December 2008

CAAP 5.216-1(0)
MuIti-Crew PiIot Licence


The relevant regulations and other references
Civil Aviation Regulations 1988 (CAR) 5.08, 5.40,
5.40(1)(a)(i), 5.41(1)(3)(4)(7), 5.104(1), 5.115, and 5.172,
5.216
International Civil Aviation Organization (ICAO) Annex 1
(Personnel Licensing)
Civil Aviation Order (CAO) 40.0 Pilot Licences and
Ratings
Civil Aviation Order 40.1.8
Civil Aviation Order 40.2.1
Civil Aviation Order 82.3
Civil Aviation Order 82.5
ICAO Doc 9868 PANS-TRG
Who this Civil Aviation Advisory Publication
(CAAP) applies to
The inIormation in this CAAP is intended Ior those persons
wishing to obtain the Multi-crew Pilot Licence (MPL), and
persons and organisations who will be providing training
leading to the issue oI the MPL.
Why this publication was written
This CAAP has been written to provide guidance on the
aeronautical knowledge, Ilying training, assessment, and
testing/examining requirements Ior the grant oI a Multi-crew
Pilot Licence (MPL).
Status of this CAAP
This is the Iirst CAAP written Ior the MPL and becomes
eIIective on 23 December 2008.
For further information
For application and policy advice contact Roger Crosthwaite,
the Flight Crew Licensing Section at CASA on 131 757.



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2 CAAP 5.216-1(0): Multi-Crew Pilot Licence

December 2008
1. Abbreviations 2
2. DeIinitions 4
3. Who should read this CAAP? 4
4. Background 5
5. Organisational requirements 7
6. Course approval 11
7. Training conduct 12
8. Assessment 15
9. English language 18
10. Initial Operating Experience 19
11. Data collection and reporting 19
12. Instructors 19
13. Examiners 23
14. Security and access 24
Appendix A ICAO MPL Licensing Pathway 27
Appendix B ICAO MPL Training Scheme 29
Appendix C Instructor Competencies 31
Appendix D Flight Examiner Competencies 33

ADF Automatic Direction Finding Equipment
AFRU Aerodrome Frequency Response Unit
AGL Above Ground Level
AIP ENR Aeronautical InIormation Publication En-
route Supplement
AOC Air Operator`s CertiIicate
APU Auxiliary Power Unit
ATC Air TraIIic Control
ATIS Automatic Terminal InIormation Service
ATPL Air Transport Pilot Licence
ATP(A)L Air Transport Pilot (Aeroplane) Licence
ATSB Australian Transport SaIety Bureau
CAAP Civil Aviation Advisory Publication
CAR Civil Aviation Regulations (1988)
CASA Civil Aviation SaIety Authority
CASR Civil Aviation SaIety Regulation
CFI ChieI Flying Instructor
CPL Commercial Pilot Licence
CTA Control Area
CTAF Common TraIIic Advisory Frequency
CTR Control Zone
DA Decision Altitude
DAP Departure and Approach Procedures
DH Decision Height
DME Distance Measuring Equipment
ERSA En-route Supplement Australia
C Co on nt te en nt ts s
1 1. . A Ab bb br re ev vi ia at ti io on ns s
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ETA Estimated Time oI Arrival
ETI Estimated Time Interval
ETP Equi Time Point
FDS Flight Director System
FMS Flight Management System
FRMS Fatigue Risk Management System
FROL Flight Radio Operator Licence
FSTD Flight Simulation Training Device
GPS Global Positioning System (see GNSS)
GPWS Ground Proximity Warning System
GS Ground Speed
HF Human Factors
IAL Instrument Approach and Landing Chart
IAS Indicated Air Speed
ICAO International Civil Aviation Organization
IFR Instrument Flight Rules
IMC Instrument Meteorological Conditions (other
than VMC)
IOE Initial Operational Experience
IMC Instrument Meteorological Conditions (other
than VMC)
IOE Initial Operational Experience
IREX Instrument Rating Examination
Aviation Authority)
KDR Knowledge DeIiciency Report
LAHSO Land and Hold Short Operations
LLZ Localiser
LSALT Lowest SaIe Altitude
MAPT Missed Approach Point
MBZ Mandatory Broadcast Zone
MDA Minimum Descent Altitude
MEL Minimum Equipment List
MMO Maximum Operating Limit Mach Number
MOS Manual oI Standards
MPL Multi-crew Pilot Licence
MSA Minimum Sector Altitude
NDB Non-directional Radio Beacon
NM Nautical Miles
NOTAM Notice to Airmen
OM Operations Manual
PAL Pilot Activated Lighting
PANS"#$% #rocedures Ior Air Navigation Services -
Training
PAPI Precision Approach Plan Indicator
POH Pilot Operating Handbook
PPL Private Pilot Licence
QNH Altimeter Sub-scale Setting to Obtain
Elevation or Altitude
R/T Radio Telephone
RAIM Receiver Autonomous Integrity Monitoring
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SAR Search and Rescue
SARWATCH Search and Rescue Watch
SIDs Standard Instrument Departure
SOPs Standard Operating Procedures
SRD Standard Radar Departure
STAR Standard Arrival Route
TEM Threat and Error Management
VASI Visual Approach Slope Indicator
VFR Visual Flight Rules
VMC Visual Meteorological Condition
VMCA Minimum Control Airspeed Airborne
VTOSS Take-oII SaIely Speed
VX Best Angle oI Climb Speed
VXSE Single-engine Angle oI Climb Speed
VY Best Rate oI Climb Speed
VYSE Best Single-engine Rate oI Climb Speed
(Blue line speed)
WPT Way Point
WV Wind Velocity

!"#$#%& ()*+%$#,"%& -.)*+#*"/* "#$%& means the operational
experience a newly qualiIied co-pilot accrues on-line operations
as a member oI the operating crew and under the supervision oI
a training or checking captain. The conclusion oI IOE is marked
by passing a proIiciency check with a check captain and being
released` or checked` to normal line operations.


