casa-reoc-0.1.0.0: template/repl-training-manual.md

# Preface

This RePL training manual (this manual) contains the documented practices and procedures, syllabus, curriculum, lesson material, assessment instruments and handbooks under which {{organisation-name}} conducts remote pilot licence (RePL) training courses. It forms part of the documented practices and procedures of {{organisation-name}} and is read together with the {{organisation-name}} RPAS Operations Manual (the operations manual). Where this manual is silent, the operations manual applies. Where this manual and the operations manual conflict on a matter of RePL training, this manual applies, unless the operations manual requirement is more restrictive.

All {{organisation-name}} personnel involved in RePL training, and all students, must comply with the instructions and procedures in this manual.

This manual is effective only after CASA has authorised {{organisation-name}} to conduct RePL training and has approved the nominated chief RePL instructor (CRI). {{organisation-name}} must not conduct RePL training while the CRI position is vacant.

The manual is organised as follows:

- Part A – Documented practices and procedures for RePL training
- Part B – Syllabus and curriculum for each course
- Part C – Theory lesson plans and instructor notes
- Part D – Theory lesson content (student notes)
- Part E – Theory examination and knowledge deficiency mapping
- Part F – Practical lesson plans and instructor notes
- Part G – Practical worksheets (formative)
- Part H – Flight test sheets (summative)
- Part I – Instructor handbook
- Part J – Student handbook

The question bank for the theory examinations is not reproduced in this manual. It is a controlled document held by the CRI (see Part A, *Examination security*).

## Amendment record

| Version no. | Date | Effective date | Parts / sections | Details |
|---|---|---|---|---|
| {{version}} | {{version-date}} | | All | |

Note: The version number and date are also shown in the footer of each page and are updated with each amendment.

## Glossary

### Acronyms and abbreviations

| Acronym / abbreviation | Description |
|---|---|
| AGL | Above ground level |
| AIP | Aeronautical Information Publication |
| AMSL | Above mean sea level |
| ANCA | Aviate, navigate, communicate, administrate |
| ARN | Aviation reference number |
| ATSB | Australian Transport Safety Bureau |
| ATTI | Attitude mode (RPA flight mode without satellite positioning) |
| BVLOS | Beyond visual line of sight |
| C2 link | Command and control link |
| CASA | Civil Aviation Safety Authority |
| CASR | Civil Aviation Safety Regulations 1998 |
| CBT | Competency-based training |
| CEO | Chief executive officer |
| CRI | Chief RePL instructor |
| CRP | Chief remote pilot |
| DPP | Documented practices and procedures |
| ERSA | En Route Supplement Australia |
| EVLOS | Extended visual line of sight |
| FT | Flight test |
| GCS | Ground control station |
| GNSS | Global navigation satellite system (including GPS) |
| HLS | Helicopter landing site |
| IAW | In accordance with |
| KDR | Knowledge deficiency report |
| LiPo | Lithium polymer (battery) |
| MC | Maintenance controller |
| MOS | Manual of Standards (Part 101 MOS unless stated otherwise) |
| NM | Nautical miles |
| NOTAM | Notice to airmen |
| NS | Not satisfactory (not yet competent) |
| PL | Practical lesson |
| PRD | Prohibited, restricted or danger area |
| ReOC | Remotely piloted aircraft operator's certificate |
| RePL | Remote pilot licence |
| RP | Remote pilot |
| RPA | Remotely piloted aircraft |
| RPAS | Remotely piloted aircraft system |
| RTH | Return to home (automated return function, also called Go Home) |
| S | Satisfactory (competent) |
| SOC | Standard RPA operating conditions – reference reg 101.238 CASR |
| TL | Theory lesson |
| VLOS | Visual line of sight |
| VMC | Visual meteorological conditions |
| VNC | Visual navigation chart |
| VTC | Visual terminal chart |

### Definitions

For the definition of terms not defined here, refer to the operations manual, the Part 1 Dictionary of CASR and the Part 101 MOS.

| Term | Definition |
|---|---|
| Course | A RePL training course listed in Part B, defined by its course type, RPA category, weight class(es), training RPA and complexity. |
| Competent | The student has consistently performed the task to the standard in the relevant performance criteria, without instructor assistance, in the conditions specified. |
| Examiner | A RePL training instructor authorised in writing by the CRI to conduct flight tests. |
| Formative assessment | Assessment during training, recorded on a practical worksheet, used to guide further training. It does not determine the course result. |
| Instructor | A RePL training instructor authorised in writing by the CRI under Part A, *Instructor standards*. |
| Knowledge deficiency report | A report given to a student after a theory examination that lists, by syllabus item, each item in which the student answered a question incorrectly. |
| Question bank | The controlled set of theory examination questions, each tagged to a syllabus item, from which examination papers are drawn. |
| Student | A person enrolled in a course. |
| Summative assessment | Assessment that determines whether the student meets the course standard: the theory examination and the flight test. |
| Training flight | A flight conducted as part of a course in which a student manipulates the controls of an RPA, including a flight test. |
| Training RPA | An RPA listed for a course in Part B and entered in the RPA register in the operations manual. |

# Part A – Documented practices and procedures

## Scope of RePL training

{{organisation-name}} conducts the RePL training courses listed in Part B. Each course is defined by its course type, RPA category, weight class(es), training RPA and complexity, as approved by CASA on the ReOC.

{{organisation-name}} does not conduct RePL training in medium RPA (gross weight more than 25 kg) or large RPA (gross weight more than 150 kg). A safety case for medium or large RePL training is therefore not required. Before adding medium or large RPA to its RePL training, {{organisation-name}} must consult CASA and obtain approval of the change.

The addition of a course, RPA category, weight class or complexity, or a change to the CRI, is a significant change and must not be implemented until CASA has approved it (see operations manual, *Amendment procedure*). Adding a training RPA of the same category, within an approved weight class and complexity, is a non-significant change; the CRI must update Part B, assess the RPA under Part A, *Training RPA*, and notify CASA within 21 days.

## Key personnel for RePL training

| Position | Name | ARN |
|---|---|---|
| Chief RePL instructor | {{cri-name}} | {{cri-arn}} |
| Chief remote pilot | {{crp-name}} | |
| Chief executive officer | {{ceo-name}} | |

The CRI reports to the CEO on RePL training matters and coordinates with the CRP on all matters affecting the safety of training flights. The CRP retains responsibility for the safe conduct of all RPA operations of {{organisation-name}}, including training flights.

### Chief RePL instructor (CRI)

The CRI is responsible for the quality and safe conduct of RePL training. Without limiting the duties and accountabilities of the CRI, the CRI must:

- ensure each course is conducted IAW CASR Part 101, the Part 101 MOS, the ReOC and this manual
- set, monitor and maintain the RePL training standards in this manual
- identify deficiencies in training outcomes and take corrective action (see Part A, *Quality and review*)
- ensure that sufficient instructors and serviceable training RPA are available for each course before it starts
- assess and authorise instructors, and be satisfied that an instructor meets the examiner requirements before authorising them as an examiner
- ensure each instructor receives initial and recurrent assessment, and the training, information and documents needed to deliver the courses
- control the question bank and the conduct of theory examinations
- review every examination result, knowledge deficiency report and flight test result
- sign and date each certificate of course completion, and arrange notification of results to CASA
- keep the RePL training records required by Part A, *Training records*
- report to the CEO and CRP on course compliance and training outcomes at least once every 6 months and after any safety occurrence during training
- maintain current knowledge of legislation, CASA guidance, ReOC conditions and the content of this manual.

The CRI has the authority to suspend any course, lesson, instructor or training RPA where the CRI considers that training cannot be conducted safely or to the standard in this manual. This authority must not be overridden by commercial pressure.

#### Qualifications of the CRI

The CRI must:

- hold a RePL covering each category and weight class of RPA used in the courses listed in Part B
- meet the requirements for an instructor in Part A, *Instructor standards*
- hold a Part 61 flight instructor rating, a Certificate IV in Training and Assessment, a tertiary teaching qualification, or another qualification accepted by CASA as equivalent
- have 20 hours of non-training operational experience in RPA operations for a ReOC holder in each category in which the CRI delivers practical training.

