aerodrome control

Air Traffic Control Instructor 111081 Section 1

SECTION 1

GRADUATION REQUIREMENTS

TABLE OF CONTENTS

Title Page No

Graduation Requirement 1-2

CTO Cross Reference 1-3

ANNEX A TO SATC 30/13/AIR PT 3 (48)

22 JUN 05

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TRAINING SPECIFICATION

AIR TRAFFIC CONTROL INSTRUCTOR

COURSE DESCRIPTION

FIELD TITLE DETAILS

Title AIR TRAFFIC CONTROL INSTRUCTOR

Short Title Code

PMKeyS /Course Code

111081

Course Status ACTIVE

Internal/External Course

Internal

Session Administration

NO

Course Type Leadership and Management Training

Creation Date

Revision Date

Min/Max Students Maximum: 6 Minimum: 4

Primary Delivery Method

Instructor Led

Course Duration 35 days

Cost per Student $TBA

School Code/ School SATC

Course Description

The course is delivered in 4 modules. These modules cover Instructional Technique in the classroom and simulator, as well as ATC skills assessments and SATC lesson delivery.


COURSE AIMS/LEARNING OUTCOMES

FIELD TITLE DETAILS

Effective Date ?

Status ACTIVE

RTO RAAF

Course Aim To graduate Air Traffic Controllers capable of performing instructional duties at SATC

Course Training Outcomes

On completion of the course, the graduate is to be able to achieve the following:

Training Level

1. Deliver a theory lesson on an ATC topic 3 2. Conduct practical training sessions at SAT 3 3. Conduct ATC simulator training at SATC 3 4. Assess a student in the SATC simulator environment(s) 3 5 Supervise ATC simulator training at SATC 3 6. Choose to:

a) Display a caring and professional approach to training and b) Adhere to the RAAF principles of equity and diversity.

5


COURSE SERVICE PREREQUISITES

FIELD TITLE DETAILS

Readiness NO

Nationality Check

NO

Security Clearance Restricted

Prerequisite Rank

Min = O03 Max = O04

Prerequisite Service RAAF

Prerequisite Service Type

• Reserve Continuous Full Time Service • Regular/Permanent Force • Reserve Force – Active

COURSE QUALIFICATION PREREQUISITES

FIELD TITLE DETAILS

Prerequisite Degree

Prerequisite Language Aptitude

Prerequisite Proficiencies

Prerequisite Competency Units

Prerequisite Courses

ATC INITIAL CSE CORE/RAD/TWR Modules 200674/200675/200676

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COURSE TARGETS

FIELD TITLE DETAILS

Target Proficiencies

See ‘Additional Information’

COMPETENCY ASSESSED ON COURSE

DDRAT410A Y

Target Competency Units

Competency Assessment

COURSE EQUIPMENT

FIELD TITLE DETAILS

Equipment List PH233 Quantity: 1

COURSE ADDITIONAL INFORMATION

FIELD TITLE DETAILS

Mustering/Specialisation:

ATC

ELIGIBILITY DETAILS

Eligibility Criteria:

Air Traffic Controllers who have completed ATC INITIAL CSE CORE/RAD/TWR Modules 200674/200675/200676 or equivalent. Eligible candidates must also have

a. a minimum of 4 years practical ATC experience

b. held a ‘proficient’ endorsement in both Tower and Approach Control positions for at least two years.

c. been identified by DP for posting to SATC

In certain circumstances, CO SATC may approve a waiver of the above requirements

Related Training Details

Instructional Technique (INSTRUCTECH/113687)

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Additional Information

ATC Instructor course gives partial coverage of the following enterprise competency: • DDDRAT410A Completion of this course entitles the member to a Workplace Assessor Certificate IV. Members already holding a Workplace Assessor Certificate IV may apply for RPL for Module 1 of ATC Instructor Course.

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COURSE DATA MANAGEMENT

FIELD TITLE DETAILS

Service RAAF

Doc Location

Comments/Details

Method of application:

Personnel nominated by 44WG and panelled by DP-AF in consultation with 44WG.

Course Session Authority:

SATC

Training Authority Details

• Training Analysis Authority: DGPERS(AF)

• Training Design Authority: CDR - AFTG

• Training Development Authority: OC ATW

• Conduct of Training Authority: CO SATC

• Quality Control: OC ATW

• Course Panelling Authority: COMTRG(AF)

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CROSS-REFERENCE OF TRAINING SPECIFICATION CTOs TO COURSE MODULES

Module CTO

No. 1 2 3 4 5 6 1 X X X X 2 X X 3 X X X 4 X X X

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SECTION 2

COURSE MANAGEMENT INFORMATION

TABLE OF CONTENTS

Title Page No

Course Description 2-2

Course Design Strategy 2-2

Ground Training 2-2

Period Summary 2-4

Sequence of Instruction and Training Programme 2-4

Special Instructions 2-4

Assessment Procedures 2-5

Action Verbs 2-5

Course Awards 2-5

Graduation Status 2-6

Course Reporting 2-6

Glossary of Terms 2-6


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AIR TRAFFIC CONTROL INSTRUCTOR COURSE

Course Description

201. Course Aim. The Air Traffic Control Instructor Course is designed to graduate Air Traffic Controllers capable of performing instructional duties at the School of Air Traffic Control. A separate Curriculum provides Defence Cooperation Plan (DCP) students with instructional training and should be consulted for further information relating to their instruction.

202. Course Location. The course is conducted at the School of Air Traffic Control (SATC), RAAF Base East Sale.

Course Design Strategy

203. The course is divided into four modules, summarised as follows:

a. Module 1. Classroom Instructional Technique

b. Module 2. ATC Skills Assessment

d. Module 3. ATC Lesson Delivery

f. Module 4. Simulator Instructional Technique

204. Graduation Requirements. Successful completion of all phases is required for graduation.

205. Entrant Qualifications. Eligibility for the course is as follows:

Air Traffic Control Instructor:

a) Candidates must have completed the Air Traffic Control Course Core, Radar and Tower modules (ATCC/200674/200675/200676) or equivalent.

b) Eligible candidates must also have a minimum of four years practical Air Traffic Control experience and held a proficient endorsement in both Tower and Approach control positions for at least two years.

c) Candidates must be Identified by DP for a posting to SATC

c) CO SATC may approve a waiver of the above requirements.

NB A pre-course study guide must be completed before commencement of Module 2. Students will be given the study guide at least one month before the course start. The study guide provides the only opportunity to revise all the theory required to complete the single open-book theory knowledge assessment. Failure in this theory examination and any subsequent supplementary knowledge assessment, may result in the student instructor being suspended from course.

Training Modules

206. Details of the four course modules are as follows:

207. Module 1 Subjects Abbreviation Hours


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Instructional Techniques IT 30 Workplace Assessor WPA 32

Course Period Subtotal 62


ATC Open and Closed Book Knowledge Assessments

EXAMS 4

Simulator Operator Training SOT 4 Procedural Approach VMC CTE VMC CTE 15 Procedural Approach IMC CTE IMC CTE 5 Procedural Approach VMC Exercises VMC PROC 36 Procedural Approach IMC Exercises IMC PROC 18 Debriefs DB 6

Course Period Subtotal

150


CTE Delivery, Theory and Practical CTE DEL 6 Theory Lesson Delivery ATC LESSON 2

Course Period Subtotal 158 210 Module 4 Subjects Abbreviation Hours

Brief Monitor Debrief BMD 66 Mentoring Process MENTOR 4 Debriefs/Prebriefs/Taipan/Famil DB 31

Course Period Subtotal 259 211 General Service Training Hours Intro/course Critique etc 2 EODs 5 Course Total 266

212. Subject/Activity (Module 1-4) HOURS

Training Modules 259 Ground Service Training Hours 7 Total Course Periods 266

213. An eight hour day is employed for ATC Instructor course at SATC. On the basis of a 38 hour week, the total of 266 hours equates to a course length of 35 days duration.


