Language choices

"Pitch the nose up" — not "pull back on the control column." The student should think in terms of what the aeroplane is doing, not what their hand is doing.

"Roll left" / "roll right" — not "bank left" or "turn left." Reserve "turn" for when established in a coordinated turn.

"Yaw right" — not "kick right rudder." Reinforce the effect, not the limb movement.

"Coordinate" — when combining rudder and ailerons, name the concept explicitly.

Demonstration-Performance

For the sequence of each activity, choose whether you use:

• Demonstration-Performance: Explain, Demonstrate, Performance and Monitor, Evaluation
• DDM: Demonstrate, Direct, Monitor

or some other preference. Each in-flight activity just describes the sequence to be demonstrated and performed, regardless of the method you use.

Before starting the plane

• Ensure seat is locked and learner is comfortable
• Check the attitude — the angle the nose makes with the horizon; have the learner check how many fingers this is for level flying
• Point out the white arc on the ASI and have learner check flaps extension, noting the click feel. Note that we always change flaps in stages since it affects lift — we can sink when retracting flaps at the same speed
• Go through "My aircraft" / "Your aircraft"

During startup

• Student to read checks and we work through them together
• Check if student would like to control the elevator and throttle during take-off (fine either way, no pressure)

Elevator — primary and secondary

Sequence

• Use the elevator to gently pitch down and then up a few times
• Note airspeed then pitch forward to level flight using fingers and hold that attitude, watch speed. Slowly let nose rise back towards horizon and watch the speed.

Ailerons — primary and secondary

At the training area — trim for level flight with 2300 RPM, then:

Sequence

• Use the ailerons to gently roll the plane left and right around the longitudinal axis
• Roll the plane to a 30° angle of bank and watch for the slip and yaw

Rudder — primary and secondary

Re-establish straight and level, then:

Sequence

• Use the rudder to gently yaw the plane left and right around the normal axis
• Gently but firmly push the rudder all the way to the floor and observe what happens

Trim — effect of trim

Re-establish straight and level, then:

Sequence

• Ask student to take control and keep level (check fingers). Explain what I'll be doing with the trim (going to both extremes before returning) and what they will feel.
• Note trim position for return.

Throttle

Re-establish straight and level with 2300 and start heading back towards the airport, CTAF call etc., then:

Sequence

• Ask learner to report the current speed (should be around 90–100 kt)
• Slowly move the throttle to full throttle and observe what happens
• Ask learner to confirm speed
• Slowly move the throttle back to 2300 RPM and observe what happens
• Ask learner to report the current speed
• Slowly move the throttle back to 2100 RPM and observe what happens
• Ask learner to report the current speed

Flaps

Leave RPM at 2100 and, when reaching 4000 ft, trim for straight and level.

Sequence

• Ask learner to report speed and verify that we're in the white arc range
• Extend flaps to first notch and note what happens (possibly to second if needed)
• Re-trim to ensure straight and level, with speed around 80 kt
• Retract flaps (in stages if necessary) and note what happens

Stability

If there's time, demonstrate stability by applying a small rudder and roll input, then release the controls.

My aircraft, then join circuit and land, demonstrating as we go.