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
TRAINING SPECIFICATION
AIR TRAFFIC CONTROL INSTRUCTOR
COURSE DESCRIPTION
DETAILS
FIELD TITLE
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
30-Sep-08
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.
1-2
Section 1
COURSE AIMS/LEARNING OUTCOMES

DETAILS
FIELD TITLE
Effective Date
Status
ACTIVE
RTO
RAAF
To graduate Air Traffic Controllers capable of performing
instructional duties at SATC
Training
Course Training Outcomes
Level
On completion of the course, the graduate is to be able to achieve
the following:
Deliver a theory lesson on an ATC topic
3
Conduct practical training sessions at SAT
3
Conduct ATC simulator training at SATC
3
Assess a student in the SATC simulator environment(s)
3
Supervise ATC simulator training at SATC
3
Choose to:
a) Display a caring and professional approach to training and
5
b) Adhere to the RAAF principles of equity and diversity.
Course Aim
1.
2.
3.
4.
5
6.
Section 1
COURSE SERVICE PREREQUISITES

DETAILS
FIELD TITLE
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
30-Sep-08
ATC INITIAL CSE CORE/RAD/TWR Modules

200674/200675/200676
1-2
Section 1
COURSE TARGETS
DETAILS
FIELD TITLE
Target
Proficiencies
Target
Competency Units
See Additional Information
COMPETENCY
Competency
Assessment
ASSESSED ON COURSE
DDRAT410A
COURSE EQUIPMENT
DETAILS
FIELD TITLE
Equipment List
PH233
Quantity: 1
COURSE ADDITIONAL INFORMATION

DETAILS
FIELD TITLE
ELIGIBILITY
DETAILS
Mustering/Specialisation:
ATC
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
30-Sep-08
Instructional Technique (INSTRUCTECH/113687)
1-3

Additional
Information
Section 1
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.
30-Sep-08
1-4
Section 1
COURSE DATA MANAGEMENT

DETAILS
FIELD TITLE
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
30-Sep-08
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)
1-5
Section 1
CROSS-REFERENCE OF TRAINING SPECIFICATION CTOs

TO COURSE MODULES
Module
No.
1
2
3
4
30-Sep-08
CTO
1
X
3
X
4
X
5
X
X
X
6
X
X
X
X
1-6
Section 2
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
Section 2
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.
16-Feb-06
Module 1 Subjects
Abbreviation
Hours
2-2
Section 2
Instructional Techniques
Workplace Assessor
IT
WPA
Course Period Subtotal
208.
Module 2 Subjects
Abbreviation
ATC Open and Closed Book Knowledge

Assessments
Simulator Operator Training
Procedural Approach VMC CTE
Procedural Approach IMC CTE
Procedural Approach VMC Exercises
Procedural Approach IMC Exercises
Debriefs
Module 3 Subjects
SOT
VMC CTE
IMC CTE
VMC PROC
IMC PROC
DB
4
15
5
36
18
6
CTE DEL
ATC LESSON
210
Module 4 Subjects
Abbreviation
Brief Monitor Debrief

Mentoring Process
Debriefs/Prebriefs/Taipan/Famil
211
212.
Hours
4
Abbreviation
CTE Delivery, Theory and Practical

Theory Lesson Delivery
62
EXAMS

209.
30
32
BMD
MENTOR
DB
150
Hours
6
2
158
Hours
66
4
31
259
Course Total
2
5
266
General Service Training Hours

Intro/course Critique etc
EODs
Subject/Activity (Module 1-4)
HOURS
Training Modules
Ground Service Training Hours
259
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.
16-Feb-06
2-3
Section 2
(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 students 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:
16-Feb-06
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.
2-4
Section 2
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 students 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.
16-Feb-06
2-5

