An integrated flight training course is an intensive program combining ground theory training with practical flight training in a structured way. Integrated training is for students to complete a course within a condensed period of time while improving the effectiveness of the training.
With an integrated flight training program, you can encourage more active participation from students.
Benefits of integrated fight training
There are many benefits to integrated training compared to other types of training, including:
- participants receive ground theory training integrated with practical flight training
- the same operator conducts both ground theory training and practical flight training giving students a consistent learning experience
- operators can present relevant concepts, rules, and techniques in a structured and organised way
- integrated training syllabi require students to satisfy the knowledge and flight test standards specified in the Part 61 Manual of Standards for the grant of a private or commercial pilot licence
- defined course completion durations, making it a more efficient method of learning for both students and operators.
Integrated flight training is also one of the best ways to remove assumptions around a student's prior learning. It also reassures operators that flight crews have all the right safety concepts embedded into their training.
Designing integrated fight training
When designing your integrated course you should specify:
- time allocated to theoretical knowledge training and practical training
- facilities and training tools used for the training activity.
Operators may use computer-based training systems and flight simulation training devices for courses in some instances. Operators should monitor and manage these systems to make sure students are achieving training objectives.
Learn more about providing integrated fight training.
Dividing training into phases
If you are designing your own training you must plan your courses and divide them into logical phases. You should separate these phases by course milestones.
For example, a conventional commercial pilot's licence (CPL) integrated course might have the following phases:
- pre-solo
- pre-area solo
- general flying
- basic navigation
- advanced navigation
- instrument flying
- simulated commercial operations.
Progressive assessments might occur at the following milestones:
- pre-navigation progress test (equivalent to the recreational pilot licence flight test)
- navigation progress test (equivalent to the PPL flight test)
- pre-licence check.
Have policies and procedures in place to ensure the integrity of the course. This includes how to deal with and control extensions or interruptions to training. If students have significant breaks during their course, they may need to back-up and complete recommencement or remedial training.
To maximise the benefits of integration, you should conduct courses as single, full-time courses. Students must demonstrate competency through checks and assessment, including theoretical knowledge examinations and progressive assessment during flight training.
Operators should also document technical and administrative procedures. This helps you address any problems you find during instruction and resolve them in the next round of training.
Principles of integrated training course design and delivery
There a number of key principles to designing and delivering integrated training. They include:
- design and delivery of the course applies a systems approach
- contemporary adult learning theory should be at the forefront of the instructional design of the course
- adding built-in processes for planning, implementing, and evaluating single units of instruction, programs and entire curriculums
- delivery of relevant underpinning knowledge at the appropriate time in advance of each related flight training sequence to optimise flight training outcomes
- processes to identify, manage and correct students who are underperforming
- instructional design that includes logical course milestones and pre-defined, structured pathways to manage unplanned events such as adverse weather or aircraft unserviceability
- review processes based on training and assessment data. These can help you continuously monitor student performance and improve course outcomes
- policy for managing course entry, absence and exit points
- timeframes that facilitate students completing courses within a condensed period of time.
Determining and reviewing an integrated training course
We consider the definition of integrated training and the elements in the operator's training management system when deciding to approve an integrated training course.
This will involve an assessment of the operator's materials to review how the operator:
- developed the course design, phases, and milestones
- will monitor the course progression
- determines the course duration
- proposes to manage student absences
- ensures continuity of instruction for students who take extended periods of absence
- integrates standards and underpinning knowledge into the training syllabus
- embeds aeronautical knowledge standards. This includes practical flight standards and knowledge contained in the Part 61 MOS
- delivers the theory components. For example, is it face-to-face, online modules, tutorials, podcasts, or a combination of approaches. This includes reviewing effectiveness of the delivery methods to help students meet the required standards
- delivers and assesses practical flight training and underpinning knowledge. For example, does the training use computer-based learning systems, briefings, flight simulation training devices and aircraft.
Knowledge and flight standards specified in the Part 61 manual of standards
Part 61 of the CASR contains rules for flight crew licensing, including:
- requirements to obtain and maintain licences, ratings, and endorsements
- limitations that apply to exercising their privileges.
The Part 61 manual of standards (MOS) contains the aeronautical knowledge and practical competency standards for all Part 61 licences, ratings, and endorsements.
The MOS gives training organisations some flexibility in structuring their training courses to help students meet required outcomes. While the outcomes-based approach of the MOS sets out what trainees need to achieve, it is up to training organisations to decide how to achieve it.