3.1 Why you should read this CAAP
3.1.1 This Civil Aviation Advisory Publication (CAAP)
should be read by those interested in developing and conducting
a course oI training Ior the Multi-crew Pilot Licence (MPL). It
should also be used by trainers involved in the training oI MPL
students and by airlines intending to hire MPL qualiIied pilots.
3.1.2 The CAAP provides inIormation and guidance on the
conduct oI training Ior the MPL.
2 2. . D De ef fi in ni it ti io on ns s
3 3. . W Wh ho o S Sh ho ou uI Id d R Re ea ad d
T Th hi is s C CA AA AP P? ?
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4.1 What is the purpose of this CAAP?
4.1.1 This CAAP provides guidance on the measures that
should be taken to Iacilitate the saIe and eIIicient delivery oI
training Ior the MPL.
4.2 What is the Multi-crew Pilot Licence?
4.2.1 The MPL was established by the International Civil
Aviation Organization (ICAO) in November 2006. It is
prescribed in Section 2.5 oI Annex 1 oI the Convention on
International Civil Aviation (Annex 1).
4.2.2 The MPL is aimed at the training and licensing
requirements oI pilots Ilying, as the co-pilot oI a multi-pilot
crew:
in large, high perIormance, complex aeroplanes; and
operating in all weather conditions according to the
Instrument Flight Rules (IFR).
4.2.3 The MPL is an alternative training and licensing
pathway to becoming an airline co-pilot. It complements, but
does not replace, the existing ways oI qualiIying as a co-pilot oI
an aeroplane operated with more than one pilot. (See diagram 1
at Appendix A oI this CAAP).
4.2.4 MPL training and licensing standards prescribed by
ICAO allow Ior greater use oI modern training devices such as
Flight Simulation Training Devices (FSTD) in all stages oI
training.
4.2.5 The prerequisites Ior Ilight crew licences include age,
aeronautical knowledge, competency/skill, aeronautical
experience, and training. Apart Irom the MPL, aeronautical
experience standards Ior Ilight crew licences are broken down
into components by stating a minimum number oI hours oI
Ilying such as pilot-in-command, navigation, night and
instrument Ilying.
4.2.6 The ICAO aeronautical experience standard Ior the
MPL is not broken down into components. The standard
speciIies a minimum total number oI 240 hours oI actual or
simulated Ilight hours including the minimum hours to obtain a
private pilot licence.
4.2.7 The move away Irom speciIic components oI
aeronautical experience Ior the MPL reIlects the greater
attention given by Annex 1 to the competency standards
prescribed Ior the licence. Competency standards are already
prescribed Ior each Australian Ilight crew licence. Competency
standards have been developed Ior the MPL and are set out in
CAO 40.1.8.
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4.3 What does the MPL authorise?
4.3.1 A person holding an MPL is authorised to perIorm the
duties oI a co-pilot oI at least one type oI turbine-powered
aeroplane which is required to be operated with more than one
pilot.
4.3.2 TransIer training and qualiIication requirements must be
met beIore the holder oI an MPL may operate a single-pilot
aircraIt or exercise the privileges oI another type oI licence such
as the private or commercial pilot licence.
4.3.3 Transition Irom the MPL to the Private Pilot (aeroplane)
Licence (PP(A)L), Commercial Pilot Aeroplane Licence
(CP(A)L) or Air Transport Pilot (Aeroplane) Licence
(ATP(A)L) is subject to the requirements contained in Civil
Aviation Regulations (CAR) 1988.
4.4 What is expected of MPL training?
4.4.1 The MPL requires a person to complete a course oI
approved training, which may only be conducted by authorised
training organisations. According to Annex 1, approved training
involves training which is 'closely supervised, systematic and
continuous, and conIorms to a planned syllabus or curriculum.
4.4.2 An MPL training programme needs to integrate the
knowledge and skill development elements oI training using
various training media such as in-classroom, Ilight procedures
trainers, computer-based training systems, and various levels oI
simulator and aeroplanes. The media used Ior any particular
element in the training should be suitable, appropriate and
eIIective.
4.4.3 MPL courses need to be competency-based. One oI the
attributes oI competency-based training, as deIined in the ICAO
publication, Procedures Ior Air Navigation Services Training
(PANS-TRG), is the use oI a continuous evaluation process to
ensure the eIIectiveness oI training and its relevance to line
operations. This aspect oI continuous evaluation is especially
important given the nature oI the MPL.
4.4.4 The level oI competency expected Irom MPL holders
has been deIined by ICAO in Annex 1. ICAO has also provided
competency units, competency elements and perIormance
criteria Ior the MPL in Appendix 2 oI Chapter 3 in the PANS-
TRG. In broad terms, the MPL holder is expected to be able to
complete an airline`s initial operational experience (IOE) stage
oI training with a high probability oI success, and within the
timeIrame normally allowed Ior that stage.
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4.4.5 CAO 40.1.8 contains the competency standards
including competency elements and perIormance criteria Ior the
grant oI an Australian MPL. These competency standards are
based on ICAO standards.
4.4.6 Training organisations involved in an MPL programme
need to be able to demonstrate, to the satisIaction oI the Civil
Aviation SaIety Authority (CASA), that their training will
produce a graduate with a level oI competency in multi-crew
operations at least equivalent to what is currently expected Irom
graduates oI ab-initio training programmes who have completed
type rating training Ior a multi-pilot aeroplane.


5.1 Overview
5.1.1 Training Ior the MPL may only be conducted by
organisations approved by CASA to conduct MPL training and
the training programme must be approved by CASA.
5.1.2 An appropriate arrangement between all the training
providers and the airline which will be employing the graduates
oI the course is required to ensure the Iollowing outcomes:
theory and practical course content is integrated
throughout the training programme regardless oI which
organisation conducts the training;
an eIIective in-training and post-training evaluation
system will be used throughout the programme;
corrective action is taken iI in-training or post-training
evaluation indicates a need to do so;
procedures and practices learnt in the training
programme are relevant and applicable to the airline`s
operation;
graduates Irom the course are Iully prepared Ior the
airline`s IOE; and
one organisation is accountable Ior the courseware,
eIIective coordination and oversight oI the programme
to ensure it is delivered in accordance with the training
programme that was approved by CASA, quality
assurance, and reporting to CASA.
5 5. . O Or rg ga an ni is sa at ti io on na aI I
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5.2 Training organisations
5.2.1 Training organisations delivering MPL training must
hold applicable approvals, have suitable Iacilities and resources
and engage appropriately qualiIied personnel. Training
organisations need to satisIy CASA that they have the
capability to deliver the course (or their component oI the
course in the case oI a consortium oI organisations participating
in a programme).
5.2.2 CASA would accept a consortium oI training
organisations collaborating to deliver an MPL course. For
example, an organisation which specialises in ab initio training
could collaborate with another organisation which specialises in
airline type rating training to deliver an MPL package.
Where a programme is to be delivered by a consortium oI
training organisations, one organisation must be nominated as
the accountable organisation.
5.2.3 An MPL course will only be approved iI an airline is
involved. The airline would be the one which is expected to use
the MPL graduates. The airline's involvement is required to
ensure the students are trained in the airline's operating
procedures and the instructors are Iamiliar with the airline's
operation. The airline is expected to at least:
support the training oI instructors used in the
Intermediate and Advanced Stages oI the course;
provide its operational manuals Ior instructors and
students to use in the Intermediate and Advanced Stages
oI the course; and
participate in the selection oI the students.