Annexes:
A.
B.
C.
D.
16-Feb-06
Section 2
Suggested sequence of instruction

Sample programme of training
Action verbs
Glossary of terms
2-6
Annex A to Section 2
SUGGESTED SEQUENCE OF INSTRUCTION
IT INTRO
IT
WPA
LESSPREP
ACTE P1
APP SOT
VPROC - E - TBA
ACTE P2
VPROC - E - TBA
ACTE P3
VPROC - E - TBA
ACTE P4
ACTE P4
30-Sep-08
SOT
IMC PROC E-TBA
CTE TH
CTE PRAC
ITSIM. TH
TWR BMD
PROC BMD
MENTOR
CRITIQUE
EOC
30-Sep-08
RAD BMD
Legend:
COMPONENT
IT Component
TRNG Officer Course Component
WPA Component
CODE
IT
TRNG OFF
WPA
COMPONENT
CODE
CTE Theory
CTE TH
CTE Practical
Simulator
CTE PRAC
SIM
IT Introduction
IT INTRO
Simulator Instructional Technique
40 Minute Lesson Preparation
LESSPREP
Tower Brief Monitor Debrief
TWR BMD
Approach CTE Phase 1
ACTE P1
Procedural Brief Monitor Debrief
PROC BMD
APP SOT
Approach Brief Monitor Debrief
APP BMD
Mentoring
MENTOR
CRITIQUE
Approach SOT
VMC Procedural (Exercise TBA)
VPROC E - TBA
IMC Procedural (Exercises TBA)
IPROC E - TBA
Course Critique
APP CTE Phase 1, 2 etc
ACTE P1, P2 etc
End of Course Reports
30-Sep-08
SIM IT
EOC
SOT
2-A-1
1.
Annex D to Section 2
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
16-Feb-06
2-D-1

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
16-Feb-06
2-D-2
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
TAIPAN
Theoretical and Integrated Practical Assessment Network (Exam database)
TRNG
Training
TWR
Tower
WPA
Workplace Assessor
16-Feb-06
2-D-3
Section 3
SECTION 3
COURSE RESOURCE REQUIREMENTS
TABLE OF CONTENTS
Title
Page No
Instructor Requirements
3-1
Physical Resource Requirements
3-2
Section 3
INSTRUCTOR INDICES
Summary of Instructor Hours per Module by Mustering/Specialisation
Mustering/Specialisation
Hours
Module
Module
Module
Module
Total
1
2
3
4
62
88
8
101
259
ATC
(FLTLT)
62
222
24
284
592
TRNR
(FLTLT)
62
0
0
12
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)
TRNR (FLTLT)
592
91
0.60
0.092
Curriculum Approval Date
3-1
Section 3
PHYSICAL RESOURCE REQUIREMENTS
Title
Overhead Projector
Video Camera
SmartBoard
Video Recorder (VHS)/DVD
Blank video recorder tape (VHS)/DVD
Video Monitor
IBM Compatible Computer with appropriate software.
Computer Printer
LitePro Projector
Media Board/Smart Board
Projector Screen
White Board
Airfield Model
Circuit Pattern Model
Airspace Model
ADATS Simulator
Tower Visual Simulator
Mini Visual Simulator
RAAF WPA Lesson Pack for Instructors
Access to a real or simulated work environment,
RAN CBTA Video
Competency Log and other examples
ACTRAC Assessor Training Program Package
JET assessment kit
Qty
1
1
1
1
6
1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
1
As Required
1
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)
3-2
Section 3
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
3-3
Air Traffic Control Instructors Course 111081

ATCINST - 01 Classroom Instructional Technique
MODULE 1
CLASSROOM INSTRUCTIONAL TECHNIQUE
Module Title:
ATC Instructional Technique
Duration:
Off job training: 62 hours
Section 4
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:
Content Summary:
DD Mmm YY
TAADEL404A, TAADEL301A, TAADES402A,

TAADEL401A, TAADEL402A, TAAASS401a,
TAAASS402A, TAAASS301A, DDRIE401A AND
DDDRIE402A (as well as partial equivalencies to the
TAADEL403A)
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
4-1

Section 4
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, roleplay, 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:
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:
DD Mmm YY
Human ATWTST ED
Physical - Standard classroom and syndicate rooms or other
suitable training environment plus the resources listed in
section 3 of this curriculum.
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.
4-2

References:
Additional References
(Handed out to each
student)
DD Mmm YY
Section 4
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
4-3

Section 4
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.
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
Learning Outcome 4
DD Mmm YY
Prepare and use projection media training aids.
4-4

Assessment Criteria
Section 4
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
DD Mmm YY
Interpret RAAF training documentation.
4-5

Assessment Criteria
7.1
Section 4
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:
Learning Outcome 9
DD Mmm YY
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 Lesson Plans.
4-6

Assessment Criteria
Section 4
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
Learning Outcome 12
DD Mmm YY
Deliver a practical training session.
4-7