### Holding of multiple positions

The CRI may also hold the positions of CEO, CRP and MC. Where one individual holds more than one position, that individual must:

- perform each duty in the capacity of the relevant position and record it in the relevant record (for example, a flight test result in the flight test record, and the flight authorisation for a training flight in the Flight Record)
- schedule courses so that there is enough time to perform the duties of each position before, during and after training
- arrange an independent review of training quality under Part A, *Quality and review*, because the CRI otherwise reviews their own instruction and assessment
- not conduct RePL training while unable to perform the duties of the CRI.

Where the CRI also holds a key position for another ReOC holder, the CRI must inform the CEO and must not schedule RePL training that conflicts with those duties.

## Instructor standards

### Who may instruct

Only the CRI and persons authorised in writing by the CRI may deliver RePL training. At the date of this version, the CRI is the only instructor and examiner.

Before authorising a person as an instructor, the CRI must confirm and record that the person:

- is employed or engaged by {{organisation-name}}
- holds a RePL covering the category and weight class of each training RPA they will instruct on, and the automated and manual approvals for the complexity of the course
- for practical instruction, has at least 20 hours of non-training operational experience in RPA operations for a ReOC holder in that category
- holds a teaching or instructional qualification listed for the CRI, or has completed {{organisation-name}}'s instructor standardisation in Part I under supervision of the CRI
- has completed the operations manual induction and RPAS type training (operations manual, Appendix G) for each training RPA
- has demonstrated to the CRI, by delivering a theory lesson and a practical lesson under observation, that they can instruct and assess to the standard in this manual.

The authorisation is recorded in the Instructor and Examiner Register (Form T8), stating the courses, categories and lessons the instructor may deliver.

### Examiners

The CRI may authorise an instructor as an examiner. Before doing so, the CRI must be satisfied that the instructor:

- meets all instructor requirements for the course
- has instructed on the course for at least two complete courses
- has conducted a flight test under the observation of the CRI to the standard in Part H
- understands the flight test standards, the conditions for a re-test, and the records to be completed.

Flight tests are conducted by {{flight-test-examiner}}. An examiner must not conduct the flight test of a student where the examiner has a personal or financial relationship with the student (other than the student's enrolment with {{organisation-name}}) that could affect the examiner's judgement.

### Instructor currency and recurrent assessment

Each instructor must:

- meet the operations manual recency requirements for each training RPA
- complete a recurrent assessment by the CRI at least every 12 months, consisting of an observed theory lesson or practical lesson, and a proficiency flight covering the flight test items in Part H for each category instructed
- complete refresher training directed by the CRI after any amendment to this manual, any change to legislation affecting the courses, or any assessment finding.

An instructor who does not meet these requirements must not instruct or examine until they have been reassessed by the CRI. The CRI records recurrent assessments in Form T8. Where the CRI is the only instructor, the CRI's own recurrent proficiency flight is recorded in the same way and is included in the independent review under Part A, *Quality and review*.

## Student entry requirements

Before enrolment, a student must:

- hold an individual ARN (the student is told how to apply for one in the student handbook, Part J)
- be at least 16 years old on the date of the flight test
- be able to read, write, speak and understand English to the standard needed to understand the course material and to communicate safely during flight
- declare that they are not aware of any medical condition, medication or other matter that would make them unfit to operate an RPA safely, and agree to comply with the fitness for duty requirements of the operations manual during training.

Additional entry requirements by course type:

| Course type | Additional requirement | Evidence sighted and copied |
|---|---|---|
| Initial | None | – |
| Initial – theory credit | Pass in an aeronautical knowledge examination at least to the Part 61 RPL standard, or a CASA-issued pilot licence, or an acceptable overseas or military equivalent. The student completes the practical component only (and the category-specific knowledge check in Part E where required). | Licence, examination report or equivalent |
| Upgrade (same category) | Current RePL in the course category at a lower weight class | RePL |
| Upgrade (different category) | Current RePL in any category | RePL |

The instructor records the evidence on the Enrolment Record (Form T1). A student who does not meet an entry requirement must not commence the relevant component of the course.

## Enrolment

The enrolment procedure is:

1. The prospective student applies to {{organisation-name}} and nominates the course.
2. The instructor confirms the entry requirements, sights the evidence and records it on Form T1.
3. The student is given the student handbook (Part J), the course timetable, the theory lesson content (Part D) for the course, and the operations manual sections listed in the student handbook.
4. The student signs Form T1 to confirm that they have read the student handbook and agree to comply with it, and that the information they have provided is true.
5. The CRI confirms that an instructor, a serviceable training RPA and a suitable training area are available for the course dates, and that the number of students does not exceed the limits in Part A, *Training facilities and resources*.
6. The student's training file is opened (see Part A, *Training records*).

## Course conduct

Each course is delivered as described in Part B, in the order shown in the course curriculum. The instructor must not start a lesson until the student has completed the prerequisite lessons for that lesson. The student must pass the theory examination before the flight test.

Training is competency-based. The minimum lesson durations and flight times in Part B are minimums; a student progresses when the student is assessed as competent, and receives further training where not. A student must not be assessed as competent on the basis of time alone.

Theory lessons are delivered by {{theory-delivery}}. Where any part of a theory lesson is delivered remotely or self-paced, the instructor must confirm the student's understanding of each syllabus item by questioning before the student sits the examination, and record it on the Theory Training Record (Form T2).

A student who has not attended training for more than 6 months must be reassessed by the instructor; the instructor determines which lessons must be repeated and records the decision.

## Training records

The CRI is responsible for RePL training records. Records are stored on the {{organisation-name}} document repository with the other records of the operations manual, and backed up IAW the operations manual. Paper records are scanned into the student's training file within 7 days.

A training file is kept for each student and contains:

| Record | Form | Completed by |
|---|---|---|
| Enrolment Record, including evidence of entry requirements and the student's ARN | T1 | Instructor, student |
| Theory Training Record (attendance and understanding checks per syllabus item) | T2 | Instructor |
| Theory examination record: paper identifier, date, start and finish times, supervisor, score, result | T3 | Supervisor, CRI |
| Knowledge deficiency report and record of remedial training | T4 | Instructor, student |
| Practical worksheets for each practical lesson, including flight time | Part G | Instructor |
| Flight training log (date, location, RPA make, model and serial, flight time, lesson) | T5 | Instructor |
| Flight test sheet, including the RPA used | Part H | Examiner |
| Certificate of course completion (copy) | T6 | CRI |
| Copy of the notification of results to CASA | Form 101-05 | CRI |
| Correspondence, complaints and appeals | – | CRI |

The CRI also keeps:

- the course register (each course conducted: course, dates, students, instructors, training RPA, outcomes)
- the Instructor and Examiner Register (Form T8), including each instructor's licences, ratings, qualifications, operational experience, authorisations, recurrent assessments, refresher training and competency checks
- the question bank change log and the examination paper register
- the CRI activity record: a log of the CRI's oversight activities (course reviews, examination reviews, instructor assessments, reports to the CEO and CRP), showing that the CRI is regularly performing the CRI's duties
- training document review records (see Part A, *Quality and review*).

All RePL training records must be retained for at least 7 years after the date on which the record was made, or for the period required by the operations manual, whichever is longer. Records relevant to an open complaint, appeal, safety occurrence or investigation must not be destroyed.

Records are made available to CASA on request. Students may request a copy of their own training file.

## Theory examination procedures

### Examinations used

The theory examinations and their specifications are in Part E. Each examination paper is drawn from the question bank so that it meets the specification for the course.