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(8 hours Mon-Thurs inclusive and 6 hours on Friday)

Sequence of Instruction and Training Programme

214. The sequence of instruction is determined by SATC. The standard sequence is detailed in the sample programme included at Annex A to this section.

Special Instructions

215. Special Instructions for Ground Training. Special instructions for ground training are as follows:

a. Examinations. Examinations are held in accordance with the Ground Training Curriculum and CH 9 of DI(AF) AAP 2002.001 etc. There are no formal written progress tests during the course.

b. Review of Knowledge Assessment. Provision has been made in the curriculum for review of all formal Knowledge Assessments. After marking the examination, the Examination Officer (EXAMSO) returns the papers to the students and reviews the examination. After this review is complete all papers are returned to the EXAMSO for filing and storage.

c. Marking and Assessment of Examinations. Examinations are marked in accordance with DI(AF) AAP 2002.001, Chapter 9.

d. Classroom Presentations. Wherever possible, a student’s ability to perform a task, as described by the assessment criteria for each training module is the criterion upon which mastery of the learning outcome is assessed. Consequently, only Competent/Not Yet Competent results are awarded. Assessment Plans, Assessment Instruments and Assessor Guides are detailed in Section 5 of the curriculum.

e. Assessment of Presentations. Competency Based Assessments for the Course are conducted IAW DI(AF) AAP2002.001, Chapter 9

f. Review of Assessment. Provision has been made in the curriculum for a review of each assessment. After each assessment, students are debriefed, and advised of improvements and actions that might be taken to achieve better results.

g. Exemptions. No exemptions are made, other than those for which RPL can be given IAW the relevant policy.

216. Special Instructions for Simulator Skills Assessment Module. Special instructions for simulator training are as follows:

a. Briefing. Before each exercise in the Australian Defence Air Traffic System Simulator (ADATS) or Visual Simulator (VISSIM), students are briefed on the exercise objectives, the procedures to be employed and the method by which it will be assessed.

b. Debriefing. After each exercise, students are debriefed, advised of unsatisfactory performances, improvements and actions which might be taken to achieve better results.


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c. Assessment. For each exercise, assessments (where required), together with appropriate comments, are recorded on the SATC Theoretical and Integrated Practical Assessment Network (TAIPAN). TAIPAN doubles as both the database for the retention of student results and the assessment tool used for grading purposes.

d. Exercise Observation. The students observe a staff demonstration exercise before they begin their skills assessment simulator training. The students should be given a chance to ask questions regarding the conduct of the exercise.

e. Exercise Periods. During the theory phases the period allocation is based on the 8 period day. For the simulator phase, the day is split into six 80 minute periods. The first five are used to conduct assessed and learning exercises while the sixth is often used to conduct remedial exercises (if required) and exercise briefings.

f. Exercise Instruction. The period allocation includes time for pre-briefing, exercise initialisation and conduct (including exercise 'freezes'). Post-exercise debrief preparation and presentation are not allocated a separate period, as they occur while other exercises are in progress.

Assessment Procedures

217. Competency Based Assessments for the Course are conducted IAW DI(AF) AAP2002.001, Chapter 9. A student’s ability to perform a task, as described by the assessment criteria for each training module, is the criterion upon which mastery of the learning outcome is assessed. Consequently, only Competent/Not Yet Competent results are awarded. Assessment Plans, Assessment Instruments and Assessor Guides are detailed in Section 5 of the curriculum.

Action Verbs

218. The definitions and examples of action verbs used in this curriculum are at Annex D to this section.

Course Awards

219. There are no prizes awarded at the completion of the Air Traffic Control Instructor course.

Graduation Status

220. Graduates who successfully complete the Air Traffic Control Instructor Course are given an instructor rating in accordance with DI(AF)AAP 8132.003, Section 3, Chapter 1. A Certificate IV in Training and Assessment is also awarded after successful completion of this course.

Course Reporting

221. Course reporting procedures are completed in accordance with DI(AF)PERS 33-25 and 33-26.

Glossary of Terms

222. A glossary of terms and abbreviations used in this curriculum is provided at Annex E to this section.


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Annexes: A. Suggested sequence of instruction B. Sample programme of training C. Action verbs D. Glossary of terms

Air Traffic Control Instructor 111081 Annex A to Section 2

30-Sep-08

SUGGESTED SEQUENCE OF INSTRUCTION

IT

WPA

IT INTRO

ACTE – P4

ACTE – P4

VPROC - E - TBA

ACTE – P1

ACTE – P3

LESSPREP

ACTE – P2

SOT

VPROC - E - TBA

APP SOT

VPROC - E - TBA


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IMC PROC E-TBA

CTE TH

CTE PRAC

ITSIM. TH

PROC BMD TWR BMD RAD BMD

MENTOR

CRITIQUE

EOC


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Legend:

COMPONENT CODE COMPONENT CODE

IT Component IT CTE Theory CTE TH

TRNG Officer Course Component TRNG OFF CTE Practical CTE PRAC

WPA Component WPA Simulator SIM

IT Introduction IT INTRO Simulator Instructional Technique SIM IT

40 Minute Lesson Preparation LESSPREP Tower Brief Monitor Debrief TWR BMD

Approach CTE – Phase 1 ACTE – P1 Procedural Brief Monitor Debrief PROC BMD

Approach SOT APP SOT Approach Brief Monitor Debrief APP BMD

VMC Procedural (Exercise TBA) VPROC – E - TBA Mentoring MENTOR

IMC Procedural (Exercises TBA) IPROC – E - TBA Course Critique CRITIQUE

APP CTE – Phase 1, 2 etc ACTE – P1, P2 etc End of Course Reports EOC

Simulator Operator Training SOT

Air Traffic Control Instructor 111081 Annex D to Section 2

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1. The definitions and examples of action verbs used in this curriculum are as follows:

A. Action Verb Definition and Example

Complete To make whole, with all necessary elements or parts, ie “fill-in”

Eg Complete a simulator assessment tool

Conduct To direct the course of; manage or control.

Eg. Conduct SATC ground training

Control Involves the overall ATC function of combining communicative and operative skills

Eg. Control aircraft in the Approach Procedural Simulator environment.

Define To state the precise meaning of (a word or sense of a word, for example

Eg. Define Subjective and objective assessments

Deliver To express in words; declare or utter

Eg Deliver a theory lesson

Demonstrate Show by application the knowledge or comprehension of material taught.

Eg. Demonstrate a sound knowledge of SATC objectives and instructor requirements.

Describe To give an account of in speech or writing

Eg Describe the RAAF training cycle

Differentiate To perceive or show the difference in or between.

Eg Differentiate between Industry and Enterprise Competency Standards

Discuss Examine a concept or plan by active argument or debate against predetermined criteria, with the aim of arriving at a conclusion and/or deciding on a course of action.

Eg. Discuss instructor and student attitudes to service training and customs.

Draft To draw up a preliminary version of or plan for

Eg. Draft Lesson plans

Exhibit To show outwardly; display

Eg. Exhibit appropriate instructor attributes


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Identify To ascertain the origin, nature, or definitive characteristics of

Eg. Identify competency needs.

Interpret Make sense of; assign a meaning to

Eg. Interpret RAAF training documentation

List Give or make a list of; name individually; give the names of

Eg. List the necessary attributes of an assessor

Manage To direct or control the use of

Eg. Manage the instructional environment

Operate To control the functioning of; run

Eg. Operate the ADATS simulator in ‘pilot’ and supervisory roles

Outline A general description covering the main points of a subject:

Eg. Outline the SATC Mentoring process

Present Introduce knowledge and ideas using recommended methods and practices

Eg. Present a 40minute ATC lesson of choice

Prepare To make ready beforehand for a specific purpose, as for a lesson or occasion

Eg. Prepare training aids

Review To examine with an eye to criticism or correction

Eg. Review training

State Eg. State the reasons for structuring a training session.