Assessment Criteria
Section 4
12.1
State the purpose of practical methods of instruction.
12.2
Describe the structure and characteristics of practical

methods of instruction.
12.3
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.
Learning outcome 14
13.4
Review training.
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
DD Mmm YY
4-8

Section 4
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

Section 4
Instructor Establishment:
Learning
Outcome
1-16
Instructor/
Trainee Ratio
1 (2/6)
Duration
(Hours)
61
Knowledge
Assessment
1 (1/6)
Total
62
123
DD Mmm YY
Instructor
Hours
122
Specialisation/
Mustering
ATCINST/TRNR
ATCINST
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.
b.
c.
10 minute brief
20 minute lesson
Knowledge Assessments
Section 5
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.
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
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
session.
Use non-projection training media in a training
Learning Outcome 3
Debrief students on their performance

.
Section 5
Assessment Criteria
Learning Outcome 4
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
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
Section 5
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
Assessment Criteria
7.1
Learning Outcome 8
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
Section 5
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
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.
Learning Outcome 10
9.3
Describe the procedure for drafting a lesson plan.
9.4
Draft lesson plans.
Deliver a theory training session.
Section 5
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
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
Learning Outcome 12
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
Learning Outcome 13
Review training.
Section 5
Assessment Criteria
Learning outcome 14
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.
Define the term Competency.

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
Assessment criteria
Outline the key features of Assessment in a Competency

Based System.
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.
Section 5
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:
Assessment
Conditions:
DI(AF)AAP 2002.001 Manual of Training Policy and Procedure

ATC Training Officer course notes
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.
Section 5
AIR TRAFFIC CONTROL INSTRUCTOR COURSE 111081
ASSESSORS GUIDE
Section 5
ASSESSORS 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
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
2.
Set up training area with all training aids

materials (ensure all equipment is serviceable)
3.
Monitor students 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.
Self assessment encouraged
9.
Complete assessment sheet and report
Sight and sign following debrief
Read instructions contained in the assessment

instrument paperwork, fill in personal details and
sign declaration
Section 5
ASSESSMENT INSTRUMENT GUIDELINES MODULE 1 (ATCIT)

(Students copy)
You will be tested for this module in two sessions:

1.
Brief
2.
Theory Lesson /Knowledge Assessment
Guidelines for Brief:
9
9
9
9
9
9
9
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)
9
9
9
9
9
9
9
9
9
9
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
Section 5
ASSESSMENT INSTRUMENT CHECKLIST - MODULE 1 (ATCIT)

(ASSESSORS GUIDE)
Service No:
Trainee Name
Assessment Criteria
10 Minute Brief
1
Topic: ____________________________________
Structure
Check for broad structure eg Introduction/Development and Conclusion
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?
Lesson strategies
More than one strategy used. Strategies are appropriate, interesting and
varied)
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?
Lesson structure (INTRODUCTION)

Are the following components presented in the lesson?
I N T R O S H
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
NYC
Section 5
Section 5
ASSESSMENT MASTER

PERFORMANCE/KNOWLEDGE ASSESSMENT INSTRUMENT
Section 5
ASSESSMENT INSTRUMENT GUIDELINES MODULE 1 (ATCIT)

NAME
RANK
SERVICE NUMBER
COURSE

1.
Brief
2.
9
9
9
9
9
9
9


9
9
9
9
9
9
9
9
9
9


1.
2.
3.
4.
5.
Declaration
I understand the conditions of this assessment.
Student Signature
Date.
Section 5
Trainee Name
Service No:
Assessment Criteria
10 Minute Brief
1
Topic: ____________________________________
Structure
(introduction, body and conclusion)
(voice, movement, mannerisms)
Theory Lesson
3
Topic :_____________________________________
Lesson Plan/Preparation
(format, sequence and content, timings, resources etc)
Objectives
(precise, measurable, observable and attainable)
Lesson strategies
(appropriate/interesting/variety)
Training aids
(variety and appropriateness)
(voice, movement, mannerisms and attitude)
Lesson structure I N T R O S H
Lesson structure E C S
10
Lesson structure O K L A
11
(purpose, framing and reinforcement)
Knowledge question*
12
*To be asked at end of lesson. Topics to include:
Theories of learning and teaching
NYC
Section 5
Comments:
Brief:
Theory Lesson:
Assessors Signature:
Date:
Trainees Signature:
OVERALL RESULT FOR MODULE 1 (ATCIT)
COMPETENT / NOT YET COMPETENT
Section 5
ASSESSORS GUIDE
MODULE 2: SKILLS ASSESSMENT
Section 5
ASSESSORS 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
3.
Reassessment conditions/procedures Conditions and procedures relating to re-sitting this assessment are
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:
STEP
ASSESSOR
1.