### Supervision and conduct

- The examination is conducted under the direct supervision of an instructor (the supervisor) {{exam-delivery}}.
- The supervisor confirms the student's identity against photographic identification and records the student's ARN on Form T3.
- The student may use only the materials permitted in Part E. Mobile phones, smart watches and other connected devices are switched off and placed out of reach.
- The supervisor reads the examination rules in Part E to the student before the examination starts, and records the start and finish times.
- The supervisor must not assist the student with the content of any question. The supervisor may clarify the wording of a question only where the question contains an obvious error, and must record the clarification on Form T3 for review by the CRI.
- If the supervisor observes or suspects cheating, the supervisor stops the examination, records the circumstances, and refers the matter to the CRI. The CRI may void the attempt.
- On completion, the supervisor collects all examination materials, including working paper, and marks the paper against the controlled answer key.

### Results

- The pass mark is in Part E.
- The supervisor records the score and result on Form T3. The CRI reviews and countersigns every result within 7 days.
- Every student who sits an examination, whether they pass or fail, receives a knowledge deficiency report (see below). The student is not shown the questions or the answer key after the examination.

### Knowledge deficiency reports

1. After marking, the supervisor produces the KDR (Form T4) listing, for each question answered incorrectly, the syllabus item it is mapped to (Part E, *Knowledge deficiency mapping*). The KDR lists syllabus items, not the questions.
2. The instructor gives the KDR to the student and conducts remedial training covering every listed syllabus item, using the theory content in Part D and the instructor notes in Part C.
3. The instructor confirms by oral questioning that the student now understands each listed item, and records the remedial training and the result against each item on Form T4. The student signs Form T4.
4. All items on the KDR must be closed before the certificate of course completion is issued. Where the student failed the examination, the KDR items must be closed before a resit.

### Resits

- A student who fails an examination must complete the remedial training in the KDR before a resit.
- A resit uses a different paper drawn from the question bank such that, as far as the bank allows, no question from the student's previous paper is repeated.
- A student may attempt an examination no more than three times. After the final unsuccessful attempt, the CRI must review the student's training and decide whether the student repeats the theory component of the course before any further attempt. The decision is recorded on Form T3.

### Examination security

- The question bank, answer key and examination papers are controlled documents held by the CRI on the document repository with access restricted to the CRI and authorised examination supervisors.
- Printed papers are numbered, issued and collected by the supervisor, and destroyed after scanning of the student's answer sheet; the paper number is recorded on Form T3 and in the examination paper register.
- Students do not retain any examination material.
- If the CRI suspects that the security of the question bank or a paper has been compromised, the CRI must withdraw the affected questions or papers, record the event, and replace the questions before further examinations.
- The CRI reviews the question bank at least annually, and after any change to legislation or to Part D, to confirm that every question is correct, current and mapped to a syllabus item, and that every syllabus item is examinable. The review, and every change to a question, is recorded in the question bank change log.
- The CRI analyses examination results at least every 6 months, identifying questions with unusually high failure rates and recurring KDR items, and acts on the findings under Part A, *Quality and review*.

## Flight test procedures

### Eligibility for the flight test

A student may be presented for the flight test only when:

- the student has passed the theory examination (or holds a theory credit) and all KDR items are closed
- the practical worksheets show the student competent in every practical lesson for the course
- the student has completed the minimum flight time for the course in Part B
- the instructor has recommended the student for the flight test on the student's last practical worksheet.

### Conduct of the flight test

- The flight test is conducted by an examiner on a training RPA for the course, at an approved training location, using the flight test sheet for the course category and complexity in Part H.
- The examiner briefs the student on the content and standard of the test, the conditions under which the test will be discontinued, how the examiner will take control if required, and how simulated emergencies will be initiated.
- The examiner is the RP in command and retains authority to discontinue the test or take control at any time for safety.
- Each item is assessed as S or NS against the standard in Part H. An item may be repeated once if the first attempt was affected by a factor outside the student's control (for example, a gust or a third-party intrusion into the operating area); the examiner records the reason.
- If the examiner has to take control to prevent an unsafe situation, the item is NS.
- The examiner debriefs the student on the result and records it on the flight test sheet, including the RPA make, model and serial number, date, location, weather and flight time.

### Failed or incomplete flight tests

- If the test is discontinued for reasons outside the student's control (weather, unserviceability), the examiner records the items completed. The remaining items may be completed within 30 days without repeating items already assessed as S.
- If the student is assessed NS on any item, the flight test is failed. The examiner records the NS items and the reasons. The student must receive additional training in the NS items from an instructor, recorded on a practical worksheet, and be recommended again before a re-test.
- A re-test covers all NS items and any other item the examiner considers necessary. Where the re-test is more than 30 days after the original test, the full flight test is repeated.
- A student who fails a second re-test is referred to the CRI, who decides what further training is required before any further test.

## Course completion and notification to CASA

When the student has met all course requirements, the CRI must, before signing the certificate of course completion (Form T6), check the student's training file and confirm that the student has:

- met the entry requirements for the course, including any prerequisite RePL
- passed the theory examination (or holds a theory credit) and had all KDR items closed
- been assessed as competent in every practical lesson for the course
- completed the minimum flight time for the course
- passed the flight test.

The certificate of course completion is signed and dated by the CRI and contains:

- {{organisation-name}} and its ARN ({{organisation-arn}})
- the student's full name and ARN
- the course name
- the full names of the RePL training units completed (Part B)
- the name of the person who conducted the practical competency component
- for a course with automated-only complexity, the automated operation mode; for a course with automated and manual complexity, both automated and manual operation modes
- the RPA category and weight class(es)
- the date of course completion.

As soon as practicable, and within 14 days, after signing the certificate, the CRI submits the notification of results to CASA on Form 101-05 (RePL Training – Notification of Results), with the documents CASA requires for the issue or variation of the RePL. The student is given the original certificate and a copy of their flight test result.

## Safety of training flights

### Status of training flights

All training flights, including flight tests, are conducted under the {{organisation-name}} ReOC and IAW the operations manual. The instructor (or examiner) is the RP in command for every training flight and must hold a RePL covering the training RPA. The student manipulates the controls under the instructor's supervision. Training flights must be authorised by the CRP IAW the operations manual, and a Flight Record must be completed for each training session.

### Training areas and conditions

Training flights must be conducted only at a training location listed in Part A, *Training facilities and resources*, or at another location assessed by the CRP and the CRI and recorded in a Flight Record. Unless otherwise authorised by CASA, every training flight must:

- be conducted by day, in VMC, within VLOS of both the student and the instructor
- remain at or below 400 ft AGL, and at or below 200 ft AGL unless the exercise requires a greater height
- be conducted clear of populous areas, outside the no-fly zone of any aerodrome, outside any prohibited or restricted area, and outside the area of any public safety operation
- keep the RPA at least 30 m from any person not directly involved in the training, and, for students who are not flying, at the distance from the RPA set in the pre-flight briefing
- be conducted within the RPA manufacturer's limits and the wind limits in the table below.

| Training stage | Maximum mean wind | Maximum gust |
|---|---|---|
| First solo-handling lessons (PL2, PL4 first session) | 10 kt | 15 kt |
| All other lessons and flight tests | The lower of the manufacturer's limit and 20 kt | The lower of the manufacturer's limit and 25 kt |

<!-- if offered weight=up-to-25kg -->
For training RPA with a gross weight of more than 7 kg, the minimum distance between the RPA and any person not flying, including other students and the instructor, is the greater of 30 m and the distance specified in the training RPA's type-specific procedures, except during launch and recovery by the person flying and the instructor. Training areas for these RPA must allow the RPA to be landed safely at any point of the planned flight paths.
<!-- end -->

### Instructor control

- The instructor must be able to take control of the RPA immediately at any time. The method is: {{instructor-takeover-method}}.
- Before each flight, the instructor briefs the student on the handover protocol: the instructor says "I have control", the student releases the controls and replies "You have control". Control is returned in the reverse order. The instructor must take control without waiting for acknowledgement if a hazard is imminent.
- The instructor must take control when the RPA approaches a boundary of the operating area or a minimum height, when a person or aircraft enters the area, or whenever the student is not correcting a developing unsafe situation.
- Only one student manipulates the controls of an RPA at any one time, and an instructor supervises no more than one RPA in flight at any one time.