Use Eg. Use projection media training aids in a training session


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GLOSSARY OF TERMS

A Glossary of Terms used in this syllabus in addition to those shown in Manual of Air Traffic Services, Part 10, Section 73 and Flight Information Publication - General Planning and Australian Procedures, GEN 2.2 Section 2

Abbreviation Explanation

AATC Air Traffic Control Advanced Course

ADATS Australian Defence Air Traffic System (Simulator)

APP Approach

ATCINST Air Traffic Control Instructor Course

BATC Air Traffic Control Basic Course

BMD Brief Monitor Debrief

CTE Consolidated Training Exercise

DCP Defence Cooperation Plan

EOD End of Day

EXAMSO Examinations Officer

PROC Procedural

SATC School of Air Traffic Control

SIM Simulator

SOT Simulator Operator Training

TAIPAN Theoretical and Integrated Practical Assessment Network (Exam database)

TRNG Training

TWR Tower

WPA Workplace Assessor


SECTION 3

COURSE RESOURCE REQUIREMENTS

TABLE OF CONTENTS

Title Page No

Instructor Requirements 3-1

Physical Resource Requirements 3-2


INSTRUCTOR INDICES

Summary of Instructor Hours per Module by Mustering/Specialisation

Mustering/Specialisation

Hours ATC (FLTLT)

TRNR (FLTLT)

Module 1 62 62 62 Module 2 88 222 0 Module 3 8 24 0 Module 4 101 284 12 Total 259 592 91

Total Instructor Hours and Indices Summary for Section 4 and 5 by Mustering/Specialisation

Instructor Mustering/Specialisation

Total Instructor Hours Instructor Index

ATC (FLTLT) 592 0.60 TRNR (FLTLT) 91 0.092

Curriculum Approval Date 3-1


PHYSICAL RESOURCE REQUIREMENTS

Title Qty Overhead Projector 1 Video Camera 1 SmartBoard 1 Video Recorder (VHS)/DVD 1 Blank video recorder tape (VHS)/DVD 6 Video Monitor 1 IBM Compatible Computer with appropriate software. 1 Computer Printer 1 LitePro Projector 1 Media Board/Smart Board 1 Projector Screen 2 White Board 1 Airfield Model 1 Circuit Pattern Model 1 Airspace Model 1 ADATS Simulator 1 Tower Visual Simulator 1 Mini Visual Simulator 1 RAAF WPA Lesson Pack for Instructors 1 Access to a real or simulated work environment, 1 RAN CBTA Video 1 Competency Log and other examples As Required ACTRAC Assessor Training Program Package 1 JET assessment kit 1

REFERENCES AND PUBLICATIONS

Publications (Issued to each student) • Aeronautical Information Publication (AIP): Australia

• Australian Manual of Air Traffic Services - MATS (Current Edition).

• Manual of Air Traffic Control, DI(AF)AAP 8132.003, Organisation and Administration (Current Edition).

• RAAF Flight Information Publication (FLIP) documents.

• TPDF Instructional Technique Course Notes

• TPDF Instructional Technique Brief and Feedback Book

• RAAF WPA Handbooks

Publications (Reference) • ADFP 602, Airfield Design Criteria, (First Edition).

• DI(AF)AAP 2002.001, Manual of Training Policy and Procedures.

• DI(AF)ADMIN

• DI(AF)PERS

• JSP(AS) 1(A)



• Curriculum - Air Traffic Control Instructor.

• Chart Amendment Documents.

• Unit References (Issued to each student)

• Chapman Simulator Handbook

• Delivering Effective Training, T.W. Goad, 1982

• Basic Training for Trainers, G. Kroehnert, 1990

• Making Learning Fun, J. Sleigh, 1990

• Australian Army Manual of Land Warfare, Part 3, Volume 1, 1984

• Instructional Technique, Ivor Davies, 1981

• Creating Training Techniques, M. Hakim, 1997

• Approaches to Training and Development 2nd Edition, D.Laird, 1985

• How to Create and Deliver a Dynamic Presentation, D. Malouf, 1988

• Measurement and Evaluation in Teaching 5th Edition, N.E. Gronlund, 1985

• Essentials of Educational Measurement 3rd Edition, R.L. Ebel, 1979

• Royal Australian Navy Training System (RANTS) manual, Volume 4, The Conduct of Training, 1989

• Evaluating Training Programs, D. Kirkpatrick, 1994

• Occupational Specification – Education and Training Environment (draft), 1999

• Training Package for Certificate IV in Training and Assessment, TAA40104, 2004

ADDITIONAL RESOURCE REQUIREMENTS

Nil

COURSE COSTS

Equipment Maintenance $TBA Stationery/Discs $TBA


Air Traffic Control Instructors Course 111081 Section 4 ATCINST - 01 Classroom Instructional Technique

MODULE 1 CLASSROOM INSTRUCTIONAL TECHNIQUE Module Title: ATC Instructional Technique

Duration: Off job training: 62 hours

Module Code:

Module Purpose: This module provides training in the theory and practical application of instructional techniques. It also provides SATC personnel with the necessary skills and knowledge required to conduct Workplace Assessment.

Pre-requisites and/or Co-requisites:

Nil

Relationship to National Competency Standards

This module provides the knowledge, skills and attitudes that underpin the following National and RAAF Enterprise Units of Competency:

• TAADEL404A, TAADEL301A, TAADES402A, TAADEL401A, TAADEL402A, TAAASS401a, TAAASS402A, TAAASS301A, DDRIE401A AND DDDRIE402A (as well as partial equivalencies to the TAADEL403A)

Content Summary: This module covers the following topics:

• Instructor Attributes

• Media Non-Projection

• Debrief

• RAAF Training System

• Training Objectives

• Media Projection

• Question Design and Technique

• Lesson Components

• Theory Lesson Method

• Classroom Management

• Training Review

• Course Evaluation

• Training Quality

• Train in Small Groups

• Assessment in a competency based system

• Workplace Assessor; Plan, Conduct and Review

• Workplace Assessor Knowledge Assessment

• Summative Assessment – Knowledge Assessment

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• Summative Assessment – Theory Lesson

• Summative Assessment – Practical Lesson

• Summative Performance – Plan Conduct Review a Theory Lesson

Delivery Strategy: Delivery of this module will be via face-to-face instruction, role-play, simulation and group exercises designed to enhance student learning. The course is to be conducted IAW the principles of Adult Learning. Instructors are to role-model delivery methods described on the course and are to promote quality in instruction by modelling the behaviours that underpin the RAAF values

Resource Requirements:

• Human – ATWTST ED • Physical - Standard classroom and syndicate rooms or other

suitable training environment plus the resources listed in section 3 of this curriculum.

OH&S: Training is to be conducted IAW RAAF OH&S, Equity and Diversity policies and procedures.

Assessment Method: Knowledge Assessment is conducted for the Workplace Assessor portion of the course. Performance Assessments are conducted at regular intervals throughout the course in the form of lesson presentations.

Assessment Conditions:

• Assessments are to take place in a standard classroom, syndicate rooms or appropriately equipped instructional environments.

• Resources necessary to develop training aids and deliver simulated training sessions are to be provided.