5.3 Training organisations to hold AOC
5.3.1 An organisation conducting Ilight training in aircraIt
must hold an Air Operator`s CertiIicate (AOC) which was
issued by CASA and authorises the organisation to conduct
MPL Ilying training.
5.3.2 An AOC is a permission granted by CASA under
Section 27 oI the Civil Aviation Act 1988 to conduct
commercial activities prescribed in Regulation 206 oI the Civil
Aviation Regulations (CARs). Flying training conducted in an
aircraIt is a commercial activity. ThereIore, it is unlawIul to
conduct MPL Ilying training without an AOC.
5.3.3 InIormation relating to AOCs Ior Ilying schools may be
read on CASA`s website at the Iollowing link -
http://www.casa.gov.au/aoc/aocapp/initial.htm.
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5.3.4 An organisation which is delivering MPL training other
than in aircraIt, and is not the end-user airline, is not required to
hold an AOC. However, the organisation is expected to satisIy
the same organisational requirements that apply to the holder oI
an AOC.
5.4 Training organisations to have operations manual
5.4.1 Flight training organisations need to have an operations
manual (OM) which is provided Ior the use and guidance oI the
operator`s staII and students. The OM needs to contain such
inIormation, procedures and instructions with respect to the
Ilight operation oI all types oI aircraIt and FSTD operated by
the operator as are necessary to ensure the saIe conduct oI Ilight
operations (CAR 215(2)).
5.4.2 Organisations conducting MPL training are also
expected to have an eIIective SaIety Management System
which is relevant to their operation.
5.4.3 The OM represents the core oI an organisation`s
operation and is provided by the organisation Ior the use and
guidance oI all operational personnel. Accordingly, the manual
needs to be written in a manner that will encourage staII and
students to use the manual as the primary reIerence Ior all
matters relating to the conduct oI training, the operation oI the
organisation, and the operation oI its training devices and
aircraIt. The contents oI the OM should be suIIiciently clear
and detailed to ensure that all personnel working in the
organisation understand all relevant policies and procedures.
5.4.4 II the organisation intends the OM to give a direction Ior
an action to be carried out, then the person or appointment
holder required to carry out the action should be named. It may
also be relevant to state how the action is to be carried out. II it
is intended that discretion is permitted then guidance should be
given on just what discretion is allowed, and how it should be
applied. Organisations should note that while the Iormat oI the
manual is Ilexible they do need to ensure that all aspects oI their
operation are addressed. Advice and guidance on the
preparation oI operations manuals is available in CAAP 215-
1 (0) Guide to the Preparation oI Operations Manuals`.
5.5 Training provider`s organisation
5.5.1 In order to be recognised as approved trainers`,
organisations delivering training Ior the issue oI an MPL will
need to provide a structure which promotes communication
between staII, establishes unambiguous lines oI responsibility
Ior the delivery oI training and includes clear and Iunctional
supervision Ior both staII and students.
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Overall control oI training should be vested in one person (such
as a Head oI Training) who has the authority to communicate
with CASA on all training related matters.
5.5.2 A suitable organisational structure is one which:
identiIies the key positions within the organisation and
describes how individual responsibilities will be
allocated;
clearly indicates how supervision will be conducted Ior
both staII and students;
provides a description oI the supervisory structure oI the
organisation;
describes how the supervision oI students will be
achieved; and
gives a clear description oI how junior instructors will
be supervised and how their progress will be monitored
and recorded.
5.5.3 Large organisations need to consider the number oI staII
necessary Ior the saIe conduct and supervision oI their
operation.
5.5.4 Organisations need to take into consideration the
workload (staII numbers) required to monitor any training
delivered by third parties (as applicable).
5.6 Facilities
5.6.1 The Iacilities required to conduct training will vary
according to the size and complexity oI the individual
organisation. However the Iollowing Iacilities should be
considered a minimum:
training rooms that are;
- Iurnished in a manner such that each student has
access to a reasonable study/work area (a chair and
a desk or Ilat surIace suitable Ior writing on), and
- Iree Irom outside distractions (i.e. not part oI the
general public areas oI the organisation);
training aids that are appropriate to the content oI the
course being conducted; and
a general brieIing area suitable Ior the
brieIing/debrieIing oI students beIore and aIter training
Ilights or FSTD sessions. This area should be Iree Irom
distractions, quiet and equipped with some means oI
presenting inIormation in a visual Iormat, such as a
white board.
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5.7 Training aircraft
5.7.1 Training organisations should only use aircraIt that are
equipped in a manner which will enhance the delivery oI Ilight
training and ensure the objectives oI the course are realised,
consistent with the requirements oI an MPL.
5.7.2 The conIiguration oI the training aircraIt must be
orientated to the particular stage oI training. When aircraIt are
used Ior multi-crew operations, the aircraIt needs to be
conIigured Ior realistic multi-crew operations, including
duplicated instrument panels and engine/propeller controls,
such that neither pilot is required to use instruments or controls
that are not on their` side oI the aircraIt.
5.8 Training devices
5.8.1 Training devices used in the MPL course should be
approved Ior that purpose. The devices should conIorm to the
standards speciIied in PANS-TRG.
5.9 Base training
5.9.1 The Iinal element oI an MPL course requires the
students to complete base training in an aircraIt oI the same
type which was used during the Iinal stage oI the course.
5.9.2 The number oI take-oIIs and landings required to be
Ilown by a student during base training is twelve. This number
can be reduced by CASA but in any case not less than six,
based on evidence oI experience gained with MPL
implementation and only where the airline can demonstrate the
eIIectiveness oI a particular MPL training programme.


6.1 Overview
6.1.1 MPL training courses need to be approved by CASA.
The process Ior approving a training course is available Irom
CASA`s website www.casa.gov.
6.2 Course content and structure
6.2.1 The requirements Ior a course oI training are set out in
CAO 40.1.8. The structure oI an MPL course should be
consistent with the content and structure model prescribed in
Annex 1 and PANS-TRG as they apply to the MPL. The ICAO
model Ior the MPL is attached as Appendix B to this CAAP.
6.2.3 A course oI training may only be approved iI it contains
all the elements prescribed by ICAO in PANS-TRG, satisIies
the relevant requirements oI CAR 1988 and accords with the
guidance provided in this CAAP.
6 6. . C Co ou ur rs se e A Ap pp pr ro ov va aI I
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6.2.4 The theory requirements Ior the course are set out in
CAO 40.1.8 and cover a set oI examinations that make up the
MP(A)L theory examination. To prepare students Ior the
examination, the course should cover the syllabus content
prescribed by CASA Ior the Iollowing qualiIications.
The syllabus content is published in CAO 40.1.8.
Flight Radio Operator Licence (FROL);
Instrument Rating (Aeroplane);
Type Rating Ior the aircraIt to be used in the Iinal stage
oI the course and as the aircraIt in which the student is
expected to operate during IOE;
Air Transport Pilot (Aeroplane) Licence (ATP(A)L);
and
Relevant content in the Commercial Pilot (Aeroplane)
Licence (CP(A)L) Day VFR Syllabus.
6.3 Resources
6.3.1 The training plan needs to show what resources are to be
used in delivering the course, such as training devices,
computer based training systems, FSTDs and aircraIt.
6.3.2 The OM needs to cover maintenance requirements Ior
training systems and devices and what training and assessment
arrangements are to be used Ior staII required to use the
particular type oI training resources.