### Simulated emergencies

Simulated emergencies are initiated only by the instructor, at a height and position from which the instructor can recover the RPA. Failures that cannot be simulated safely on the training RPA (for example, actual loss of the C2 link, motor or propeller failure, or fire) are taught by talk-through and, where available, simulator. Loss of satellite positioning is simulated only by selecting the manual (ATTI or equivalent) mode, and only on courses with manual complexity.

### Occurrences during training

Any safety occurrence during training must be reported and managed IAW the operations manual, *Safety occurrence reporting*. After any occurrence involving damage to the RPA, injury, or an instructor having to take control to prevent a collision, the CRI must review the circumstances before the student's next training flight and record the outcome.

### Fitness for duty

Students are subject to the same fitness for duty requirements as {{organisation-name}} personnel under the operations manual. Before each practical lesson, the instructor confirms with the student that the student is fit to fly and records it on the practical worksheet. The instructor must not allow a student who appears unfit to fly.

## Training facilities and resources

### Training locations

| Location | Use | Notes |
|---|---|---|
{{training-location-rows}}

The CRI must confirm, before first use and at least annually, that each practical training location:

- provides an operating area large enough for the manoeuvres in the course, with a clear area around it to keep the RPA at least 30 m from uninvolved persons
- is outside the no-fly zone of any aerodrome and any prohibited or restricted area, and clear of populous areas
- has a launch and recovery area clear of obstacles, and alternate landing areas
- has access and amenities appropriate for students, and shelter from the weather.

Theory rooms must provide a quiet environment, a display for presentations, and a separate supervised area for examinations.

### Student numbers

- A course has no more than {{max-students-per-course}} students.
- During practical training, an instructor supervises no more than {{max-students-per-instructor}} students at the training location at one time, of whom only one is flying.

### Training RPA

Each training RPA must:

- be listed for the course in Part B and in the RPA register in the operations manual
- be of the category, and within the weight class, of the course
- be able to safely perform every manoeuvre required by the practical competencies of the course, including (for courses with manual complexity) flight in a mode without satellite position hold
- be maintained and released to service IAW the operations manual, Section 3
- carry enough batteries for the planned session with the operations manual reserve.

The CRI must ensure at least one serviceable training RPA, plus spares for consumable items, is available for each course day. Where an RPA is unserviceable and no other training RPA for the course is available, practical training must be postponed.

<!-- if simulator -->
### Simulator

{{organisation-name}} uses the following simulator for familiarisation and emergency procedures training: {{simulator}}. Simulator time is recorded separately in the flight training log and does not count towards the minimum flight time for a course.
<!-- end -->

### Reference material

The following is available to students and instructors during training: this manual (Parts D and J for students), the operations manual, the manufacturer's manual for each training RPA, current VNC and VTC charts or extracts for the training locations, the current ERSA, and access to NAIPS and a CASA-verified drone safety app.

## Quality and review

### Ongoing monitoring

For every course, the CRI reviews:

- each student's training file before signing the certificate of course completion
- examination results and KDR items
- flight test results, and any NS items
- student feedback, collected on the Course Feedback form (Form T7) at the end of each course
- any occurrences or instructor interventions during training.

### Periodic review

At least every 6 months, and after any safety occurrence during training, the CRI reviews trends in examination results, recurring KDR items, flight test outcomes, student feedback and instructor performance, and records:

- findings, including recurring knowledge gaps and lessons that are not achieving their objectives
- corrective actions (for example, amendments to Part D content, lesson plans, the question bank or instructor standardisation), the person responsible, and the due date.

The CRI reports the findings and actions to the CEO and CRP.

### Annual review of training documents

At least annually, the CRI reviews this manual, the question bank and all forms for currency against CASR Part 101, the Part 101 MOS, AC 101-01 and its Annex A, and the operations manual. The review is recorded in the CRI activity record. Amendments are made IAW the operations manual, *Amendment procedure*.

### Independent review

Because the CRI may be the only instructor and examiner, the CRI must arrange an independent review of RePL training at least every {{independent-review-years}} years, and after any finding by CASA. The review is conducted by a person who holds or has held a CRI or equivalent instructional position with another RePL training organisation, and covers a sample of training files, examination papers and results, and observation of at least one practical lesson or flight test. Findings are treated as corrective actions above.

### Complaints and appeals

A student may appeal an examination or flight test result, or make a complaint about training, in writing to the CRI within 14 days. The CRI responds in writing within 14 days. Where the appeal concerns an assessment conducted by the CRI, the CRI must refer it to the independent reviewer. An appeal may result in a re-mark, a re-test by a different examiner where available, or no change. Records of complaints and appeals are kept in the student's training file.

## Forms used in RePL training

| Form | Title | Location |
|---|---|---|
| T1 | Enrolment Record | Part J, *Forms* |
| T2 | Theory Training Record | Part G, *Theory training record* |
| T3 | Theory Examination Record | Part E, *Examination record* |
| T4 | Knowledge Deficiency Report and Remedial Training Record | Part E, *Knowledge deficiency report* |
| T5 | Flight Training Log | Part G, *Flight training log* |
| T6 | Certificate of Course Completion | Part J, *Forms* |
| T7 | Course Feedback | Part J, *Forms* |
| T8 | Instructor and Examiner Register | Part I, *Instructor and examiner register* |
| PW1–PW8 | Practical worksheets | Part G |
| FT | Flight test sheets | Part H |

# Part B – Syllabus and curriculum

## Structure of the courses

Each course consists of:

- an aeronautical knowledge (theory) component, assessed by a theory examination (Part E)
- a practical competency component, assessed formatively on practical worksheets (Part G) and summatively by a flight test (Part H).

The syllabus items below are common to all courses. Each course curriculum (see *Course curricula*) selects the items, lessons and assessments that apply to that course, according to its course type, category, weight class(es) and complexity.

Note: The column "Part 101 MOS standard" maps each syllabus item to the aeronautical knowledge standard or practical competency unit in the Part 101 MOS. The full name of each RePL training unit must be shown on the certificate of course completion exactly as it appears in the Part 101 MOS.

## Aeronautical knowledge syllabus

### T1 Air law and regulatory framework

| Item | Content | Part 101 MOS standard |
|---|---|---|
| T1.1 | Australian aviation regulatory structure: Civil Aviation Act 1988, CASR, Part 101, Part 101 MOS, legislative instruments, exemptions, advisory circulars; the role of CASA | [MOS: to be confirmed] |
| T1.2 | RPA categories (aeroplane, helicopter (single-rotor and multirotor classes), powered-lift, airship) and weight classes (micro, very small, small, medium, large) | [MOS: to be confirmed] |
| T1.3 | Micro, excluded and included operations; the SOC; landholder and training/experience exclusions | [MOS: to be confirmed] |
| T1.4 | The RePL: eligibility, privileges, category and weight endorsements, automated and manual operation, upgrade; remote pilot log requirements | [MOS: to be confirmed] |
| T1.5 | The ReOC: holder obligations, key personnel, DPP and operations manual, records, significant and non-significant changes | [MOS: to be confirmed] |
| T1.6 | RPA registration and operator accreditation requirements | [MOS: to be confirmed] |
| T1.7 | Hazardous operation, offences, infringement notices and enforcement | [MOS: to be confirmed] |
| T1.8 | Other legislation affecting RPA operations: privacy and surveillance, trespass, environment and wildlife, noise, ACMA radiocommunications licensing, WHS, local government, insurance | [MOS: to be confirmed] |