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References:

Additional References (Handed out to each student)

• DI(AF)AAP 2002.001, Manual of Training Policy and Procedures

• Delivering Effective Training, T.W. Goad, 1982

• Basic Training for Trainers, G. Kroehnert, 1990

• Making Learning Fun, J. Sleigh, 1990

• Australian Army Manual of Land Warfare, Part 3, Volume 1, 1984

• Instructional Technique, Ivor Davies, 1981

• Creating Training Techniques, M. Hakim, 1997

• Approaches to Training and Development 2nd Edition, D.Laird, 1985

• How to Create and Deliver a Dynamic Presentation, D. Malouf, 1988

• Measurement and Evaluation in Teaching 5th Edition, N.E. Gronlund, 1985

• Essentials of Educational Measurement 3rd Edition, R.L. Ebel, 1979

• Royal Australian Navy Training System (RANTS) manual, Volume 4, The Conduct of Training, 1989

• Evaluating Training Programs, D. Kirkpatrick, 1994

• Occupational Specification – Education and Training Environment (draft), 1999

• Training Package for Certificate IV in Training and Assessment, TAA40104, 2004

• ATWTST ED Instructional Technique Course Notes • ATWTST ED Instructional Technique Brief and Feedback

Book • RAAF WPA Handbooks

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LEARNING OUTCOMES:

Upon satisfactory completion of this module the student will be able to:

Learning Outcome 1 Describe instructor attributes that influence instructional effectiveness.

Assessment Criteria: 1.1 Describe the behaviours in the training environment that underpin the RAAF Values.

1.2 Describe the roles and responsibilities of a RAAF instructor.

1.3 Describe the principles of adult learning.

1.4 Describe appropriate instructor attributes appropriate to the ATC environment.

1.5 Describe instructor attributes that influence instructional effectiveness

Learning Outcome 2 Prepare and use non-projection media.

Assessment Criteria: 2.1 List the types of non-projection training media.

2.2 State the purpose of training media.

2.3 Describe the characteristics of training media.

2.4 Describe the format of training media.

2.5 Describe the use of non-projection training media.

2.6 Prepare non-projection training media for use in a training session.

2.7 Use non-projection training media in a training session.

Learning Outcome 3 Debrief students on their performance.

Assessment Criteria 3.1 State the purpose of a debrief.

3.2 Describe the structure of the ‘Bathtub’ model debrief.

3.3 Outline the problems that may occur during debriefs.

3.4 Debrief students on their performance.

Learning Outcome 4 Prepare and use projection media training aids.

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Assessment Criteria 4.1 List the types of projection media training aids.

4.2 Describe the use of projection media training aids.

4.3 Prepare projection media training aids for use in a training session.

4.4 Use projection media training aids in a training session.

Learning Outcome 5 Use appropriate questioning techniques to develop student learning.

Assessment Criteria 5.1 State the purpose of questioning.

5.2 Define the following types of questions:

5.2.1 Testing questions.

5.2.2 Teaching questions

5.3 Describe question delivery techniques.

5.4 Describe methods of designing question sequences.

5.5 Design question sequences.

5.6 Use appropriate questioning techniques to develop student learning in a training session.

Learning Outcome 6 Identify competency needs requirements

Assessment Criteria 6.1 Describe the RAAF Cycle of Key Training Functions model.

6.2 Describe the purpose of an Occupational Specification.

6.3 Describe the purpose of a Training Specification.

6.4 Describe the relationship between an Occupational Specification and training needs.

6.5 Identify competency needs requirements

Learning Outcome 7 Interpret RAAF training documentation.

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Assessment Criteria 7.1 Describe the purpose of the following RAAF training documentation:

7.1.1 Course Curriculums,

7.1.2 Unit Training-related Standing Instructions, and

7.1.3 DI(AF) AAP 2002.001, Manual of Training Policy and Procedures.

7.4 Describe the legal implications of copyright laws for training.

7.5 Use RAAF training documentation.

Learning Outcome 8 Draft Training Objectives.

Assessment Criteria 8.1 State the purpose of Training Objectives.

8.2 Define the following types of Training Objectives:

8.2.1 Course Training Outcomes (CTOs),

8.2.2 Learning Outcomes (LO), and

8.2.3 Assessment Criteria(AC).

8.3 Describe the characteristics of Training Objectives.

8.4 Define the Training Levels ascribed to CTOs.

8.5 Describe the relationship between Training Objectives, instruction and assessment.

8.6 Explain the purpose of formative and summative assessment.

8.7 Explain the difference between subjective and objective assessment.

8.8 Draft Training Objectives.

Learning Outcome 9 Draft Lesson Plans.

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Assessment Criteria 9.1 State the reasons for structuring a training session.

9.2 Describe the structure and characteristics of a training session.

9.3 Describe the procedure for drafting a lesson plan.

9.4 Draft lesson plans.

Learning Outcome 10 Deliver a theory training session.

Assessment Criteria 10.1 Describe the structure and characteristics of the following methods of instruction: 10.1.1 Questioning Lesson Method (Q & A), 10.1.2 Lecture/Lecturette, 10.1.3 Group Discussion, 10.1.4 Brief Monitor Debrief (BMD) 10.1.5 Tutorial, 10.1.6 Demonstration, 10.1.7 Case Study, 10.1.8 Role Play, 10.1.9 Simulation, and 10.1.10 Individualised Learning (Self Directed).

10.2 Describe the criteria for selecting appropriate instructional methods.

10.3 Define Instructional Strategy.

10.4 Deliver a theory training session

Learning Outcome 11 Manage the instructional environment.

Assessment Criteria 11.1 Describe individual differences that may occur in the

instructional environment.

11.2 Describe instructor strategies for managing individual differences.

11.3 Describe types of management problems that may occur in the instructional environment.

11.4 List causes of management problems that may occur in the instructional environment.

11.5 Describe the strategies for overcoming classroom management problems.

11.6 Manage the instructional environment.

Learning Outcome 12 Deliver a practical training session.

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Assessment Criteria 12.1 State the purpose of practical methods of instruction.

12.2 Describe the structure and characteristics of practical methods of instruction.

12.3 Deliver a practical training session.

Learning Outcome 13 Review training.

Assessment Criteria 13.1 State the purpose of training evaluations.

13.2 Describe the following types of training evaluations: 13.2.1 course evaluation – internal, and 13.2.2 course evaluation – external.

13.3 Describe the methods used to conduct training evaluations.

13.4 Review training. Learning outcome 14 Define the term Competency.

Assessment criteria 14.1 List the five elements that constitute Competency.

14.2 Describe task skills

14.3 Describe task management skills

14.4 Describe contingency management skills

14.5 Describe transferability skills

14.6 Describe job role environment skills

14.7 Define the term Competency

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Learning outcome 15 Outline the key features of Assessment in a Competency

Based System.

Assessment criteria 15.1 List the components of Training Packages

15.2 Explain the components of a Competency Unit

15.3 Differentiate between Industry and Enterprise Competency Standards

15.4 Describe the Australian Qualifications Framework (AQF) levels

15.5 Describe assessment in the national context

15.6 Define the purpose of assessment

15.7 Define the role of an Assessor

15.8 Discuss principles of Competency Based Assessment

15.9 Outline the Assessment process

15.10 Outline the key features of Assessment in a Competency Based System

Learning outcome 16 Demonstrate the interpersonal skills required in the assessment process.

Assessment criteria 15.1 Explain how the candidate is involved in the assessment process

15.2 Outline the uses of various questioning techniques

15.3 State the key skills of active listening

15.4 List the necessary attributes of an assessor

15.5 Use appropriate questioning, effective listening and discussion techniques to:

• encouraging discussion,

• provide feedback and encouragement,

• obtain agreement,

• confirm understanding,

• put the persons being assessed at ease, and

• provide equity of assessment opportunity

Conditions and Methods of Assessment

Oral questioning throughout the lessons.

Knowledge Assessment closed book for Workplace Assessor component of course only.

Practical observation with verbal questioning during brief and lesson presentation.