7.1 Overview
7.1.1 Training Ior the MPL should be conducted using
competency-based training methods. Guidance material on how
to establish and deliver a training course using these methods is
available Irom CASA`s website www.casa.gov.
7.1.2 ICAO has published inIormation about competency
based training in its publication PANS-TRNG, document
number 9868.
7.2 Students - selection
7.2.1 Students enrolled in an MPL course are expected to
have been selected Ior the course based on their suitability Ior
the role oI co-pilot oI a multi-crew airline operation and their
ability to successIully undertake the course.
7.2.2 The selection process should involve the end-user
airline.
7 7. . C Co on nd du uc ct t o of f
T Tr ra ai in ni in ng g
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7.2.3 To ensure students are Iully engaged in their course,
they should be inIormed about the requirements oI the MPL.
InIormation should include the prerequisites Ior obtaining an
MPL, the scope and content oI the course, the competency
standards they will be trained Ior and assessed to, the course
schedule and the requirements imposed on holders oI an MPL
that apply post qualiIication.
7.3 Training plans
7.3.1 To obtain an MPL a person must demonstrate
competency by achieving the prescribed Ilight standards. The
standards provide a basis Ior the design oI a training strategy or
plan that will allow the transIer oI skills and knowledge Irom
the instructor to the student in a clear, logical and systematic
manner. As a component oI this process oI transIerring
knowledge, instructors will continuously be assessing the
progress oI a student and then, iI required, modiIying training
methods. These Iormative assessments should be structured and
based on evidence oI appropriate perIormance towards
consistent achievement oI competency, and they must be
recorded.
7.3.2 Training plans need to address each Ilight standard. The
training plan produced by a training organisation should show
in what lesson(s) the perIormance criteria will be taught and
state the desired outcomes.
7.3.3 Some oI the criteria Ior each element may be taught
over a number oI lessons. Where this occurs, it should be
identiIied in the lesson plan. When criteria are spread out over a
number oI lessons, the assessment oI competency and
certiIication oI competency cannot take place until the student
has demonstrated competency in all the criteria speciIied Ior the
element.
7.3.4 The competency standards Ior the MPL are prescribed
in CAO 40.1.8.
7.4 Training records
7.4.1 Accurate, and current, planning and recording is the
core oI any competency-based training programme. Examples
oI suitable training plans and records are available on the
CASA website at www.casa.gov.au/seminars/cbt/intro.htm~.
7.4.2 The standard Ior training records is prescribed in CAO
40.1.8. Training records should incorporate the content oI the
sample in the CAO.
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7.5 Integrated training
7.5.1 Integrated training is a key attribute oI MPL training. It
is achieved where the training plan blends the delivery oI
aeronautical knowledge with the acquisition oI practical Ilying
skills. Correctly planned and implemented integrated training
will allow the student to consolidate their theoretical knowledge
through practical application wherever this is appropriate.
Threat and Error Management (TEM) is an essential element in
all training including the MPL, and so will need to be integrated
throughout the training programme.
7.5.2 A training course speciIied critical and integration
milestones. The minimum milestones are prescribed in CAO
40.1.8. Training organisations are encouraged to ascertain any
other additional milestones they believe are essential to the
conduct oI their course.
7.6 Achievement records
7.6.1 Training organisations are encouraged to develop
achievement records according to their own requirements. An
acceptable Iorm oI achievement records, listing the units and
elements oI competency Ior each stage oI training, is provided
in CA) 40.1.8.
7.6.2 Achievement should be assessed on a scale which has at
least Iour levels.
7.6.3 BeIore being allowed to progress to the next stage oI
training, or recommended Ior a Ilight assessment, a student
must be assessed and certiIied as competent in each element
listed in the appropriate Achievement Record. In addition to the
Flying Instructor`s certiIication, the student must certiIy on the
Achievement Record that the speciIied training has been
completed. To avoid the requirement Ior duplicate certiIications
in successive stages oI training, any element which has been
listed in the same standard in a previous stage is not repeated,
unless there is a need Ior the student to achieve the competency
at a higher level.
7.6.4 The standard speciIied in each Achievement Record is
the minimum required Ior the particular stage but, iI a student
can consistently achieve a higher standard, then the element
may also be certiIied in the achievement records Ior any or all
higher levels. However it should be noted that certiIication Ior
elements at the next stage must not be made until all elements
in the current stage have been completed and certiIied.
7.6.5 The Achievement Record must be checked by the
person conducting a Ilight assessment/test, as having been
completed Ior all items required in that stage oI training.
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December 2008
8.1 Overview
8.1.1 MPL training requires continuous assessment (reIer to
the section on Achievement Records).
8.2 Aeronautical knowledge examinations
8.2.1 MPL pilots are expected to have at least the same
aeronautical knowledge as the holder oI an ATP(A)L.
8.2.2 CASA`s examination system assesses aeronautical
knowledge progressively Irom PPL through the CPL to the
ATPL. CASA does not have a dedicated MPL examination.
8.2.3 Until a dedicated MPL examination is written,
candidates Ior the MPL will be required to successIully
complete the Iollowing CASA aeronautical knowledge
examinations. This list is prescribed in CAO 40.1.8.
8.2.4 Examinations required at the CPL level:
CNAV Navigation
CMET Meteorology
CHUF Human Factors
CLWA Flight Rules & Air Law
CADA Aerodynamics-Aeroplane
8.2.5 Examinations required at the ATP(A)L level:
AFPA Flight Planning-Aeroplane
APLA PerIormance & Loading-Aeroplane
AASA Aerodynamics & AircraIt Systems-Aeroplane
ANAV Navigation-Aeroplane & Helicopter
AMET Meteorology-Aeroplane & Helicopter
AHUF Human Factors-Aeroplane & Helicopter
AALW Air Law-Aeroplane & Helicopter
8.2.6 Examination Ior the Instrument Rating:
IREX Instrument Rating Examination
8.2.7 Examinations required Ior the grant oI a type rating
(note, this examination may be conducted by the Ilight training
organisation iI it has been approved by CASA Ior that purpose):
Type Rating examination Ior the multi-crew turbine
powered aeroplane type on which the training course is
based.
8 8. . A As ss se es ss sm me en nt t
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December 2008
8.2.8 Aeronautical knowledge training should be programmed
to accord with sound integrated training practice and to
maximise the transIer oI knowledge to the practical training.
Examinations should be scheduled at appropriate times in the
course.
8.2.9 Students are expected to acquire adequate aeronautical
knowledge to be able to operate those aircraIt used in the
training programme and to conduct the Ilights saIely and
eIIectively.
8.2.10 The ATP(A)L and IREX examinations should not be
attempted prior to the start oI the intermediate stage oI the
course.
8.3 Pass mark
8.3.1 The pass mark Ior CASA aeronautical knowledge
examinations is prescribed in CAO 40.1.8 and is set at 70.
Irrespective oI a pass mark being achieved in an examination, a
knowledge deIiciency report (KDR) will be issued in respect oI
any question to which the candidate gives a wrong answer. The
training organisation is required to test a candidate on all items
on the KDR issued with the examination results beIore the
Ilight test is undertaken. The candidate must demonstrate
understanding oI all items noted on the KDR.
8.4 Flight assessments
8.4.1 Assessment oI the student's competency at the
completion oI each oI the Core, Basic, Intermediate and
Advanced stages is an integral aspect oI the MPL training
programme. These assessments provide the opportunity Ior both
the student and the training organisation to evaluate the eIIicacy
oI the training, and to identiIy any shortcomings or
discrepancies in the training programme.
8.4.2 Any deIiciencies identiIied in these assessments should
be reported back to the training organisation and to CASA Ior
corrective action purposes.
Where appropriate, changes should be made to the training
programme to ensure subsequent courses do not experience the
same deIiciencies.
8.4.3 BeIore each Ilight assessment, the student must have:
received training appropriate to the stage oI the course;
gained any minimum aeronautical experience which is
speciIied in the curriculum;
the level oI aeronautical knowledge speciIied in the
curriculum; and
been recommended Ior the assessment by an instructor.
CAAP 5.216-1(0): Multi-Crew Pilot Licence *'
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8.4.4 The Ilight assessment should cover all the items listed
on the Flight Assessment Form provided in CAO 40.1.8.
8.4.5 The student must demonstrate competency in all the
units and elements oI competency speciIied in the applicable
Achievement Record. II the student Iails the Ilight assessment
(is assessed as not yet competent) a re-training programme
structured to address the particular areas identiIied must be
conducted, with re-assessment to occur only on a Iurther
recommendation Irom the instructor responsible Ior the re-
training.
8.4.6 The course assessment plan should include an
assessment oI competency at the end oI each stage oI the
course.
8.5 MPL flight test
8.5.1 The Advanced stage oI the course includes a Iinal MPL
Ilight test and base training. The MPL Ilight test covers the
elements contained in a type rating and an instrument rating
Ilight test.
8.5.2 The Ilight test should include at least 2 Ilight sectors and
separate segments oI the Ilight operating as pilot Ilying and
pilot monitoring.
8.5.3 The test is to cover the Iollowing:
co-pilot duties as pilot Ilying and duties oI pilot
monitoring in normal and non-normal operations;
instrument navigation and terminal procedures; and
normal and non-normal operations.
8.6 MPL flight test prerequisites
8.6.1 BeIore a Ilight test Ior the MPL may be undertaken, a
candidate must:
receive training appropriate to the competency standards
prescribed Ior the MPL including those applicable to the
particular aircraIt type which will be Ilown during IOE;
pass the aeronautical knowledge examinations
prescribed Ior the MPL;
satisIy all the testing requirements prescribed in the
approved training programme;
possess the minimum aeronautical experience
applicable; and
be recommended Ior the test by a Head oI Training or
ChieI Flying Instructor (CFI).
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December 2008
8.6.2 MPL Ilight tests will be conducted by CASA Flight
Operations Inspectors (FOI) unless speciIic approval is given to
an Approved Testing OIIicer to conduct the test. The Ilight test
is to cover all the items listed on the Flight Test Form which is
prescribed in CAO 40.1.8.
8.6.3 The candidate must demonstrate to the testing oIIicer
competency in all the units and elements oI competency
speciIied Ior the MPL. II the candidate Iails the Ilight test (is
assessed as not yet competent), the testing oIIicer needs to
notiIy the candidate, CASA and the Ilight training organisation
oI the reason Ior the Iailure (to achieve competency).
8.7 Re-testing
8.7.1 When a candidate Iails to demonstrate competency
during a Ilight test, the testing oIIicer will need to notiIy the
candidate and the training organisation oI the reason Ior the
Iailure, and advise what Iurther training is to be undertaken to
rectiIy identiIied weaknesses. The candidate may then re-apply
Ior a Iurther test aIter certiIication Irom a Flying Instructor that
remedial training has been completed and the applicant is
prepared Ior the Ilight test. The Head oI Training or CFI must
recommend the applicant Ior another Ilight test.
8.7.2 The re-training plan and records should be reviewed by
the testing oIIicer prior to the re-test and should be attached to
the Ilight test report which is to be sent to CASA Ior licensing
purposes.


