Common Core Content(EATCHIP/EATM(P), HRT, TSG/TFG)

TFG Training Focus Group (EATM, HRT; formerly knownas ‘TSG’)

TID Touch Input Device

TMA TerMinal Area



TSG Training Sub-Group (EATCHIP/EATMP, HRT; nowknown as ‘TFG’)

TSimul Team Simulation

TSP Training Sub-Programme (EATMP, HRS)

Tut Tutoring

TWR ToWeR

Txt Text

UDF UHF DF station

UHF Ultra High Frequency

UTC Coordinated Universal Time

VC Virtual Classroom

VDF VHF DF station

VFR Visual Flight Rules

VHF Very High Frequency

Vid Video

Vis Visit

VLF Very Low Frequency

VMC Visual Meteorological Conditions

VOLMET METeorological Information for Aircraft in Flight

VOR VHF Omnidirectional Radio Range

Vsl Visual Aids

WGS World Geodetic System



CONTRIBUTORS

NAME STATE / ORGANISATION

Task Force Common Core Content (TF-CCC) Drafting Group (DG) Basic

Chairman

Mr Michel PISTRE EUROCONTROL IANS

Rapporteur and Secretary

Mr Wolfgang MERZ Germany

Permanent Members

Mr Christian HAUSER AustriaMr Alfred MEYER BelgiumMr Lubomir KOZAR Czech RepublicMr Thomas DEAN Ireland (part-time)Mr Guiseppe CIANCIO Italy (part-time)Mr Pedro SOTO MAYOR Portugal (part-time)Mr Alexandro BARRETO Portugal (part-time)Mr Derek RAINEY SwitzerlandMr Brian CONSIDINE EUROCONTROL IANSMr Hokan NILSSON EUROCONTROL IANSMr Patrick O'DOHERTY EUROCONTROL IANS (part-time)

Document Configuration

Mrs Carine HELLINCKX EUROCONTROL Headquarters(external contractor, in charge)

Ms Anne VAN HEMELRIJCK EUROCONTROL IANS(until December 2002)

ATCO Basic Training Training Plans T33 HRS TSP 006 GUI 04

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