DD Mmm YY 4-9


Instructor Establishment:

Learning Outcome

Instructor/ Trainee Ratio

Duration (Hours)

Instructor Hours

Specialisation/ Mustering

1-16 1 (2/6) 61 122 ATCINST/TRNR Knowledge Assessment

1 (1/6) 1 1 ATCINST

Total 62 123

DD Mmm YY 4-10

Air Traffic Control Instructor -111081 Section 5

ASSESSMENT-IN-CONFIDENCE

AIR TRAFFIC CONTROL INSTRUCTOR COURSE - 111081

ASSESSMENT PLAN

MODULE 1: ATC INSTRUCTIONAL TECHNIQUE - CLASSROOM

PERFORMANCE/KNOWLEDGE ASSESSMENT

There is (1) assessment requirement for the ATC Instructional Technique Module:

1. Performance/Knowledge Assessment - consisting of three (3) components:

a. 10 minute brief b. 20 minute lesson

c. Knowledge Assessments .




ASSESSMENT PLAN - MODULE 1 (ATCIT)

Module 1 Assessment - This assesses the practical skills and knowledge from the following Learning Outcomes (LO) and Assessment Criteria (AC):

LEARNING OUTCOMES:

Upon satisfactory completion of this module the student will be able to:

Learning Outcome 1 Exhibit appropriate instructor attributes.

Assessment Criteria: 1.1 Describe the behaviours that underpin the RAAF Values in the training environment.

1.2 Describe the roles and responsibilities of a RAAF instructor.

1.3 Describe the principles of adult learning.

1.4 Describe the instructor attributes that influence instructional effectiveness.

1.5 Exhibit appropriate instructor attributes.

Learning Outcome 2 Prepare and use non-projection media

Assessment Criteria: 2.1 List the types of non-projection training media.

2.2 State the purpose of training media.

2.3 Describe the characteristics of training media.

2.4 Describe the format of training media.

2.5 Describe the use of non-projection training media.

2.6 Prepare non-projection training media for use in a training session.

2.7 Use non-projection training media in a training session.

Learning Outcome 3 Debrief students on their performance

.



ASSESSMENT-IN-CONFIDENCE Assessment Criteria 3.1 State the purpose of a debrief.

3.2 Describe the structure of the ‘Bathtub’ model debrief.

3.3 Outline the problems that may occur during debriefs.

3.4 Debrief students on their performance.

Learning Outcome 4 Prepare and use projection media training aids

.

Assessment Criteria 4.1 List the types of projection media training aids.

4.2 Describe the use of projection media training aids.

4.3 Prepare projection media training aids for use in a training session.

4.4 Use projection media training aids in a training session.

Learning Outcome 5 Use appropriate questioning techniques to develop student learning.

Assessment Criteria 5.1 State the purpose of questioning.

5.2 Define the following types of questions:

5.2.1 Testing questions.

5.2.2 Teaching questions

5.3 Describe question delivery techniques.

5.4 Describe methods of designing question sequences.

5.5 Design question sequences.

5.6 Use appropriate questioning techniques to develop student learning.

Learning Outcome 6 Identify competency needs



ASSESSMENT-IN-CONFIDENCE Assessment Criteria 6.1 Describe the RAAF Cycle of Key Training Functions

model.

6.2 Describe the purpose of an Occupational Specification.

6.3 Describe the purpose of a Training Specification.

6.4 Describe the relationship between an Occupational Specification and training

6.5 .Identify competency needs

Learning Outcome 7 Interpret RAAF training documentation.

Assessment Criteria 7.1 State the purpose of the following RAAF training documentation:

7.1.1 Curricula,

7.1.2 Training-related Standing Instructions, and

7.1.3 DI(AF) AAP 2002.001, Manual of Training Policy and Procedures.

7.2 Describe the format and content of RAAF Curricula.

7.3 Describe the content of RAAF Training-related Standing Instructions.

7.4 Describe the legal implications of copyright laws for training.

7.5 Interpret RAAF training documentation.

Learning Outcome 8 Draft Training Objectives.



ASSESSMENT-IN-CONFIDENCE Assessment Criteria 8.1 State the purpose of Training Objectives.

8.2 Define the following types of Training Objectives:

8.2.1 Course Training Outcomes (CTOs),

8.2.2 Learning Outcomes, and

8.2.3 Assessment Criteria.

8.3 Describe the characteristics of Training Objectives.

8.4 Define the Training Levels ascribed to CTOs.

8.5 Describe the relationship between Training Objectives, instruction and assessment.

8.6 Describe formative and summative assessment.

8.7 Define subjective and objective assessment.

8.8 Draft Training Objectives.

Learning Outcome 9 Draft Lesson Plans.

Assessment Criteria 9.1 State the reasons for structuring a training session.

9.2 Describe the structure and characteristics of a training session.

9.3 Describe the procedure for drafting a lesson plan.

9.4 Draft lesson plans.

Learning Outcome 10 Deliver a theory training session.



ASSESSMENT-IN-CONFIDENCE Assessment Criteria 10.1 Describe the structure and characteristics of the

following methods of instruction: 10.1.1 Questioning Lesson Method (Q & A), 10.1.2 Lecture/Lecturette, 10.1.3 Group Discussion, 10.1.4 Brief Monitor Debrief (BMD) 10.1.5 Tutorial, 10.1.6 Demonstration, 10.1.7 Case Study, 10.1.8 Role Play, 10.1.9 Simulation, and 10.1.10 Individualised Learning (Self Directed).

10.2 Describe the criteria for selecting appropriate instructional methods.

10.3 Define instructional strategy.

10.4 Deliver a theory training session

Learning Outcome 11 Manage the instructional environment.

Assessment Criteria 11.1 Describe individual differences that may occur in the

instructional environment.

11.2 Describe instructor strategies for managing individual differences.

11.3 Describe types of management problems that may occur in the instructional environment.

11.4 List causes of management problems that may occur in the instructional environment.

11.5 Describe the strategies for overcoming classroom management problems.

11.6 Manage the instructional environment.

Learning Outcome 12 Deliver a practical training session.

Assessment Criteria 12.1 State the purpose of practical methods of instruction.

12.2 Describe the structure and characteristics of practical methods of instruction.

12.3 Deliver a practical training session.

Learning Outcome 13 Review training.



ASSESSMENT-IN-CONFIDENCE Assessment Criteria 13.1 State the purpose of training evaluations.

13.2 Describe the following types of training evaluations: 13.2.1 course evaluation – internal, and 13.2.2 course evaluation – external.

13.3 Describe the methods used to conduct training evaluations.

13.4 Review training.

Learning outcome 14 Define the term Competency.

Assessment criteria 14.1 List the five elements that constitute Competency.

14.2 Describe task skills

14.3 Describe task management skills

14.4 Describe contingency management skills

14.5 Describe transferability skills

14.6 Describe job role environment skills

Learning outcome 15 Outline the key features of Assessment in a Competency Based System.

Assessment criteria 15.1 List the components of Training Packages

15.2 Explain the components of a Competency Unit

15.3 Differentiate between Industry and Enterprise Competency Standards

15.4 Describe the Australian Qualifications Framework (AQF) levels

15.5 Describe assessment in the national context

15.6 Define the purpose of assessment

15.7 Define the role of an Assessor

15.8 Discuss principles of Competency Based Assessment

15.9 Outline the Assessment process

Learning outcome 16 Demonstrate the interpersonal skills required in the assessment process.




Assessment criteria 15.1 Explain how the candidate is involved in the assessment process

15.2 Outline the uses of various questioning techniques

15.3 State the key skills of active listening

15.4 List the neccessary attributes of an assessor

15.5 Use appropriate questioning, effective listening and discussion techniques to:

• encouraging discussion,

• provide feedback and encouragement,

• obtain agreement,

• confirm understanding,

• put the persons being assessed at ease, and

• provide equity of assessment opportunity

References: DI(AF)AAP 2002.001 Manual of Training Policy and Procedure ATC Training Officer course notes Assessment Conditions: Closed book procedures. This assessment will be completed by the

students off-job under standard classroom conditions. Assessment Method: Observation of training aids and lesson plan.