instrument paperwork for skills assessment
simulator sessions
2.
Set up training area (SIM) with all training aids

3.
Assist students with preparations as required.

Provide timetable for training sessions (see
PROGOs for timetable schedule)
STUDENT
Read instructions contained in the Assessment
Instrument paperwork, fill in personal details
and sign declaration.
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.
Self assessment provided during debrief
6.
Sight and sign
Section 5
ASSESSMENT INSTRUMENT GUIDELINES MODULE 2 (SKLAS)

You will be tested for this module in one ATC Environment:
1.
APP PROC
Guidelines for Skills Assessment

9
9
9
9
9
9
9
9
9
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
Section 5
ASSESSMENT MASTER

PERFORMANCE/KNOWLEDGE ASSESSMENT INSTRUMENT
MODULE 3: ATC LESSON DELIVERY
Section 5
ASSESSMENT INSTRUMENT GUIDELINES MODULE 3

NAME
RANK
SERVICE NUMBER
COURSE

1.
Brief
2.
9
9
9
9
9
9
9


9
9
9
9
9
9
9
9
9
9


1.
2.
3.
4.
5.
Declaration
Student Signature
Date.
Section 5
Trainee Name
Service No:
Assessment Criteria
20 Minute Brief
1
Topic: ____________________________________
Structure
(introduction, body and conclusion)
(voice, movement, mannerisms)
Theory Lesson
3
Topic :_____________________________________
Lesson Plan/Preparation
(format, sequence and content, timings, resources etc)
Objectives
(precise, measurable, observable and attainable)
Lesson strategies
(appropriate/interesting/variety)
Training aids
(variety and appropriateness)
(voice, movement, mannerisms and attitude)
Lesson structure I N T R O S H
Lesson structure E C S
10
Lesson structure O K L A
11
(purpose, framing and reinforcement)
Knowledge question*
12
*To be asked at end of lesson. Topics to include:
Theories of learning and teaching
NYC
Section 5
Comments:
Brief:
Theory Lesson:
Assessors Signature:
Date:
Trainees Signature:
OVERALL RESULT FOR MODULE 1 (ATCIT)
Section 5
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.
2.
3.
TWR Performance Assessment

APP PROC Performance Assessment
APP RAD Performance Assessment
Section 5
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
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 prebrief
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
2.1 Outline SATC Mentoring process
References:
Assessment
Conditions:
DI(AF)AAP 2002.001 Manual of Training Policy and Procedures.

ATC Training Officer Course notes.
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
Section 5
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.
Section 5
ASSESSORS GUIDE
Section 5
ASSESSORS 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:
STEP
ASSESSOR
1.

instrument paperwork for simulator training
sessions
2.
Set up training area (SIM) with all training aids

3.
Assist students with preparations as required.

Provide timetable for training sessions (see
PROGOs for timetable schedule)
STUDENT
Read instructions contained in the Assessment
Instrument paperwork, fill in personal details
and sign declaration.
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.
Self assessment provided during debrief
6.
Sight and sign
Section 5

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

9
9
9
9
9
9
9
9
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.

1.
Assessor is to indicate evidence of competent performance by placing a tick in the appropriate column of the
Assessment Instrument Checklist.
2.
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.
5.
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.
Section 5
ASSESSMENT INSTRUMENT CHECKLIST MODULE 4

Assessing Instructor: ____________________________
Student Instructor:___________________________
Assessment Criteria
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
Revision of knowledge
Specific questions to check understanding of work covered previously
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)
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
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
NYC
Section 5
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
Section 5
ASSESSMENT MASTER
PERFORMANCE/KNOWLEDGE ASSESSMENT ITEM
Section 5

NAME
RANK
SERVICE NUMBER
COURSE
You will be tested for this module in three ATC Environments:

1.
2.
3.
TWR
APP PROC
APP RAD
Guidelines for Training Session

9
9
9
9
9
9
9
9
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.