9.1 English language proficiency required for training
and licensing
9.1.1 Language proIiciency is essential to eIIective learning.
Also, standards have been set Ior language proIiciency Ior Ilight
crew licensing and the operation oI aircraIt.
9.1.2 The requirements Ior language proIiciency are set out in
CAR 5.09(1)(a) and in Civil Aviation Order (CAO) 40.0
English is the language to be used in Australia.
9.1.3 Training providers need to careIully consider language
proIiciency particularly iI the students are not native English
speakers. The training environment Ior the MPL involves multi-
crew concepts and practice and presents an additional Iactor in
the design and delivery oI training and the competencies oI
Ilight instructors conducting training compared to single pilot
instruction.
9 9. . E En ng gI Ii is sh h L La an ng gu ua ag ge e
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December 2008
10.1 Initial operating experience (IOE)
10.1.1 Following graduation, MPL pilots are expected to be
used as co-pilots by the airline which was involved in the
training. The airline`s IOE plan is expected to be incorporated
into the overall training plan.
10.1.2 Where the graduates are to be used by an airline which
does not operate in Australia, suitable arrangements need to be
made between CASA and the oversighting regulatory authority
Ior the purposes oI post-training evaluation and Ieedback to the
training providers and to meet ICAO`s MPL programme
implementation requirements.


11.1 Data collection and reporting
11.1.1 ICAO has published data collection and reporting
requirements Ior organisations conducting MPL training and
airlines using MPL pilots. The purpose oI collecting and
reporting this data is to help ICAO to monitor the
implementation oI the new MPL.
11.1.2 Training organisations delivering MPL training should
submit inIormation to CASA in line with the ICAO documents
attached to State letter AN 12/50-07/37 reIer to CAO 40.1.8.
It is a condition on an approval oI a course that the training
organisation provides this inIormation to CASA.
11.1.3 The accountable organisation will be responsible Ior
collecting the data and providing to CASA the reports that
satisIy the ICAO requirements.
11.1.4 The accountable organisation needs to conduct a review
oI training at the end oI each stage oI the course and produce a
post-stage report which includes a critique oI the objectives oI
the stage oI the course under review, deIiciencies Iound and
corrective actions to be taken to remedy those deIiciencies.