Observation of brief and theory lesson presentation. Verbal questioning at end of brief and theory lesson presentation. Cut-off Point: There are three sections to the assessment of both the 10min brief and

the 20min lesson, with a total of 12 assessment criteria. If participants fail to achieve competency in more than three sub tasks listed in the Assessment Instrument Checklist they are to be graded as ‘Not Yet Competent’ for this assessment. Student must achieve overall result of ‘Competent’ for the assessment items for all Modules to be eligible for EDP reporting.

Criticality: This assessment targets essential performance criteria. A debrief will

outline areas requiring remediation. Scoring Instructions: Assessors are required to tick either ‘Competent’ or ‘Not Yet

Competent’ for each item of the Assessment Instrument Checklist. An overall result of ‘Competent or ‘Not Yet Competent’ will be awarded for this Module.


Air Traffic Control Instructor – 111081 Section 5


AIR TRAFFIC CONTROL INSTRUCTOR COURSE – 111081

ASSESSOR’S GUIDE





ASSESSOR’S GUIDELINES – MODULE 1 (ATCIT)

1. Assessor Qualifications – The assessor must have successfully completed INSTRCUTECH course or equivalent.

2. Assessment Appeal Procedures – Procedures related to appealing the results of this assessment are detailed in SATC Standing Instructions.

3. Reassessment conditions/procedures – Conditions and procedures relating to re-sitting this assessment are detailed in SATC Standing Instructions.

4. Recording Action – Results of this assessment are to be recorded IAW SATC Standing Instructions.

5. External Audit Procedures - TBA

6. Conduct of the assessment – The assessment must be conducted as follows:

STEP ASSESSOR STUDENT

1. Provide student with a copy of the assessment instrument paperwork for brief and lesson at commencement of course

Read instructions contained in the assessment instrument paperwork, fill in personal details and sign declaration

2. Set up training area with all training aids materials (ensure all equipment is serviceable)

3. Monitor student’s progress. Assist where necessary

Prepare brief and lesson in own time and designated lesson time

4. Observe and Assess brief Present brief

5. Debrief student on his/her performance Self assessment encouraged

6. Observe and assess lesson Present lesson

7. Present knowledge questions Answer knowledge question (closed book)

8. Debrief student on his/her performance Self assessment encouraged

9. Complete assessment sheet and report Sight and sign following debrief




ASSESSMENT INSTRUMENT GUIDELINES – MODULE 1 (ATCIT) (Student’s copy)

You will be tested for this module in two sessions: 1. Brief 2. Theory Lesson /Knowledge Assessment Guidelines for Brief:

Your brief must be 8-10mins in length. Your brief can be on a topic of your choice. The brief must have an introduction, development and conclusion (structure). You will be assessed on your instructor attributes during the presentation of your brief. These include voice,

movement, mannerisms and attitude. You may use notes/training aids. You are not required to hand any notes to the assessor. You can encourage class participation if you wish.

Guidelines for Theory Lesson (and knowledge assessment)

Your theory lesson can be on a subject of your choice. Be careful not to present a formal brief rather than a theory lesson. The length of the lesson must be 18-20mins. You must hand in a lesson plan at the start of the lesson. You must use training aids (classroom facilities). You must demonstrate questioning techniques. You must demonstrate different instructional strategies. You must use the recommended format of INTROSH/ECS/OKLA during your presentation. You must demonstrate instructor attributes. These include voice, movement, mannerisms and attitude. You must be prepared to answer any knowledge question derived from the Learning Outcomes and Assessment

Criteria. Topics will include: ∗ RAAF Systems Approach to training ∗ Theories of Learning and Teaching

Assessment Instructions: (Student Copy)

1. The assessor is to indicate evidence of competent performance by placing a tick in the appropriate column of the Assessment Instrument Checklist.

2. All ‘Not Yet Competent’ responses require a comment in the appropriate section.

3. There are three (3) sections to this assessment with a total of 12 assessment criteria. If participants fail to achieve competency in more than three (3) subtasks listed in the assessment criteria checklist they are to be graded as ‘Not Yet Competent’ for this assessment (and Module). Students must achieve an overall result of ‘Competent’ for the assessment items for all Modules to be eligible for EDP reporting.

4. Equity and OHS policies are to be observed throughout the lesson.

5. Students are to be debriefed on any subtasks for which they are assessed as ‘Not Yet Competent’ and appropriate remediation is to be provided.

*Refer to TDO examination database for specific questions




ASSESSMENT INSTRUMENT CHECKLIST - MODULE 1 (ATCIT) (ASSESSOR’S GUIDE)

Trainee Name Service No:

Assessment Criteria C NYC 10 Minute Brief Topic: ____________________________________

1 Structure

Check for broad structure eg Introduction/Development and Conclusion

2 Instructor attributes

Check for volume and clarity of voice. Does the student move around too much/too little? Any distracting mannerisms?

Theory Lesson Topic :_____________________________________

3 Lesson Plan/Preparation

Check that format accords with student notes. Is the plan correctly sequenced? Does it provide enough content and prompts?

4 Objectives

Are all objectives precise, measurable, observable and attainable? Appropriate number?

5 Lesson strategies

More than one strategy used. Strategies are appropriate, interesting and varied)

6 Training aids

Check for variety and appropriateness. Over use/under use. Used for valid reason eg to stress teaching point


Check for volume and clarity of voice. Does the student move around too much/too little? Any distracting mannerisms?

8 Lesson structure (INTRODUCTION)

Are the following components presented in the lesson?

I N T R O S H

9 Lesson structure (DEVELOPMENT)


E C S

10 Lesson structure (CONCLUSION)


O K L A

11 Questioning Technique

Correctly worded and delivered (purpose, framing and reinforcement)

Knowledge question* 12 Refer to previous page




ASSESSMENT MASTER


PERFORMANCE/KNOWLEDGE ASSESSMENT INSTRUMENT





ASSESSMENT INSTRUMENT GUIDELINES – MODULE 1 (ATCIT)

NAME RANK SERVICE NUMBER COURSE













Declaration I understand the conditions of this assessment. Student Signature………………………………… Date………….

ASSESSMENT INSTRUMENT CHECKLIST - MODULE 1 (ATCIT)



ASSESSMENT-IN-CONFIDENCE Trainee Name Service No:


1 Structure

(introduction, body and conclusion)


(voice, movement, mannerisms)



(format, sequence and content, timings, resources etc)

4 Objectives

(precise, measurable, observable and attainable)

5 Lesson strategies

(appropriate/interesting/variety)

6 Training aids

(variety and appropriateness)


(voice, movement, mannerisms and attitude)

8 Lesson structure I N T R O S H

9 Lesson structure E C S

10 Lesson structure O K L A


(purpose, framing and reinforcement)

Knowledge question*

12

*To be asked at end of lesson. Topics to include:

• RAAF Systems Approach to training • Theories of learning and teaching



ASSESSMENT-IN-CONFIDENCE Comments: Brief: Theory Lesson:

Assessor’s Signature:

Trainee’s Signature: Date:

OVERALL RESULT FOR MODULE 1 (ATCIT)

COMPETENT / NOT YET COMPETENT


Air Traffic Control Instructor – 111081 Section 5 ASSESSMENT-IN-CONFIDENCE


ASSESSOR’S GUIDE

MODULE 2: SKILLS ASSESSMENT



ASSESSOR’S GUIDELINES – MODULE 2 (SKAS) 1. Assessor Qualifications – Successful completion of ATC INST course with twelve months ATC instructor

experience.

2. Assessment Appeal Procedures – Procedures related to appealing the results of this assessment are detailed in SATC Standing Instructions.

