Using these notes

The long briefing (theory) is done and the student is keen to fly — keep this to about 15 minutes, at the whiteboard, working interactively: ask, draw, and listen rather than present. We covered the performance formula and the PAT/APT sequences for climbs and descents in theory; today we practise them in the air.

The components (choose your own order on the planning page):

The aim of the flight

Ask — "From the theory session: what are we trying to achieve today?"

Expect — in the student's own words, something close to:

• Enter and maintain climbs at cruise, best rate, and best angle speeds
• Enter and maintain descents — powered, glide, and with flap
• Level off accurately from both climbs and descents
• Apply Power + Attitude = Performance throughout

Today's flight — whiteboard walk-through

Draw — the flight as a path across the board: taxi → take-off → climb to ______ ft towards the training area → climbing and descending exercises → return. Fill in your local details as you go:

• Runway: ______    Circuit direction: ______
• Climb to: ______ ft    Training area: ______
• CTAF / frequencies: ______
• Who taxis / handles throttle: ______

Draw — the exercise sequence (a simple ladder or list works well). On the way to the training area:

1. Normal (cruise) climb — entry and level off

In the training area:

2. Best rate of climb (VY) — ______ KIAS
3. Best angle of climb (VX) — ______ KIAS; brief demonstration
4. Powered descent — entry and level off
5. Glide (power off) — best glide speed ______ KIAS
6. Approach descent with flap — stages and re-trim

Ask — "What's the entry sequence, and what's the level-off, for each?"

Expect —

Climb: entry PAT, level off APT
Descent: entry PAT, level off PAT

Ensure the student can recite both sequences before heading out — these are the critical memory items for today.

Threats and how we'll manage them

I'M SAFE and PAVE are standing checks before every flight — by now the student should walk through them, not be taught them.

Ask — "Run me through your I'M SAFE — any flags today?"

Ask — "What does PAVE stand for? Apply each letter to today's flight." (Pilot, Aircraft, enVironment, External pressures.) If any category flags a hazard, assess it before you fly — not after.

Draw / Ask the weather — pull up today's Terminal Area Forecast (TAF) for your nearest forecast aerodrome and read it together:

• The Bureau of Meteorology publishes TAFs (BOM Aerodrome Forecasts), but pilots access them through the official AirServices NAIPS site.
• The BOM has a good PDF explanation of all the terms.
• Start familiarising with the codes and terms used — is the forecast within your personal limits for today?

Draw — list the genuine threats you and the student identify for this flight:

Ask — introduce TEAM for each threat: Transfer · Eliminate · Accept · Mitigate.

Airmanship emphasis — lookout and level-off

This lesson's emphasis: the nose-high climb attitude hides the area ahead, and we'll be changing altitude repeatedly.

Ask — "Why must we clear the area, and lower the nose for lookout, before and during every climb?"

Expect — the high nose reduces forward visibility; we look out and clear the area before every climb entry, and lower the nose periodically during a prolonged climb to scan (and to help the engine cool).

Ask — "How early do we start the level-off, and why?"

Expect — anticipate the target altitude by 50–100 ft (about 10% of the climb or descent rate), so we arrive smoothly on altitude rather than overshooting.

Ask — "Run me through the control handover phrases."

Expect — "My aeroplane" / "Your aeroplane", acknowledged on every transfer, no ambiguity about who is flying.

Questions, then fly

Ask — "Any questions before we head out?"

Quick recap as you pack up the whiteboard:

• "My aeroplane / Your aeroplane" — every transfer
• Look out and clear the area before every climb entry
• Entry sequence: Power → Attitude → Trim
• Level off: anticipate the altitude by 50–100 ft

Confirm who handles the taxi, and go flying.