### T2 Operating rules

| Item | Content | Part 101 MOS standard |
|---|---|---|
| T2.1 | Maximum height (400 ft AGL) and how height is measured | [MOS: to be confirmed] |
| T2.2 | VLOS, EVLOS and BVLOS: definitions and requirements | [MOS: to be confirmed] |
| T2.3 | Minimum distance from people (30 m; 15 m with consent for ReOC holders); populous areas | [MOS: to be confirmed] |
| T2.4 | Aerodromes: controlled and non-controlled aerodromes, HLS, no-fly zones, approach and departure paths, relevant events | [MOS: to be confirmed] |
| T2.5 | Prohibited, restricted, danger and military operating areas; public safety operations | [MOS: to be confirmed] |
| T2.6 | Night operations; operations in cloud or reduced visibility | [MOS: to be confirmed] |
| T2.7 | Multiple RPA, automated and autonomous operations, dropping and dispensing, dangerous goods | [MOS: to be confirmed] |
| T2.8 | CASA flight authorisations and approvals; NOTAM | [MOS: to be confirmed] |
| T2.9 | Aeronautical radio: when required, qualifications, monitoring, position reports referenced to the RPA | [MOS: to be confirmed] |
| T2.10 | Reporting occurrences to the ATSB: immediately and routine reportable matters for RPA | [MOS: to be confirmed] |

### T3 Airspace, charts and aeronautical information

| Item | Content | Part 101 MOS standard |
|---|---|---|
| T3.1 | Australian airspace classes; controlled and uncontrolled airspace; control zones and lower limits of control areas | [MOS: to be confirmed] |
| T3.2 | Aeronautical charts (VNC, VTC): symbols for aerodromes, HLS, airspace boundaries, PRD, obstacles and terrain | [MOS: to be confirmed] |
| T3.3 | Latitude and longitude, true and magnetic direction, distance and scale | [MOS: to be confirmed] |
| T3.4 | Height, altitude and elevation; AGL and AMSL; QNH; unit conversions (ft/m, NM/km, kt/km/h) | [MOS: to be confirmed] |
| T3.5 | AIP, ERSA, NOTAM and NAIPS; CASA-verified drone safety apps | [MOS: to be confirmed] |
| T3.6 | Other airspace users at low level and their typical locations and heights; giving way to crewed aircraft | [MOS: to be confirmed] |

### T4 Meteorology

| Item | Content | Part 101 MOS standard |
|---|---|---|
| T4.1 | The atmosphere: pressure, temperature, density; density altitude and its effect on RPA performance and batteries | [MOS: to be confirmed] |
| T4.2 | Wind: direction and speed reporting, gusts, wind gradient, mechanical and thermal turbulence, sea breezes, venturi and lee effects | [MOS: to be confirmed] |
| T4.3 | Cloud, visibility, fog and precipitation; VMC | [MOS: to be confirmed] |
| T4.4 | Thunderstorms, fronts, icing, and the effects of heat, cold and moisture on RPAS | [MOS: to be confirmed] |
| T4.5 | Weather information: METAR/SPECI, TAF, graphical area forecasts, Bureau of Meteorology products; on-site observation; space weather and GNSS | [MOS: to be confirmed] |

### T5 Human performance

| Item | Content | Part 101 MOS standard |
|---|---|---|
| T5.1 | Fitness for duty: illness, medication, alcohol and other drugs, fatigue, stress | [MOS: to be confirmed] |
| T5.2 | Vision and perception: limits of VLOS, lookout technique, orientation and depth perception, glare | [MOS: to be confirmed] |
| T5.3 | Situational awareness, attention, workload, distraction and cognitive tunnelling | [MOS: to be confirmed] |
| T5.4 | Decision-making, threat and error management, complacency and over-reliance on automation | [MOS: to be confirmed] |
| T5.5 | Communication, briefings, crew coordination and standard phraseology; managing the public | [MOS: to be confirmed] |

### T6 Principles of flight and handling

| Item | Content | Part 101 MOS standard |
|---|---|---|
| T6.1 | Forces acting on an aircraft in flight; generation of lift and thrust | [MOS: to be confirmed] |
| T6.2 | Flight controls and how the RPA manoeuvres (category-specific) | [MOS: to be confirmed] |
| T6.3 | Stability, control and flight envelope limitations (category-specific) | [MOS: to be confirmed] |
| T6.4 | Effects of weight, centre of gravity, payload, wind and density altitude on performance and endurance | [MOS: to be confirmed] |
| T6.5 | Take-off, landing, ground effect and downwash considerations (category-specific) | [MOS: to be confirmed] |

### T7 RPAS systems

| Item | Content | Part 101 MOS standard |
|---|---|---|
| T7.1 | RPAS components: RPA, remote pilot station/GCS, C2 link, payload, support equipment | [MOS: to be confirmed] |
| T7.2 | Propulsion: electric motors, ESCs, propellers and rotors | [MOS: to be confirmed] |
| T7.3 | Batteries: lithium battery characteristics, charging, storage, transport, failure modes and fire | [MOS: to be confirmed] |
| T7.4 | Navigation and flight control: flight controller, IMU, compass, barometer, GNSS, vision and obstacle sensors; calibration; interference | [MOS: to be confirmed] |
| T7.5 | Flight modes: position-hold, attitude (manual) and automated modes; return to home; failsafe settings; geofencing | [MOS: to be confirmed] |
| T7.6 | C2 link: frequencies, range, line of sight, interference, antenna orientation; the LIPD class licence | [MOS: to be confirmed] |
| T7.7 | Maintenance, defects, firmware and software management; RPAS technical log | [MOS: to be confirmed] |

### T8 Operational planning and procedures

| Item | Content | Part 101 MOS standard |
|---|---|---|
| T8.1 | Planning an operation: task, site, airspace, authorisations, NOTAM, weather, people and hazards | [MOS: to be confirmed] |
| T8.2 | Risk management: hazard identification, likelihood and consequence, controls, job safety assessment, risk register | [MOS: to be confirmed] |
| T8.3 | Site set-up: launch and recovery area, operating area and boundaries, emergency landing areas, cordons | [MOS: to be confirmed] |
| T8.4 | Pre-flight inspection, checklists, briefings and flight authorisation | [MOS: to be confirmed] |
| T8.5 | Normal flight procedures and in-flight monitoring (energy, link, satellite positioning, wind, airspace) | [MOS: to be confirmed] |
| T8.6 | Post-flight procedures and records: remote pilot log, Flight Record, RPAS technical log | [MOS: to be confirmed] |

### T9 Abnormal and emergency procedures

| Item | Content | Part 101 MOS standard |
|---|---|---|
| T9.1 | Emergency management principles: maintain control, manoeuvre to a safe location, land; ANCA and CANCA | [MOS: to be confirmed] |
| T9.2 | Loss of C2 link, flyaway and failsafe behaviour | [MOS: to be confirmed] |
| T9.3 | Loss of satellite positioning, compass and IMU errors | [MOS: to be confirmed] |
| T9.4 | Low energy, power loss, motor, propeller or engine failure | [MOS: to be confirmed] |
| T9.5 | Conflicting aircraft and persons entering the operating area | [MOS: to be confirmed] |
| T9.6 | Battery fire, injury, post-accident actions, preserving evidence and reporting | [MOS: to be confirmed] |

## Practical competency syllabus

Each practical unit is listed with its elements. The performance criteria for each element are the standards on the practical worksheets (Part G) and flight test sheets (Part H).