3. Reassessment conditions/procedures – Conditions and procedures relating to re-sitting this assessment are detailed in SATC Standing Instructions.

4. Recording Action – Results of this assessment are to be recorded IAW SATC Standing Instructions.

5. External Audit Procedures – TBA

6. Conduct of the assessment – The assessment must be conducted as follows for each of the three training sessions:


1. Provide student with a copy of the assessment instrument paperwork for skills assessment simulator sessions

Read instructions contained in the Assessment Instrument paperwork, fill in personal details and sign declaration.

2. Set up training area (SIM) with all training aids materials (ensure all equipment is serviceable)

3. Assist students with preparations as required.

Provide timetable for training sessions (see PROGOs for timetable schedule)

Prepare for simulator sessions by reviewing notes on CH procedures, pre-sequence brief and Sim Handbook sequence details.

4. Observe and assess training sessions Undertake Skills Assessment simulator sequence(s).

5. Debrief student on his/her performance Self assessment provided during debrief

6. Complete assessment sheet and report Sight and sign



ASSESSMENT INSTRUMENT GUIDELINES – MODULE 2 (SKLAS) You will be tested for this module in one ATC Environment: 1. APP PROC Guidelines for Skills Assessment

You will be required to undertake ten skills assessment simulator sequences in the appropriate simulators. Four sequences will be conducted in the VMC APP PROC and two sequences will be conducted in the IMC

APP PROC environment. You must demonstrate a sound understanding of MATS separation standards and procedures and Chapman

procedures. Only the one selected sequence in Tower Control and Procedural Approach and two sequences in Radar

Approach, identified to the student at the commencement of the relevant phase, will be assessed. All other sequences are not assessed and are to be used for student instructor training, development and

exposure. SATC Standing Instructions details the simulator sequences to be undertaken by student instructors. You will be provided with a classroom pre-brief before each phase. You will be provided with a console pre-brief before each sequence and a console debrief after each sequence. You will receive a comprehensive debrief and assessment tool after each sequence highlighting areas that require

improvement and suggested remediation methods. Assessment Instructions (Student Copy) 1. Assessor is to indicate evidence of student performance in the appropriate area of the Assessment Instrument. 2. Suggested remediation must be provided in the appropriate are of the Assessment Instrument when areas that require improvement are highlighted. 3. There are four skills assessment simulator sequences in this module: four in the VMC APP PROC environment and two in the IMC APP RAD environments. Only one selected sequence, identified to the student at the commencement of the relevant phase, of each control environment (IMC/VMC APP PROC) is to be assessed. All other sequences are non-assessed and are to be used for student instructor training, development and exposure. Upon completion of each sequence instructor are to complete an Assessment Instrument by using the Assessment Macro to determine if the student’ performance was satisfactory or no-yet-satisfactory. 4. SATC Standing Instructions details the simulator sequences to be undertaken by student instructors 5. SATC Standing instructions detail student requirements to successfully complete the skills assessment phase. 6. Equity and OHS policies are to be observed throughout the training sessions.

The Assessment Instrument is located on the Windows NT Workstation under the heading “SATC Assessment Database” Access is gained via the SATC ISLO




ASSESSMENT MASTER


PERFORMANCE/KNOWLEDGE ASSESSMENT INSTRUMENT

MODULE 3: ATC LESSON DELIVERY




ASSESSMENT INSTRUMENT GUIDELINES – MODULE 3














Declaration I understand the conditions of this assessment. Student Signature………………………………… Date………….

ASSESSMENT INSTRUMENT CHECKLIST - MODULE 1 (ATCIT)



ASSESSMENT-IN-CONFIDENCE Trainee Name Service No:


1 Structure

(introduction, body and conclusion)


(voice, movement, mannerisms)



(format, sequence and content, timings, resources etc)

4 Objectives

(precise, measurable, observable and attainable)

5 Lesson strategies

(appropriate/interesting/variety)

6 Training aids

(variety and appropriateness)


(voice, movement, mannerisms and attitude)

8 Lesson structure I N T R O S H

9 Lesson structure E C S

10 Lesson structure O K L A


(purpose, framing and reinforcement)

Knowledge question*

12

*To be asked at end of lesson. Topics to include:

• RAAF Systems Approach to training • Theories of learning and teaching



ASSESSMENT-IN-CONFIDENCE Comments: Brief: Theory Lesson:

Assessor’s Signature:

Trainee’s Signature: Date:

OVERALL RESULT FOR MODULE 1 (ATCIT)




AIR TRAFFIC CONTROL INSTRUCTOR COURSE- 111081

ASSESSMENT PLAN

MODULE 4: Simulator Instructional Technique

PERFORMANCE/KNOWLEDGE ASSESSMENT

There are three performance assessment requirements for the ATC Instructional Technique Module:

1. TWR Performance Assessment 2. APP PROC Performance Assessment

3. APP RAD Performance Assessment .



ASSESSMENT PLAN – MODULE 4

Module 2 Assessment - This assesses the practical skills and knowledge from the following Learning

Outcomes (LO) and Assessment Criteria (AC):

Learning Outcome 1 Conduct Simulator Assessments

Assessment Criteria: 1.1 Describe techniques used to prepare for a simulator assessment,

1.2 Describe the purpose of a simulator console pre-brief

1.3 Describe the techniques used during a simulator console pre-brief

1.4 Describe instructional techniques used during a simulator assessment,

1.5 Describe the techniques used during a simulator sequence console debrief

1.6 Describe the purpose of a simulator sequence console debrief

1.7 Describe the steps involved in completing a simulator tool

1.8 Describe the purpose of a simulator assessment debrief

1.9 Describe the techniques used during a simulator assessment debrief,

1.10 Conduct a simulator assessment, and

1.11 Complete a simulator assessment tool.

Learning Outcome 2 Outline SATC Mentoring process

Assessment Criteria: 2.1 Outline SATC Mentoring process

References: DI(AF)AAP 2002.001 Manual of Training Policy and Procedures. ATC Training Officer Course notes. Assessment Conditions: This assessment will be conducted off-job but under on-job simulated

conditions. Assessment Method: Practical observation during simulated training sessions. Verbal questioning following debrief.

Observation of training reports and records. Cut-off Point: Students undertake ten training sessions in the simulator with a ‘trainee’;

four in each of the APP PROC and APP RAD environments (2x20min and 2x40 min) and three in the TWR environment (1x20min and 2x 40Min). An Assessment Instrument Checklist will be completed for each training session. Students will only be assessed in the final session of



each environment. All other sessions are to be used for student training, development and exposure. If students fail to achieve competency in any asterisks area or in more than two non-asterisks areas during the above mentioned final training sessions, they are to be graded as ‘Not Yet Competent’ for that individual assessment (training session). Participants must achieve overall competency for all three final sessions to satisfy assessment requirements for this module.

Criticality: This assessment targets essential performance criteria. A debrief will

outline areas requiring remediation. Scoring Instructions: Assessors are required to tick either ‘Competent’ or ‘Not Yet

Competent’ for each unit of the Assessment Instrument Checklist. An overall result of ‘Competent or ‘Not Yet Competent’ will be awarded for this Module.




ASSESSOR’S GUIDE




ASSESSOR’S GUIDELINES – MODULE 4 (ITSIM)

1. Assessor Qualifications – An instructor who has demonstrated their suitability by experience and continued competence in all course modules over a period of time, not normally less than one year tenure.

2. Assessment Appeal Procedures – Procedures related to appealing the results of this assessment are detailed in SATC Standing Instructions

3. Reassessment conditions/procedures – Conditions and procedures relating to re-sitting this assessment are detailed in SATC Standing Instructions

4. Recording Action – Results of this assessment are to be recorded IAW SATC SI (PERS) 33-8

5. External Audit Procedures – TBA

6. Conduct of the assessment – The assessment must be conducted as follows for each of the three training sessions:


1. Provide student with a copy of the assessment instrument paperwork for simulator training sessions

Read instructions contained in the Assessment Instrument paperwork, fill in personal details and sign declaration.

