Document ID: chunk:federal_register_of_legislation:F2025C00050:body:0:p200
Version: federal_register_of_legislation:F2025C00050
Segment Type: other
Provision Reference: 
Character Range: 691783–695980

are performed in accordance with published procedures;
        2.        delivering aeronautical knowledge training to trainees that is for a flight crew licence, rating or endorsement;
        3.         the training covers the units and elements of competency that applies to the licence rating or endorsement;
        4.        the training environment includes suitable classroom or briefing facilities and training aids;
        5.        the training is delivered in accordance with appropriate and documented lesson plans;
        6.          suitable learning resources may be used to assist the presentation, including audio visual aids, aircraft models, synthetic training devices, regulatory publications and aircraft and operations manuals;
        7.        training outcomes are reviewed as applicable to the needs of the trainee and against the standards specified for the issue of the licence, rating or endorsement.

 3.                     Underpinning knowledge of the following:
        1.        principles of learning:
               1.          learning as a behavioural change;
               2.         sensory perception;
               3.       factors affecting perception;
               4.       motivation, positive and negative;
               5.         attitudes, discipline and responsibility;
               6.       the following levels of learning:
                      1.       rote;
                      2.       understanding;
                      3.       application;
                      4.       correlation;
               7.      factors which aid the learning process;
               8.    transfer, habit formation;
               9.       reinforcement;
              10.         memory and retention;
        2.        role of psychology in flying instruction:
               1.          satisfaction of human needs;
               2.         defence mechanisms;
               3.       dealing with stress, abnormal reactions to airborne stress situations;
               4.       psychological problems of both student and experienced pilots;
        3.         teaching methods:
               1.          lecture, theory and skill lessons, guided discussion, briefing;
               2.         behavioural objectives, their importance and formulation;
        4.        lesson planning and development;
        5.        effective communication;
        6.          questioning techniques;
        7.        use and abuse of teaching aids;
        8.        application of instructional principles to airborne instruction.

FIR2 Assess competence

 1.                     Unit description
This unit describes the skills and knowledge required to effectively assess a trainee's competence.

 1.                     Elements and performance criteria
     1.               FIR2.1 – Prepare for assessment
            1.        interpret an assessment plan and confirm organisational, legal and ethical requirements for conducting an effective competency assessment;
            2.        access and interpret relevant benchmarks for assessment and nominated assessment tools to confirm the requirements for evidence to be collected;
            3.         arrange identified material and physical resource requirements according to assessment system policies and procedures;
            4.        organise specialist support required for assessment;
            5.        explain, discuss and agree details of the assessment plan with candidate.
     2.               FIR2.2 – Gather quality evidence
            1.        use agreed assessment methods and instruments to gather, organise and document evidence in a format suitable for determining competence;
            2.        apply the principles of assessment and rules of evidence in gathering quality evidence;
            3.         determine opportunities for evidence gathering in actual or simulated activities through consultation with the candidate and relevant personnel;
            4.        determine opportunities for integrated assessment activities and document any changes to assessment instruments where required.
     3.               FIR2.3 – Support the candidate