| Unit | Title | Elements | Part 101 MOS unit |
|---|---|---|---|
| P1 | Plan and prepare for an RPA operation | P1.1 assess the task and site; P1.2 check airspace and aeronautical information; P1.3 obtain and assess weather; P1.4 complete the risk assessment and Flight Record; P1.5 brief crew and others present | [MOS: to be confirmed] |
| P2 | Prepare the RPAS for flight | P2.1 assemble and inspect the RPAS; P2.2 manage batteries; P2.3 confirm software, settings, failsafe and RTH height; P2.4 confirm C2 link, satellite positioning and sensors; P2.5 record the home point | [MOS: to be confirmed] |
| P3 | Launch and recover the RPA | P3.1 take off and climb; P3.2 approach and land at a nominated point; P3.3 reject a take-off; P3.4 discontinue an approach (go-around) | [MOS: to be confirmed] |
| P4 | Operate the RPA using automated functions | P4.1 plan and upload an automated flight; P4.2 verify the automated flight plan before flight; P4.3 monitor an automated flight; P4.4 intervene in an automated flight (pause/hold, RTH, land, resume) | [MOS: to be confirmed] |
| P5 | Operate the RPA in manual flight | P5.1 control the RPA in a mode without satellite position hold; P5.2 perform the manoeuvres for the category; P5.3 maintain orientation and position in all headings | [MOS: to be confirmed] |
| P6 | Manage abnormal and emergency situations | P6.1 recognise abnormal indications; P6.2 respond to loss of C2 link; P6.3 respond to loss of satellite positioning; P6.4 respond to low energy and power or propulsion failure; P6.5 avoid conflicting aircraft and persons; P6.6 terminate a flight | [MOS: to be confirmed] |
| P7 | Maintain situational awareness and communicate | P7.1 maintain VLOS and lookout; P7.2 remain within the operating area and height; P7.3 monitor RPA status; P7.4 communicate with crew and others using standard phraseology | [MOS: to be confirmed] |
| P8 | Complete post-flight procedures | P8.1 shut down and make safe; P8.2 post-flight inspection and defect recording; P8.3 complete logs and records; P8.4 manage batteries after flight | [MOS: to be confirmed] |

Unit P5 applies only to courses with automated and manual complexity. In a course with automated-only complexity, all flight is conducted using the position-hold and automated functions of the training RPA, and the RePL resulting from the course is limited to automated operation.

## Theory and practical lessons

| Lesson | Title | Syllabus items | Minimum duration |
|---|---|---|---|
| TL1 | Air law and regulatory framework | T1 | 2.0 h |
| TL2 | Operating rules | T2 | 2.5 h |
| TL3 | Airspace, charts and aeronautical information | T3 | 2.5 h |
| TL4 | Meteorology | T4 | 2.0 h |
| TL5 | Human performance | T5 | 1.5 h |
| TL6 | Principles of flight and handling (one lesson for each category trained) | T6 | 1.5 h per category |
| TL7 | RPAS systems | T7 | 2.0 h |
| TL8 | Operational planning and procedures | T8 | 2.0 h |
| TL9 | Abnormal and emergency procedures | T9 | 1.0 h |
| TLW | Supplement: RPA from 7 kg to 25 kg | T6.4, T7.2, T7.3, T8.3, T9.4 | 1.0 h |
| PL1 | RPAS familiarisation and preparation (ground) | P1, P2, P8 | 1.5 h (ground) |
| PL2 | Effects of controls, take-off, hover and landing | P2, P3, P7 | see curriculum |
| PL3 | Automated flight operations | P4, P7 | see curriculum |
| PL4 | Manual handling 1 | P5, P3 | see curriculum |
| PL5 | Manual handling 2 | P5 | see curriculum |
| PL6 | Abnormal and emergency procedures | P6 | see curriculum |
| PL7 | Operational scenario | P1–P8 | see curriculum |
| PL8 | Consolidation and flight test preparation | All | see curriculum |
| FT | Flight test | All | – |

## Course curricula

<!-- per-course begin -->
### {{course-title}}

| Course detail | |
|---|---|
| Course type | {{course-type}} |
| RPA category | {{course-category}} |
| Weight class(es) | {{course-weight-classes}} |
| Training RPA | {{course-training-rpa}} |
| Complexity | {{course-complexity}} |

#### Outcome

On successful completion, the student is issued a certificate of course completion and {{organisation-name}} notifies CASA of the result, so that CASA may issue or vary the student's RePL for {{course-category}}, {{course-weight-classes}}, with:

<!-- if complexity=automated-and-manual -->
- automated and manual operation
<!-- end -->
<!-- if complexity=automated-only -->
- automated operation only
<!-- end -->

#### Entry requirements

<!-- if course-type=initial -->
The entry requirements in Part A, *Student entry requirements*. The student does not need to hold a RePL. A student with a theory credit completes the practical component only and, where their theory credit did not include RPA-category knowledge, sits examination E2 for the course category.
<!-- end -->
<!-- if course-type=upgrade-same-category -->
The entry requirements in Part A, plus a current RePL in {{course-category}} at a lower weight class than the highest weight class of this course.
<!-- end -->
<!-- if course-type=upgrade-different-category -->
The entry requirements in Part A, plus a current RePL in any category other than {{course-category}}.
<!-- end -->

#### Theory component

<!-- if course-type=initial -->
TL1 to TL9 (TL6 for {{course-category}})<!-- if weight=up-to-25kg -->, and TLW<!-- end -->. Total minimum 17 hours<!-- if weight=up-to-25kg --> plus 1 hour for TLW<!-- end -->. Assessment: examination E1 (Part E).
<!-- end -->
<!-- if course-type=upgrade-same-category -->
TLW, and a review of TL6 and TL7 for the heavier weight class. Total minimum 2 hours. Assessment: examination E3 (Part E).
<!-- end -->
<!-- if course-type=upgrade-different-category -->
TL6 for {{course-category}}, and the category-specific content of TL7 and TL9<!-- if weight=up-to-25kg -->, and TLW<!-- end -->. Total minimum 3 hours. Assessment: examination E2 for {{course-category}} (Part E).
<!-- end -->

#### Practical component

All practical training and the flight test are conducted on the training RPA for this course ({{course-training-rpa}}).
<!-- if weight=up-to-25kg -->
Because this course includes the 7 kg to 25 kg weight class, PL2 to PL8 and the flight test must include flight in a training RPA with a gross weight of more than 7 kg.
<!-- end -->

<!-- if complexity=automated-and-manual -->
| Sequence | Lesson | Minimum flight time (initial course) |
|---|---|---|
| 1 | PL1 RPAS familiarisation and preparation | ground only |
| 2 | PL2 Effects of controls, take-off, hover and landing | 0.5 h |
| 3 | PL3 Automated flight operations | 0.75 h |
| 4 | PL4 Manual handling 1 | 0.75 h |
| 5 | PL5 Manual handling 2 | 0.75 h |
| 6 | PL6 Abnormal and emergency procedures | 0.75 h |
| 7 | PL7 Operational scenario | 1.0 h |
| 8 | PL8 Consolidation and flight test preparation | 0.5 h |
| 9 | FT Flight test | not counted |
| | Total | 5.0 h |
<!-- end -->
<!-- if complexity=automated-only -->
| Sequence | Lesson | Minimum flight time (initial course) |
|---|---|---|
| 1 | PL1 RPAS familiarisation and preparation | ground only |
| 2 | PL2 Effects of controls, take-off, hover and landing (position-hold mode) | 0.5 h |
| 3 | PL3 Automated flight operations | 1.5 h |
| 4 | PL6 Abnormal and emergency procedures (automated responses) | 1.0 h |
| 5 | PL7 Operational scenario | 1.5 h |
| 6 | PL8 Consolidation and flight test preparation | 0.5 h |
| 7 | FT Flight test | not counted |
| | Total | 5.0 h |
<!-- end -->

<!-- if course-type=initial -->
Minimum flight time for the course: 5 hours of RPA flight time as the person manipulating the controls, excluding the flight test and simulator time.
<!-- end -->
<!-- if course-type=upgrade-same-category -->
Minimum flight time for the course: 2 hours in the heavier weight class, excluding the flight test. The per-lesson minimum times above do not apply; every lesson must be completed to competency.
<!-- end -->
<!-- if course-type=upgrade-different-category -->
Minimum flight time for the course: 3 hours in {{course-category}}, excluding the flight test. The per-lesson minimum times above do not apply; every lesson must be completed to competency.
<!-- end -->

#### Assessment

- Theory: the examination for the course type, pass mark and KDR procedure IAW Part E.
- Practical: formative assessment on worksheets PW1 to PW8 (Part G); summative flight test on the flight test sheet for {{course-category}}<!-- if complexity=automated-and-manual --> (automated and manual)<!-- end --><!-- if complexity=automated-only --> (automated only)<!-- end --> (Part H).

