Language notes

• "raise the nose" / "lower the nose" — not "pull back" or "push forward"
• "in balance" — not "coordinated" or "ball centred"

Before starting the plane

• Seat locked, student comfortable
• Set nose on horizon — student notes their finger reference for level attitude
• Altimeter subscale set to QNH
• Review balance indicator
• Review "My aircraft / Your aircraft" handover phrases

During startup

• Student reads checks; work through together
• Confirm whether student handles throttle during taxi

Climb to training area

• Point out nose position relative to horizon (climb attitude)
• Note stable airspeed as a result of fixed attitude

In the training area

Establish straight and level at 2300 RPM before beginning exercises.

For each exercise: Demonstrate → Direct → Monitor.

Straight flight — visual reference and balance

• Demonstrate: reference point on horizon; wings level; balance ball centred
• Direct: student holds heading using reference point; coach balance ball
• Monitor: student holds straight flight unaided

Level flight — attitude, trim, cross-check

• Demonstrate: nose at level-flight attitude; wait for airspeed to settle; trim to zero force; hands off
• Direct: student raises/lowers nose, returns to level, trims
• Monitor: student establishes and holds level flight including trim

Performance equation — power changes

• Demonstrate: reduce power, hold attitude → airspeed reduces; restore power → airspeed returns
• Direct: student practises power reduction, attitude adjustment, re-trim
• Monitor: student manages power change and re-trim independently

Fast cruise

• Demonstrate: 2600 RPM; lower nose slightly to stay level; re-trim
• Direct: student applies full throttle, adjusts attitude, trims
• Monitor: student transitions to fast cruise unaided

Slow cruise

• Demonstrate: reduce power to 2200 RPM; raise nose slightly; re-trim; note heavier controls
• Direct: student reduces power, adjusts attitude, trims
• Monitor: student transitions to slow cruise unaided

Precautionary cruise (2 stages flap)

• Demonstrate: reduce power to 2200 RPM; 2 stages of flap; note pitch change; re-trim
• Direct: student extends flap, adjusts attitude, trims; then retracts in stages
• Monitor: student manages full flap extension and retraction unaided

Return to airport

• Retract flap in stages if extended; establish normal cruise
• CTAF call as appropriate
• TODO: brief approach and circuit entry for home aerodrome
• Let student fly straight and level during return for consolidation

Cruise configuration reference