Flight Instructors Training Procedures _revised AIC_x

1. AIM
EXERCISE 19
INSTRUMENT FLYING
The aim of this series of lessons under Exercise 19 is to give guidance to instructors of what to teach a
student for the Night and Instrument Rating.
DEFINITION
Instrument flying is the process whereby the aircraft is controlled and navigated in flight solely by
reference to instruments.
WHAT THE INSTRUCTOR IS TO TEACH
i. Physiological factors associated with instrument flight.
ii. Aerodynamic factors related to instrument flight.
iii. Flight instruments and their limitations.
iv. Aircraft control.
v. Avionics and their use in instrument flying.
vi. The use of Aerad/Jeppesen/AIP, NOTAM’S and AIC’s.
vii. Weather.
viii. Types of airspace.
ix. Flight planning and filing of flight plans.
x. Operating in the IFR environment.
xi. IFR emergencies.
WHY IS IT BEING TAUGHT
To give the student a good understanding and a thorough knowledge of the principles required to fly
the aircraft with sole reference to the instruments in an IFR environment.
HOW THE EXERCISE APPLIES TO FLYING
i. Night flying.
ii. Control of the aircraft in IFR conditions.
iii. Navigational.
iv. Instrument approach procedures.
INTRODUCTION
This chapter was written to provide guidance for the instructor when teaching instrument flying for the
Night Rating, Commercial Pilot’s Licence and Instrument Rating.
The guidance applies to teaching in the aircraft as well as in a simulator or flight procedures trainer.
Ideally the training should be carried out in both the aircraft and simulator. The advantages of using a
simulator are enormous. For one, the transfer of knowledge in a simulator is so much greater because
of the lack of noise, air conditioned comfort, the facility of “freezing” the simulator, no delays due to
weather and traffic. The level of safety is of course unparalleled. Every Instrument Instructor is urged
to make as much use of a simulator for training as possible.
There are of course many ways of teaching the same thing and this guide should not be looked upon
as being definitive in that respect but as providing a basis from which an instructor can work. The
guide can also be used as a “checklist” to ensure that the minimum requirements have been taught.
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