#### RePL training units shown on the certificate of course completion

The units for this course are: P1, P2, P3, P4<!-- if complexity=automated-and-manual -->, P5<!-- end -->, P6, P7, P8, and (for initial and upgrade different category courses) the aeronautical knowledge standards examined. The certificate shows the full Part 101 MOS name of each unit.
<!-- per-course end -->

# Part C – Theory lesson plans and instructor notes

## Use of the theory lesson plans

Each theory lesson plan states the syllabus items covered, the objectives, the minimum duration, the resources, the lesson structure and the checks of understanding. The instructor notes that follow each plan give the key teaching points, common misconceptions and links to the knowledge deficiency items that most often arise.

All theory lessons use the same structure:

| Stage | Purpose |
|---|---|
| Introduction | State the objectives and relevance to safe operation; link to previous lessons; check prior knowledge. |
| Development | Teach each syllabus item using Part D content, examples from {{organisation-name}} operations and the training locations, and questioning. |
| Consolidation | Summarise; students answer the check-of-understanding questions; instructor corrects misunderstandings. |
| Record | Instructor records attendance and the result of the understanding check for each syllabus item on Form T2. |

A student who cannot answer the check-of-understanding questions for a syllabus item must receive further instruction on that item before the theory examination. Instructors must not use questions from the question bank as check-of-understanding questions.

## TL1 Air law and regulatory framework

| Lesson detail | |
|---|---|
| Syllabus items | T1.1 to T1.8 |
| Minimum duration | 2.0 h |
| Prerequisites | Enrolment |
| Resources | Part D, TL1; CASR Part 101 and Part 101 MOS (current compilations); AC 101-01; operations manual; CASA website pages on registration and accreditation |
| Method | Presentation, guided discussion, scenario questions |

### Objectives

At the end of the lesson the student will be able to:

- describe the structure of Australian aviation legislation and where RPA rules are found
- classify an RPA by category and weight class
- determine whether an operation is micro, excluded or included, and state the SOC
- state the privileges and limitations of a RePL and the obligations of a ReOC holder
- state the registration and accreditation requirements that apply to an RPA and its operator
- explain hazardous operation and the consequences of breaching the rules
- identify other legislation that may apply to an RPA operation.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 10 min | Why RPA are regulated; course structure; where the rules are |
| Development 1 | 25 min | T1.1, T1.2: legislation hierarchy; categories and weight classes |
| Development 2 | 30 min | T1.3: micro, excluded and included operations; SOC; scenarios |
| Development 3 | 25 min | T1.4, T1.5: RePL and ReOC; logbook; key personnel; DPP |
| Development 4 | 15 min | T1.6, T1.7: registration, accreditation, offences |
| Development 5 | 10 min | T1.8: other legislation |
| Consolidation | 5 min | Check of understanding |

### Check of understanding

1. A 3.5 kg multirotor is to be flown for payment for a real estate agent. Is the operation excluded or included, and what authorisations are needed?
2. List four conditions of the SOC.
3. What does a RePL endorsed "multirotor, up to 7 kg, automated only" permit the holder to fly?
4. Name two key personnel positions every ReOC holder must have.
5. Name two laws, other than aviation law, that might apply when filming over a neighbour's property.

### Instructor notes

- Emphasise that a RePL alone does not permit commercial operations above the excluded category; the operation must also be conducted under a ReOC (or be excluded).
- Students often confuse category and weight class. Use the RePL endorsement wording to show both.
- Students often believe the 2 kg excluded category allows any commercial flight; stress that the SOC still apply and that registration and accreditation requirements exist.
- Use the {{organisation-name}} operations manual to show what DPP look like in practice.
- Common KDR items: T1.3 (exclusions), T1.4 (endorsements), T1.6 (registration).

## TL2 Operating rules

| Lesson detail | |
|---|---|
| Syllabus items | T2.1 to T2.10 |
| Minimum duration | 2.5 h |
| Prerequisites | TL1 |
| Resources | Part D, TL2; AC 101-01 chapter 3 and Appendix A diagrams; drone safety app; operations manual Section 2 |
| Method | Presentation, diagram work, scenario questions |

### Objectives

At the end of the lesson the student will be able to:

- apply the height, VLOS, people and populous area rules to an operation
- determine the no-fly zones and approach and departure paths of controlled and non-controlled aerodromes and HLS, and the actions required during a relevant event
- identify when PRD, public safety operations, night or reduced visibility prevent an operation
- explain the limits on multiple RPA, automated and autonomous operation, dropping and dangerous goods
- state when a CASA authorisation, a NOTAM or an aeronautical radio is required
- state which occurrences must be reported to the ATSB, and when.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 10 min | Purpose of operating rules: protect other aircraft, people on the ground, crew |
| Development 1 | 25 min | T2.1, T2.2: height, VLOS/EVLOS/BVLOS |
| Development 2 | 25 min | T2.3: people and populous areas; consent; ReOC 15 m provision |
| Development 3 | 35 min | T2.4: aerodromes, no-fly zones, approach and departure paths, HLS; diagram exercise |
| Development 4 | 20 min | T2.5, T2.6: PRD, public safety, night, cloud and visibility |
| Development 5 | 20 min | T2.7, T2.8: multiple RPA, automation, dropping, DG; authorisations and NOTAM |
| Development 6 | 10 min | T2.9: aeronautical radio |
| Development 7 | 10 min | T2.10: ATSB reporting |
| Consolidation | 5 min | Check of understanding |

### Check of understanding

1. How is 400 ft AGL measured when flying over a building?
2. An RPA is flying 2.5 NM from the runway threshold of a non-controlled aerodrome and a crewed aircraft joins the circuit. What must the remote pilot do?
3. What is the no-fly zone of a controlled aerodrome under the SOC?
4. Under what conditions may a ReOC holder operate between 15 m and 30 m from a person?
5. An RPA is damaged in a hard landing; no-one is injured. What must be reported, to whom and by when?

### Instructor notes

- The VLOS rule is about seeing the RPA and being able to control it and avoid conflict, not just distance. Use examples of small RPA becoming invisible at short range.
- Use the AC 101-01 Appendix A diagrams and a VNC of the training area for the aerodrome exercise.
- Distinguish automated (pilot can intervene) from autonomous (pilot cannot intervene).
- Stress that a person being filmed is not "involved in the flight" for the 30 m rule.
- Common KDR items: T2.4 (relevant events, HLS), T2.3 (populous areas), T2.10 (reporting timeframes).

## TL3 Airspace, charts and aeronautical information

| Lesson detail | |
|---|---|
| Syllabus items | T3.1 to T3.6 |
| Minimum duration | 2.5 h |
| Prerequisites | TL2 |
| Resources | Part D, TL3; current VNC and VTC for the training locations; ERSA extract; navigation ruler; NAIPS access; drone safety app |
| Method | Presentation, chart exercises, practical NAIPS and app demonstration |

### Objectives

At the end of the lesson the student will be able to:

- describe Australian airspace classes and identify controlled airspace and its lower limits on a chart
- interpret the main symbols on VNC and VTC charts
- plot and read a position by latitude and longitude and measure distance on a chart
- convert between height units and between AGL and AMSL
- obtain and interpret ERSA entries and NOTAM for a location
- identify the other airspace users likely to be met at low level.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 10 min | Why remote pilots need charts even with apps |
| Development 1 | 30 min | T3.1: airspace classes; control zones and steps |
| Development 2 | 35 min | T3.2, T3.3: chart symbols, latitude and longitude, distance |
| Development 3 | 20 min | T3.4: heights and conversions |
| Development 4 | 30 min | T3.5: ERSA, NOTAM, NAIPS and apps (live demonstration) |
| Development 5 | 15 min | T3.6: other airspace users |
| Consolidation | 10 min | Chart exercise for a training location |

### Check of understanding

1. What class of airspace exists below the lowest control area step over the training location?
2. On the VTC, identify the nearest aerodrome to the training location and its distance.
3. Convert 120 m to feet and 5.5 km to nautical miles.
4. The training location elevation is 350 ft AMSL. What is the RPA altitude AMSL at 300 ft AGL?
5. Where would you find a temporary restricted area that was declared yesterday?