12.1 Competencies and experience
12.1.1 Training outcomes depend heavily on the quality oI the
instruction given and that is reliant on the competence oI the
instructors. ICAO has speciIied the required competencies oI
instructors in PANS-TRG.
1 10 0. . I In ni it ti ia aI I O Op pe er ra at ti in ng g
E Ex xp pe er ri ie en nc ce e
1 11 1. . D Da at ta a C Co oI II Ie ec ct ti io on n a an nd d
R Re ep po or rt ti in ng g
1 12 2. . I In ns st tr ru uc ct to or rs s
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12.1.2 MPL training strongly emphases multi-crew operations
and relies heavily on the use oI FSTDs. Also, a thorough
understanding oI competency-based training methods is
required by MPL instructors because MPL licensing standards
are largely based on competency standards. As such, MPL
instructors need to have a wider set oI competencies, compared
to instructors involved in single pilot licence training.
12.1.3 MPL training extends Irom basic ab initio training
through to type rating and multi-crew operational training. Due
to this span oI training, the skill set oI a particular MPL
instructor needs to be relevant to their assigned training tasks.
12.1.4 Organisations planning to deliver MPL training have a
responsibility to either ensure that their instructors have, or
provide a means by which the instructors can achieve, the
Iollowing qualiIications and competencies. The organisation is
required to state in its training plan what criteria it would use to
engage instructors Ior an MPL course.
12.1.5 For all instructors engaged in training Ior the MPL:
Ior Ilying instructors engaged in training Ior the Core
and Basic Stages:
- competencies set out in Appendix C to this CAAP;
- completion oI a course in the delivery oI
competency based training;
- completion oI an operator`s crew resource
management (CRM) course;
- completion oI human Iactors/threat and error
management (HF/TEM) training Ior instructors
with particular emphasis on its application to
multi-crew operations;
- understanding oI the philosophy oI multi-crew
operations;
- use oI a multi-crew Ilight check system; and
- use oI operator speciIic standard operating
procedures (SOPs).
Ior Ilying instructors engaged in training Ior the Core
and Basic Stages:
- applicable competencies set out in Appendix C to
this CAAP;
- current Flight Instructor Rating`;
- current Command Instrument Rating`;
- management oI multiple students;
- successIul completion oI an operator`s multi-crew
operations course; and
- multi-engine training approval Ior instructors
conducting training in multi-engine training
sequences (FSTD or aircraIt);
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Ior Ilying instructors engaged in training Ior the
Intermediate and Advanced Stages:
- applicable competencies set out in Appendix C to
this CAAP;
- hold, or have held, a Command (Multi-engine)
Aeroplane Instrument Rating;
- hold, or have held, a Flight Instructor Rating; be
authorised to conduct the training;
- hold, or have held, a Multi-engine Training
Approval or approval to give training Ior the grant
oI a multi-engine aeroplane type rating;
- hold appropriate type rating Ior the advanced
stage; and
- have suitable experience in multi-pilot operations
or have received appropriate training in multi-crew
cooperation training in a suitable multi-crew
FSTD and undertaken observations oI multi-crew
line operations with a suitable airline.
- ` Ratings only need to be current Ior those
instructors involved in training in aircraIt.
12.2 Induction
12.2.1 The standardisation oI instructors is essential Ior any
MPL training organisation. Induction training, which covers the
Iollowing elements, will provide a suitable level oI initial
standardisation:
structure and management chain oI responsibility:
- This should provide the new instructor with a clear
understanding oI the hierarchy oI the organisation
and the lines oI communication and responsibility;
and
- Instructor and student duties and responsibilities,
with particular attention given to the conduct oI in-
Ilight procedures such as;
multi-crew operations, and
emergency and non-normal procedure
training.
multi-crew operations:
- Particular attention should be given to ensuring
that instructors are cognisant oI the diIIerences in
multi-crew training, and are Iamiliar with the
speciIic requirements oI the organisation with
respect to multi-crew training.
course speciIic training:
- Complete training to proIiciency in delivering
training in those elements oI the course to which
the instructor will be assigned.
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threat and Error Management (TEM):
- Clearly address the need Ior TEM;
- Ensure that all instructors clearly understand the
importance oI applying TEM in training;
- Ensure that instructors understand how to deliver
TEM training; and
- Ensure that instructors are competent in the
assessment oI TEM.
supervision:
- Address the need Ior supervision and the
individual responsibilities oI instructors; and
- Operations Manual;
Instructors should be leIt in no doubt as to
the need Ior them to conduct all operations in
accordance with the procedures laid down in
the operations manual;
Pre- and post-Ilight brieIings procedures; and
In addition to addressing the policy on
brieIings, instructors should be given the
opportunity to review and reIresh their
individual brieIing techniques.
training procedures:
- Address the Operations Manual provisions on
training including the use oI Training Plans,
Achievement Records etc;
- Recording procedures; and
- Instructors should be given the opportunity to gain
Iamiliarity with the organisation`s recording
methods. In particular, attention should be given to
the need Ior accurate Training Records, and the
need to maintain up to date Achievement Records.
12.2.2 The training organisation should keep detailed records
oI all induction training including evaluations oI the training.
12.3 Recurrent training
12.3.1 Recurrent training represents the ongoing aspect oI
standardisation and should reinIorce many oI the topics
addressed during induction training. Accordingly, the Iollowing
topics need to be part oI any recurrent training programme:
instructor and student duties and responsibilities;
organisational/operational changes;
supervision Ior those involved in supervising other
instructors;
pre- and post-Ilight brieIings procedures;
use oI training devices (tips and tricks);
training procedures; and
CAAP 5.216-1(0): Multi-Crew Pilot Licence ,"
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recording procedures.
12.3.2 Provision should be made Ior each instructor (under the
guidance and supervision oI senior staII) to evaluate their own
Ilight instructional techniques and procedures to identiIy any
weaknesses or deviations Irom the requirements oI the OM.
12.3.3 The training organisation should keep detailed records
oI all recurrent training including evaluations oI the training.
12.4 Duty roster systems
12.4.1 The requirements Ior instructor rostering will vary
according to the size and complexity oI the individual training
organisation. For small organisations a suitable rostering system
need be no more complex than a simple whiteboard showing
instructional and other duties with provision Ior the display oI
rest periods. Larger organisations will need to take a more
detailed approach to instructor rostering, and may need to make
use oI a computerised system. Regardless oI size, organisations
will need to ensure that the rostering system makes provision
Ior the inclusion oI standardisation/recurrent training
undertaken by instructors.
12.4.2 Relevant inIormation on Iatigue risk management
system (FRMS) standards and accommodating FSTD training
duties is available Irom the Federal Aviation Administration
(FAA) Part 142 and Joint Aviation Requirements (JAR).