2. Set up training area (SIM) with all training aids materials (ensure all equipment is serviceable)

3. Assist students with preparations as required.

Provide timetable for training sessions (see PROGOs for timetable schedule)

Prepare for training sessions by reviewing notes on BMD, ‘trainee’ profiles and ‘local’ procedures.

4. Observe and assess training sessions Conduct training sessions IAW Assessment Instrument guidelines.

5. Debrief student on his/her performance Self assessment provided during debrief

6. Complete assessment sheet and report Sight and sign



ASSESSMENT INSTRUMENT GUIDELINES – MODULE 4 You will be tested for this module in three ATC Environments: 1. TWR 2. APP PROC 3. APP RAD Guidelines for Training Session

You will be required to conduct ten sessions with a ‘trainee’ in the appropriate simulators (4x20mins and 6x40min)

Three sequences in the TWR environment (1x20mins and 2x40mins) and four sequences in both the APP PROC and APP RAD environment (2x20mins and 2x40mins)

You must demonstrate all elements of the BMD structure during each training session. This structure will be provided during the theory phase of the course.

The first two TWR sequences and the first three APP PROC and APP RAD sequences are not assessed and are to be used for student instructor training, development and exposure.

The final sequence of each ATC Environment will be assessed. You must record notes during the training sessions. You will generally be given 50 minutes at the completion of each 20 minute session to complete an Assessment

tool. Each Assessment tool and the corresponding sequence notes are to be presented to the Assessing Instructor.

Assessment Instructions (Student Copy) 1. Assessor is to indicate evidence of competent performance by placing a tick in the appropriate column of the Assessment Instrument Checklist. 2. All ‘Not Yet Competent’ responses require a comment in the appropriate section. 3. There are ten training sessions in the simulator for this assessment: four for each of the APP PROC, APP RAD and three for the TWR environment. The final sessions of each ATC environment are to be assessed. Each assessment contains 20 assessment criteria areas. If students fail to achieve competency in any asterisk area and in more than two non-asterisk areas, they will be graded as ‘Not Yet Competent’ for that session. The assessment tool can be used during the non-assessed sessions to assist in training, developing and exposing student instructors to IT. 4. Equity and OHS policies are to be observed throughout the training sessions. 5. Students are to be debriefed on any subtasks for which they are assessed as “Not Yet Competent’ and appropriate mediation is to be provided.

The following page contains an example of the checklist that will be used to assess student instructors during the TWR, APP PROC and APP RAD simulator practical sequences.



ASSESSMENT INSTRUMENT CHECKLIST – MODULE 4 Assessing Instructor: ____________________________ Student Instructor:___________________________

Assessment Criteria C NYC Brief

*1 Statement of Aim

Clear and concise direction of the training session provided for the trainee at the start

2 Motivation

Reason provided to encourage motivation – eg only one more training session to go……

3 Revision of knowledge

Specific questions to check understanding of work covered previously

4 Outline procedures, rules and special conditions

Provides brief guidelines for the training session

*5 Check understanding

Check understanding of requirements of the training session (aims, rules, knowledge etc)

6 Review main points

Summarise main points – eg the focus of the training session

*7 Opportunity for questions

Provides the opportunity for th trainee to ask questions

8 Restate aim of exercise

Monitor *9 Observing

Position, accuracy, identifying issues

*10 Controlling

Directly/indirectly (intervention, timing)

*11 Recording

Written notes/other methods

Debrief 12 Open positively

Offers the trainee some positive encouragement

*13 Invite student self-assessment

Provides an opportunity for trainee to sum up his/her performance

*14 Summarise overall performance

Key points provided

15 Encourage self-analysis

Provides opportunity for the trainee to critically analyse his/her performance



16 Review of main points

Summarise performance including strengths and areas for improvement

17 Agree on corrective action

Direction for improvement negotiated with the trainee

*18 Positive conclusion

Conclude with something encouraging

*19 Interviewing/counselling techniques Effective use of appropriate techniques throughout the session

Report 20 Provides trainee with a comprehensive assessment tool



ASSESSMENT MASTER


PERFORMANCE/KNOWLEDGE ASSESSMENT ITEM




ASSESSMENT INSTRUMENT GUIDELINES – MODULE 4


You will be tested for this module in three ATC Environments: 1. TWR 2. APP PROC 3. APP RAD Guidelines for Training Session

You will be required to conduct ten sessions with a ‘trainee’ in the appropriate simulators. Four sequences in each of the APP PROC and APP RAD environments and three in the TWR environment. You must demonstrate all elements of the BMD structure during each training session. This structure will be

provided during the theory phase of the course. The two TWR sequence and the first three APP PROC and APP RAD sequences are not assessed and are to be

used for student instructor training, development and exposure. The final sequence of each ATC Environment will be assessed. You must record notes during the training sessions. You will generally be given 50 minutes at the completion of each 20 minute session to complete an Assessment

tool. Each Assessment tool and the corresponding sequence notes are to be presented to the Assessing Instructor.

Assessment Instructions (Student Copy) 1. Assessor is to indicate evidence of competent performance by placing a tick in the appropriate column of the Assessment Instrument Checklist. 2. All ‘Not Yet Competent’ responses require a comment in the comments section. 3. There are ten training sessions in the simulator for this assessment: four for each of the APP PROC and APP RAD environments and three for the TWR environment. The final sessions of each ATC environment are to be assessed. Each assessment contains 20 assessment criteria areas. If students fail to achieve competency in any asterisk area and in more than two non-asterisk areas, they will be graded as ‘Not Yet Competent’ for that session. The assessment tool can be used during the non-assessed sessions to assist in training, developing and exposing student instructors to IT. 4. Equity and OHS policies are to be observed throughout the training sessions. 5. Students are to be debriefed on any subtasks for which they are assessed as “Not Yet Competent’ and appropriate mediation is to be provided.

Declaration I understand the conditions of this assessment. Student Signature…………………………………….. Date………………………



ASSESSMENT INSTRUMENT CHECKLIST – TWR – MODULE 4 Student Instructor: ____________________________ Assessing Instructor: ___________________________


1 Statement of Aim

2 Motivation



5 Check understanding


7 Opportunity for questions


Monitor 9 Observing

10 Controlling

11 Recording


13 Invite student self-assessment

14 Summarise overall performance




18 Positive conclusion

19 Interviewing/counselling techniques demonstrated


Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Performance Assessment TWR: COMPETENT / NOT YET COMPETENT

Assessor’s Signature: ________________________________________ Student’s Signature: ________________________________________ Date:____________________________



ASSESSMENT INSTRUMENT CHECKLIST APP PROC – MODULE 4 Student Instructor: ____________________________ Assessing Instructor: ___________________________


1 Statement of Aim

2 Motivation







Monitor 9 Observing

10 Controlling

11 Recording










Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Performance Assessment APP PROC Result: COMPETENT / NOT YET COMPETENT

Assessor’s Signature: ________________________________________ Student’s Signature: ________________________________________ Date:____________________________



ASSESSMENT INSTRUMENT CHECKLIST APP RAD – MODULE 4

Student Instructor: ____________________________ Assessing Instructor: ___________________________


1 Statement of Aim

2 Motivation







Monitor 9 Observing

10 Controlling

11 Recording










Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Performance Assessment APP RAD Result: COMPETENT / NOT YET COMPETENT

Assessor’s Signature: ________________________________________ Studemt’s: ________________________________________ Date:____________________________ Final Comments:



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OVERALL RESULT FOR MODULE 4


Assessor’s Signature: ________________________________________ Student’s Signature: __________________________________ Date:___________
