ACS FI.I.F

Teaching risk identification, assessment, and mitigation.

Teaching risk management tools, including:

a. Pilot/Aircraft/enVironment/External Pressures (PAVE) checklist

to satisfy the requirement to select one knowledge element. The References for each Task indicate the source material for Task elements. For example, in the Task element “Acceptable weather products and resources required for preflight planning, current and forecast weather for departure, en route, and arrival phases of flight such as:” (

When and how to introduce risk management.

Risk management teaching techniques by phase of instruction.

Managing risk during flight instruction, including:

a. Common flight instruction risks

b. Best practices

c. Special considerations while teaching takeoffs and landings

Aeronautical Decision-Making (ADM) to include using Crew Resource Management (CRM) or Single- Pilot Resource Management (SRM), as appropriate.

Hazards associated with providing flight instruction.

Obstacles to maintaining situational awareness during flight instruction.

Recognizing and managing hazards arising from human behavior, including hazardous attitudes.

Use scenario-based training (SBT) to demonstrate, teach, and assess risk management and Aeronautical Decision-Making (ADM) skills in the context of a Task specified by the evaluator.

Identify, assess, and mitigate risks commonly associated with flight instruction by maintaining:

a. Awareness and oversight of the learner’s actions, with timely and appropriate supervision, intervention, or mitigation as needed

b. Awareness of the learner’s cognitive/physiological state, with timely action to mitigate anxiety, fatigue, or other obstruction to learning

c. Overall situational awareness of the aircraft’s dynamic state, its position in space, and vigilance for unexpected events or changing circumstances that occur in the environment 8

Model and teach safety practices, including maintaining:

a. Collision avoidance while simultaneously providing instruction

b. Avoidance of unnecessary distractions

c. Coordinated flight

d. Awareness of who is manipulating controls through positive exchange of flight controls

e. Continuous awareness of the aircraft’s dynamic state and position in the NAS 9