Using these notes

The theory session is done and the student knows today involves practising a simulated engine failure — that can raise nerves, so keep it interactive. About 15–20 minutes at the whiteboard: ask, draw, and listen rather than present. The two safety-critical pieces — the immediate/vital actions and the field-selection judgement — are the heart of this briefing; the student should be able to talk both back to you before you walk to the aircraft.

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

The order above puts the immediate/vital actions rehearsal right after the walk-through, on purpose — for this lesson it is the main threat mitigation.

The aim of the flight

Ask — "From the theory: what are we setting out to do today?"

Expect — in the student's own words:

• practise the immediate/vital actions following a simulated engine failure, from memory
• choose and continually reassess a suitable field
• fly a glide approach to the chosen field using the 50c technique — small turns all the way onto final — correcting for high and low
• recognise and manage an over- or undershoot

Write the aim on the board — everything else hangs off recognise, choose, fly.

Today's flight — whiteboard walk-through

Draw — the flight as a path across the board: taxi → take-off → climb → training area → exercises → return. Fill in your local details:

• Runway: ______    Circuit direction: ______
• Training area: ______    Approved practice-forced-landing fields: ______
• Safe height — recovery complete by ______ ft AGL (per your operator's minimum)
• Who taxis / handles the first simulated failure: ______ (you demonstrate the first one, then hand over)

Draw — the exercise sequence as a ladder:

1. Simulated complete engine failure — from cruise, in the training area or over an approved practice field
2. Immediate/vital actions → field selection → descent profile → approach → (go-around at a safe height, per your operator's minimum)
3. Repeat from varying heights and positions
4. Simulated partial engine failure — rough running, reduced power; decide whether to continue or divert
5. Simulated engine start/shutdown malfunctions — on the ground, as time permits (assessed this lesson)
6. Simulated engine fire in flight — as time/height permit (assessed this lesson)
7. Return to the aerodrome and land

Ask — "Who's flying each part?"

Expect — the student flies the sequence; you fly and narrate the first one, then hand over. Confirm the minimum height for solo/dual practice per your operator's procedures — this is never flown to an actual touchdown outside an approved area or aerodrome.

Immediate/vital actions — rehearse it now

The sequence has to be automatic in the air, so build it on the ground first. Walk it through and have the student say it back before you leave the room.

Draw — the sequence as steps on the board:

1. Aviate — trim for the glide, at best glide speed
2. Checks — the quick, fixable causes: carburettor heat on, fuel (selector, pump, change tanks), mixture rich
3. Field — pick the best field within reach, applying the workbook criteria (WOSSSSET)
4. Communicate — the MAYDAY call, made early; squawk 7700 too if fitted
5. Prepare — passenger brief, detailed trouble check (CFMOST), BUSH FMMM shutdown checks as height and workload allow

Ask — "What comes first — looking for a field, or trimming for the glide?"

Expect — trim for the glide first. A field is no use if the aeroplane isn't established at best glide speed. Aviate, Navigate, Communicate — in that order, every time.

Ask — "And which check is which?"

Expect — the three-item reflex (carburettor heat, fuel, mixture) in the first seconds, because it's the one thing that might give the engine back; CFMOST, the systematic version, later in the glide once the field is settled and there's height to spare.

Normalise the surprise — tell them plainly what a simulated failure feels like: the engine goes to idle without warning, it's quieter than expected, and the sudden silence can be startling even though you know it's coming. That's normal. Knowing it's coming stops the instinct to freeze. Add: if at any point you're uncomfortable, say so — we'll pause, talk, and try again.

The three mnemonics

All three were covered in the theory brief, so ask for them rather than writing them up cold — this page is here so you have the expansions to hand while the student talks.

The Sun half of that S is about where the sun will be on final; Civilisation is how close help is once you are down. It is the last of the S's for a reason — never trade a good surface for a shorter walk.

Check CFMOST and BUSH FMMM against the aircraft you're flying today: a type without a carburettor has no C, a fixed-gear type has nothing to do for U beyond confirming it, and the order of the switches follows the flight manual where it differs.

Threats and how we'll manage them

I'M SAFE and PAVE are standing checks before every flight — by now the student runs them, rather than being taught them.

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

Expect — honest self-assessment. Nerves before an engine-failure lesson are normal.

Ask — "Apply PAVE to today's flight — what stands out?"

Expect — Pilot, Aircraft, enVironment, External. Listen for the enVironment angle — suitable fields, cloud base, and other traffic all bound where and how we practise today.

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

Ask — apply TEAM to each: "What are our options?"

• Transfer · Eliminate · Accept · Mitigate

Likely ones to surface: misjudging the field (mitigate — keep reassessing, be ready to change); low-level distraction from checks/radio/passengers (mitigate — aviate first, always); startle on the first simulated failure (mitigate — we rehearsed it and you know it's coming); carrying the exercise too low (eliminate — agree and stick to the minimum height for go-around).

Questions, then fly

Ask — "Any questions before we head out?"

Quick recap as you pack up the whiteboard:

• Aviate, Navigate, Communicate — trim for the glide before anything else
• Keep reassessing your chosen field all the way down — that's what the straight segments of the 50c pattern are for
• MAYDAY early — while there's still time to be heard
• A sudden, quiet engine is normal for this exercise — that's why we rehearsed it

Confirm who handles the taxi, and go flying.