13.1 Flight examiners
13.1.1 ICAO has prescribed competencies Ior MPL Ilight
examiners in PANS-TRG (reIer to Attachment to Chapter 4 oI
PANS-TRG).
13.1.2 Only certain Approved Testing OIIicers and CASA
Flight Operations Inspectors will be authorised to act as Ilight
examiners Ior the purpose oI conducting Assessment Ilights and
the MPL Ilight test. These individuals will need to satisIy the
Iollowing criteria:
have achieved the competencies set out in the table at
Appendix D oI this CAAP; and
have the Iollowing minimum qualiIications:
- ATP(A)L,
- Training and Checking experience in an airline,
and
- Type Rating on the aircraIt to be used Ior the Ilight
test.
1 13 3. . E Ex xa am mi in ne er rs s
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14.1 Records management
14.1.1 Organisations need to ensure that all staII, student and
test/examination records are kept secure, and that access is
suitably restricted.
14.1.2 The level oI security will depend on the nature oI the
storage medium and organisations would be expected to
provide regular back-up (at least weekly) and secure oII-site
storage Ior any electronic record-keeping system. Hardcopy
records should be stored in secure Iire-prooI containers.
14.1.3 Access to records (hard or soIt copy) should be
restricted according to the Iollowing guidelines:
student records - student, applicable instructor and
supervisor(s), CFI and Head oI Training (or other
nominee). Other instructors/staII should only have
access where approved by the Head oI Training (or
other nominee);
staII records - individual staII member, supervisor(s),
Head oI Training, CFI plus (where appropriate) Human
Resource staII; and
examination records - appropriate instructors,
supervisor(s), CFI, Head oI Training (or other nominee)
and examiner where applicable.
14.1.4 Where an organisation keeps records electronically the
integrity oI the records, in particular the sign-oII, needs to be
ensured at all times. Also organisations need to ensure that any
data added aIter 'sign-oII' is clearly identiIied. There are an
increasing number oI means to achieve the necessary level oI
integrity, including:
password control;
identity/key card entry control;
locked data entry aIter 'sign-oII';
date and time marking oI entries; and
highlighted amendments.
1 14 4. . S Se ec cu ur ri it ty y a an nd d
A Ac cc ce es ss s
CAAP 5.216-1(0): Multi-Crew Pilot Licence ,%
December 2008
14.2 Currency of records
14.2.1 Currency is an issue which organisations must address iI
their records are to be oI any value to students and instructors.
Organisations need to ensure that they achieve at least the
Iollowing (whether they use hard or soIt copy recording):
licences, ratings, medicals etc (students and instructors)
latest issue on record, Irom date oI issue plus one (1)
week;
student records recorded within 24 hours oI
Ilight/event;
debrieIing records (students) recorded within 24 hours
oI Ilight/event;
instructor records (except standardisation and/or
proIiciency check) recorded within one (1) week oI
Ilight/event; and
instructor standardisation and/or proIiciency check
recorded within 24 hours oI Ilight/event.

,& CAAP 5.216-1(0): Multi-Crew Pilot Licence

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INTENTIONALLY LEFT BLANK
CAAP 5.216-1(0): Multi-Crew Pilot Licence ,'
December 2008
APPENDIX A TO CAAP 5.216(0)
ICAO MPL Licensing Pathway
Student PiIot
Private PiIot
Licence
CommerciaI
PiIot Licence
MuIti-crew PiIot
Licence
Bridging to
single pilot
competencies
Single
pilot
training
Basic pilot
training
Multi-crew pilot
training + Type Rating
Training
AIRLINE
CO-PILOT
Multi-crew pilot
training + Type Rating
Training


Diagram 1

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INTENTIONALLY LEFT BLANK

29 CAAP 5.216-1(0): Multi-Crew Pilot Licence

December 2008
APPENDIX B TO CAAP 5.216(0)
ICAO MPL Training Scheme
Training items
Ground training
media
Advanced
CRM Aeroplane:
Landing training Turbine
All weather scenarios Multi-engine PF/PNF
Abnormal procedures Multi-crew certified
Normal procedures
FSTD: CBT
Type V
Intermediate E-learning
CRM FSTD: PF/PNF
LOFT Type Part-task trainer
Abnormal procedures
Normal procedures Classroom
Multi-crew
nstrument flight
Basic
CRM Aeroplane:
Pf/PNF complement Single or multi-engine PF/PNF
FR cross-country
Upset recovery FSTD:
Night flight Type
nstrument flight
Core FIying SkiIIs
CRM Aeroplane: PF
VFR cross-country Single or multi-engine
Solo flight
Basic instrument flight FSTD:
Principles of flight Type
Cockpit procedures

n
t
e
g
r
a
t
e
d

T
E
M

p
r
i
n
c
i
p
l
e
s
Flight and simulated flight training media -
Minimum level requirement
Minimum 240 hours of training including PF and PNF*
MPL Training Scheme
Phase of training
Type rating training within
an airline-orientated
environment
12 take-offs and
landings as PF
Application of multi-crew
operations in a high-
performance, multi-engine
turbine aeroplane
ntroduction of multi-crew
operations and instrument
flight
Specific basic single pilot
training


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CAAP 5.216-1(0): Multi-crew Pilot Licence "*

December 2008
APPENDIX C TO CAAP 5.216(0)
Instructor Competency Standards
Competence Performance KnowIedge
Demonstrate knowledge of the
competency-based approach to
training
Demonstrates appropriate knowledge ntegration of operators and organisations providing MPL training
The philosophy of a competency-based approach to training
Regulatory framework, instructor qualifications and competencies
ntroduction to nstructional Systems Design methodologies
Application of threat and error management (TEM) and appropriate
countermeasures developed in CRM
The purpose and conduct of assessments and evaluations
Prepare resources Ensures adequate facilities
Prepares briefing material
Manages available tools
Understand objectives
Available tools
Competency based training methods
Create a climate conducive to
learning
Establishes credentials, role models
appropriate behaviour
Clarifies roles
States objectives
Ascertains and supports students needs
Barriers to learning
Learning styles

Present knowledge Communicates clearly
Creates and sustains realism
Looks for training opportunities
Teaching methods

ntegrate threat and error
management and CRM
Uses human factors technical training Human performance limitations, including the principle of threat and error
management and CRM
Manage time to achieve training
objectives
Allocates time appropriate to achieving
competency objective
Syllabus time allocation