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.
5.
appropriate mediation is to be provided.
Declaration
Student Signature..
Date
Section 5
ASSESSMENT INSTRUMENT CHECKLIST TWR MODULE 4

Student Instructor: ____________________________
Assessing Instructor: ___________________________
Assessment Criteria
NYC
Brief
1
Statement of Aim
2
Motivation
Check understanding
Review main points
Monitor
9
Observing
10
Controlling
11
Recording
Debrief
12 Open positively
13
14
15
16
17
18
Positive conclusion
19
Interviewing/counselling techniques demonstrated
Report
Comments:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Performance Assessment TWR:
Assessors Signature: ________________________________________

Students Signature: ________________________________________ Date:____________________________
Section 5
ASSESSMENT INSTRUMENT CHECKLIST APP PROC MODULE 4

Assessment Criteria
NYC
Brief
1
Statement of Aim
2
Motivation
Check understanding
Review main points
Monitor
9
Observing
10
Controlling
11
Recording
Debrief
12 Open positively
13
14
15
16
17
18
Positive conclusion
19
Report
Comments:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Performance Assessment APP PROC Result:

Students Signature: ________________________________________ Date:____________________________
Section 5
ASSESSMENT INSTRUMENT CHECKLIST APP RAD MODULE 4

Assessment Criteria
NYC
Brief
1
Statement of Aim
2
Motivation
Check understanding
Review main points
Monitor
9
Observing
10
Controlling
11
Recording
Debrief
12 Open positively
13
14
15
16
17
18
Positive conclusion
19
Report
Comments:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Performance Assessment APP RAD Result:

Studemts: ________________________________________ Date:____________________________
Final Comments:
Section 5
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
OVERALL RESULT FOR MODULE 4
Students Signature: __________________________________
Date:___________

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Air Traffic Control Instructor 111081

CTO Cross Reference

AIR TRAFFIC CONTROL INSTRUCTOR

Short Title Code

Leadership and Management Training

Cost per Student

The course is delivered in 4 modules. These modules cover

Air Traffic Control Instructor 111081

COURSE AIMS/LEARNING OUTCOMES

Air Traffic Control Instructor 111081

COURSE SERVICE PREREQUISITES

Reserve Continuous Full Time Service

COURSE QUALIFICATION PREREQUISITES

ATC INITIAL CSE CORE/RAD/TWR Modules

Air Traffic Control Instructor 111081

See Additional Information

COURSE ADDITIONAL INFORMATION

Instructional Technique (INSTRUCTECH/113687)

Air Traffic Control Instructor 111081

ATC Instructor course gives partial coverage of the following

Air Traffic Control Instructor 111081

COURSE DATA MANAGEMENT

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)

Air Traffic Control Instructor 111081

CROSS-REFERENCE OF TRAINING SPECIFICATION CTOs

Air Traffic Control Instructor 111081

COURSE MANAGEMENT INFORMATION

Course Design Strategy

Sequence of Instruction and Training Programme

Air Traffic Control Instructor 111081

AIR TRAFFIC CONTROL INSTRUCTOR COURSE

Module 1. Classroom Instructional Technique

Module 2. ATC Skills Assessment

Module 3. ATC Lesson Delivery

Module 4. Simulator Instructional Technique

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

Candidates must be Identified by DP for a posting to SATC

CO SATC may approve a waiver of the above requirements.

NB A pre-course study guide must be completed before commencement of Module 2.

Air Traffic Control Instructor 111081

ATC Open and Closed Book Knowledge

Brief Monitor Debrief

CTE Delivery, Theory and Practical

Course Period Subtotal

Course Period Subtotal

General Service Training Hours

Subject/Activity (Module 1-4)

Total Course Periods

Air Traffic Control Instructor 111081

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

Examinations. Examinations are held in accordance with the Ground Training

Review of Knowledge Assessment. Provision has been made in the curriculum

Marking and Assessment of Examinations. Examinations are marked in

Classroom Presentations. Wherever possible, a students ability to perform a

Assessment of Presentations. Competency Based Assessments for the Course

Debriefing. After each exercise, students are debriefed, advised of unsatisfactory

Air Traffic Control Instructor 111081

Assessment. For each exercise, assessments (where required), together with