Facilitate learning Encourages student participation
Motivating, patient, confident, assertive
manner
Conducts one-to-one coaching
Encourages mutual support
Facilitation
How to give constructive feedback
How to encourage students to ask questions and seek advice
Assesses student performance Assesses and encourages student self
assessment of performance against
competency standards
Makes assessment decision and provides
clear feedback
Observes CRM behaviour
Observation techniques
Methods for recording observations
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Competence Performance KnowIedge
Monitor and review progress Compares individual outcomes to defined objectives
dentifies individual differences in learning rates
Applies appropriate corrective action
Learning styles
Strategies for training adaptation to meet individual needs
Evaluate training sessions Elicits feedback from students
Tracks training session processes against competence
criteria
Keeps appropriate records
Competency unit and associated elements
Performance criteria
Report outcome Reports accurately using only observed actions and events Stage training objectives
ndividual versus systemic weaknesses

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APPENDIX D TO CAAP 5.216(0)
FIight Examiner Competencies
EIements Performance Criteria Evidence
1. PIan a fIight test 1. dentifies the flight test to be conducted and accesses the CASA Flight
Test application and Flight Test forms.
2. Confirms the suitability of candidate to undertake the flight test.
3. dentifies competency standards that must be assessed and plans
methods of gathering evidence.
4. Plans evidence-gathering activities to provide sufficient, reliable, valid and
fair evidence of competency.
5. Refers to knowledge deficiency report (KDR) and formulates questions to
assess candidates corrected knowledge when appropriate.
dentify the flight test to be conducted and access the
CASA Flight Test application and Flight Test forms.
nspect and assess pilot's log book, medical certificate,
training records, licences and CF's recommendation to
ensure applicant fulfils all requirements to undertake flight
test.
dentify competency standards that must be assessed and
plan methods of gathering evidence.
Plan evidence-gathering activities to provide sufficient,
reliable, valid and fair evidence of competency
Refer to knowledge deficiency report (KDR) and formulate
questions to assess candidates corrected knowledge
when appropriate.
2. Prepare appIicant
for fIight test
1. Ensures the health, fitness and level of anticipation of the candidate is
appropriate to undertake the flight test.
2. Explains and confirms the context, purpose and content of the flight test.
3. Explains and confirms the assessment procedure and expected
performance requirements.
4. Explains and confirms the function of the flight examiner including role-
playing, simulation and procedures in the event of an actual emergency.
5. dentifies and provides any special needs of the candidate, and any
allowable adjustments are made to the assessment procedure.
6. Explains and confirms action to be taken by the Flight Examiner in the
event of failure to achieve competency.
7. Conveys information using language and interactive strategies and
techniques to communicate effectively with the person being assessed.
dentify the applicant.
Ensure the health, fitness and level of anticipation of the
candidate is appropriate to undertake the flight test.
Explain and confirm the context, purpose and content of
the flight test.
Explain and confirm the assessment procedure and
expected performance requirements.
Explain and confirm the function of the flight examiner
including role-playing, simulation and procedures in the
event of an actual emergency.
dentify and provide any special needs of the candidate,
and any allowable adjustments are made to the
assessment procedure.
Explain and confirm the action to be taken by the Flight
Examiner in the event of failure to achieve competency.

"$ CAAP 5.216-1(0): Multi-Crew Pilot Licence
December 2008
EIements Performance Criteria Evidence
Convey information using language and interactive
strategies and techniques to communicate effectively with
the person being assessed.
3. Conduct fIight test 1. Uses clear, logical, systematic and unambiguous explanations to convey
information to the applicant to ensure the effective conduct of the flight
test.
2. Limits flight examiner intervention to ensuring effective conduct of the flight
test and management of contingencies, and abnormal or emergency
situations.
3. Monitors and assesses candidate's performance and maintains a
comprehensive record of events.
4. Ensures safe completion of flight test and maintains situation awareness.
Use clear, logical, systematic and unambiguous
explanations to convey information to the applicant to
ensure the effective conduct of the flight test.
ntervention is limited to ensuring effective conduct of the
flight test and management of contingencies, and
abnormal or emergency situations.
Monitor and assess candidate's performance and
maintain a comprehensive record of events.
Ensure safe completion of flight test
Elements of Airmanship
Maintain lookout using a systematic scan technique at a
rate determined by traffic density, visibility or terrain.
Maintain situation awareness.
4. Make assessment
decision
1. Evaluates the evidence of the candidate's performance in terms of validity,
authenticity, sufficiency, currency and consistent achievement of the
specified standards.
2. Evaluates the evidence of the candidate's performance using a holistic
procedure that ensures competency when conducting tasks, managing
tasks and contingencies, operating in a flight environment and transferring
skills and knowledge to new situations and contexts.
3. Makes the assessment decision in accordance with the Assessment of
Standards specified in MOS Part 61.
Evaluate evidence of the candidate's performance in
terms of validity, authenticity, sufficiency, currency and
consistent achievement of the specified standards.
Evaluate evidence of the candidate's performance using a
holistic procedure that ensures competency when
conducting tasks, managing tasks and contingencies,
operating in a flight environment and transferring skills
and knowledge to new situations and contexts.
Make the assessment decision in accordance with the
Assessment of Standards specified in MOS Part 61.
5. Conduct post fIight
test briefing
1. Advises candidate of achievement of competency or failure to achieve
competency.
2. Provides clear and constructive feedback about performance to candidate
using appropriate language and strategies including guidance on further
training if appropriate.
3. Explores opportunities for overcoming any gaps in competency as
revealed by the assessment with the candidate.

Advise candidate of achievement of competency or failure
to achieve competency.
Provide clear and constructive feedback about
performance to candidate using appropriate language and
strategies including guidance on further training if
appropriate.
Explore opportunities for overcoming any gaps in
competency as revealed by the assessment with the
candidate.
CAAP 5.216-1(0): Multi-crew Pilot Licence "%

December 2008
EIements Performance Criteria Evidence
4. Advises candidate of reassessment procedures and the appeals
mechanism if the assessment decision is challenged.
Advise the candidate of reassessment procedures and the
appeals mechanism if the assessment decision is
challenged.
6. Conduct post fIight
test briefing with
training
organisation
1. Advises trainer and/or training organisation of flight test results, positive
and negative aspects of the candidate's performance including any
information that could result in improved training methods.
Advise trainer and/or training organisation of flight test
results, positive and negative aspects of the candidate's
performance including any information that could result in
improved training methods.
7. CompIete
administrative
requirements
1. Completes Flight Test application and appropriate Flight Test forms in
accordance with Civil Aviation Safety Regulations.
2. Completes student training records.
3. Forwards Flight Test application form and Flight Test form to CASA in
accordance with Civil Aviation Safety Regulations.
Complete Flight Test application and appropriate Flight
Test forms in accordance with Civil Aviation Safety
Regulations.
Complete student training records.
Forward Flight Test application form and Flight Test form
to CASA in accordance with Civil Aviation Safety
Regulations.