### Instructor notes

- Use the actual training location charts; students remember local examples better.
- Many students believe drone safety apps are authoritative and complete. Explain their limits: not all aerodromes and HLS are shown, and NOTAM must still be checked.
- Practise reading latitude and longitude in degrees and minutes and in decimal degrees, as apps and charts differ.
- Common KDR items: T3.1 (lower limits of controlled airspace), T3.4 (conversions), T3.2 (symbols).

## TL4 Meteorology

| Lesson detail | |
|---|---|
| Syllabus items | T4.1 to T4.5 |
| Minimum duration | 2.0 h |
| Prerequisites | TL3 |
| Resources | Part D, TL4; sample METAR, TAF and graphical area forecast; Bureau of Meteorology website; anemometer |
| Method | Presentation, decoding exercises, outdoor observation |

### Objectives

At the end of the lesson the student will be able to:

- explain the effect of temperature, pressure and density on RPA performance and battery capacity
- describe wind effects at low level, including gusts, turbulence and local effects
- describe weather that reduces visibility or creates hazards for RPA
- decode a METAR and TAF and interpret a graphical area forecast
- assess on-site weather against RPA and operations manual limits.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 5 min | Weather as the most common reason to postpone an RPA operation |
| Development 1 | 20 min | T4.1: atmosphere, density altitude |
| Development 2 | 30 min | T4.2: wind and turbulence |
| Development 3 | 15 min | T4.3: cloud, visibility, fog |
| Development 4 | 15 min | T4.4: thunderstorms, fronts, temperature effects |
| Development 5 | 25 min | T4.5: forecasts and reports; decoding exercise |
| Consolidation | 10 min | Outdoor observation and go/no-go decision |

### Check of understanding

1. Why does an RPA have less endurance on a hot day at a high elevation?
2. Where would you expect mechanical turbulence when flying near a line of trees with a 15 kt wind?
3. Decode: METAR YSSY 230000Z 21015G25KT 9999 FEW030 18/09 Q1012.
4. How does cold affect a lithium battery, and what should you do about it?
5. Why may the wind at 200 ft AGL be stronger than at the launch point?

### Instructor notes

- Stress that wind reported in METAR/TAF is the 10 m wind; wind at operating heights is often stronger.
- Emphasise the effect of cold on battery voltage sag and of heat on battery and motor temperature.
- Link space weather (Kp index) to GNSS accuracy only as an awareness item.
- Common KDR items: T4.5 (decoding), T4.2 (local effects), T4.1 (density altitude).

## TL5 Human performance

| Lesson detail | |
|---|---|
| Syllabus items | T5.1 to T5.5 |
| Minimum duration | 1.5 h |
| Prerequisites | TL2 |
| Resources | Part D, TL5; operations manual, *Fitness for duty*; occurrence case studies |
| Method | Discussion, case studies |

### Objectives

At the end of the lesson the student will be able to:

- assess their own fitness for duty, including fatigue, alcohol, drugs, medication and stress
- explain the limits of human vision for VLOS and lookout and describe effective lookout
- describe how situational awareness is lost and how workload and distraction affect performance
- apply a structured decision-making and threat and error management approach
- use clear communication and standard phraseology with crew and the public.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 5 min | Human factors in RPA occurrences |
| Development 1 | 20 min | T5.1: fitness for duty, IMSAFE |
| Development 2 | 20 min | T5.2: vision, orientation, lookout |
| Development 3 | 20 min | T5.3, T5.4: situational awareness, workload, decision-making, TEM, automation bias |
| Development 4 | 15 min | T5.5: communication and crew coordination |
| Consolidation | 10 min | Case study discussion |

### Check of understanding

1. List the items in the IMSAFE check.
2. Why is an RPA flying towards you harder to judge than one flying across your view?
3. What is cognitive tunnelling and how can you guard against it?
4. Describe the handover of control phrases used at {{organisation-name}}.
5. A client is pressing you to fly in deteriorating weather. What do you do?

### Instructor notes

- Relate fitness for duty to the operations manual requirements, which students must meet during training.
- Demonstrate orientation reversal using a model or the training RPA on the ground.
- Use a published ATSB RPA occurrence where screen fixation contributed.
- Common KDR items: T5.3 (cognitive tunnelling), T5.1 (medication effects).

## TL6 Principles of flight and handling

| Lesson detail | |
|---|---|
| Syllabus items | T6.1 to T6.5 |
| Minimum duration | 1.5 h for each category trained |
| Prerequisites | TL1 (initial courses); none (upgrade courses) |
| Resources | Part D, TL6 for the category; the training RPA; diagrams |
| Method | Presentation, demonstration with the training RPA on the ground |

### Objectives

At the end of the lesson the student will be able to:

- describe the forces acting on the RPA and how lift and thrust are produced
- explain how the controls of the category produce each movement
- describe the stability and control limitations of the category and the hazards at the edges of the flight envelope
- explain the effects of weight, balance, wind and density altitude on performance
- describe take-off and landing considerations for the category.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 5 min | Why understanding the aircraft matters even with automation |
| Development 1 | 15 min | T6.1: forces |
| Development 2 | 25 min | T6.2: controls (category-specific) |
| Development 3 | 20 min | T6.3: stability and limitations (category-specific) |
| Development 4 | 15 min | T6.4: performance |
| Development 5 | 5 min | T6.5: take-off and landing |
| Consolidation | 5 min | Check of understanding |

### Check of understanding

<!-- if offered category=multirotor -->
Multirotor:

1. How does a multirotor yaw?
2. What is vortex ring state and how is it avoided?
3. Why does a multirotor need more power in a strong headwind?
<!-- end -->
<!-- if offered category=helicopter -->
Helicopter:

1. What does the collective control do, and what does the cyclic control do?
2. What is the purpose of the tail rotor?
3. What is vortex ring state and how is it recovered?
<!-- end -->
<!-- if offered category=aeroplane -->
Aeroplane:

1. What is the angle of attack and what happens when the critical angle is exceeded?
2. Why are take-off and landing made into wind?
3. Which control surface controls roll?
<!-- end -->
<!-- if offered category=powered-lift -->
Powered-lift:

1. What are the phases of a transition from vertical to forward flight?
2. Why is the transition the highest-risk phase of flight?
3. What happens if forward airspeed is lost in wing-borne flight?
<!-- end -->

### Instructor notes

- Use the training RPA on the ground to show the motor or control surface response to each control input (propellers removed where required by the manufacturer).
- Relate each limitation to a practical lesson: for example, vortex ring state to the descent technique in PL4.
- Common KDR items: T6.3 (category limitations), T6.4 (performance).

## TL7 RPAS systems

| Lesson detail | |
|---|---|
| Syllabus items | T7.1 to T7.7 |
| Minimum duration | 2.0 h |
| Prerequisites | TL6 |
| Resources | Part D, TL7; training RPA and manufacturer's manual; battery charging equipment; LiPo safety bag |
| Method | Presentation, hands-on demonstration |

### Objectives

At the end of the lesson the student will be able to:

- identify the components of the RPAS and their functions
- describe the propulsion system and its failure modes
- handle, charge, store and transport lithium batteries safely and recognise a damaged battery
- describe the navigation and flight control sensors and how interference affects them
- describe the flight modes, RTH and failsafe functions of the training RPA
- describe the C2 link and factors affecting its range and reliability
- describe the maintenance and software management requirements for the RPAS.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 5 min | System overview |
| Development 1 | 15 min | T7.1, T7.2: components and propulsion |
| Development 2 | 20 min | T7.3: batteries |
| Development 3 | 20 min | T7.4: sensors, calibration, interference |
| Development 4 | 25 min | T7.5: flight modes, RTH, failsafe – on the training RPA |
| Development 5 | 20 min | T7.6: C2 link |
| Development 6 | 10 min | T7.7: maintenance and software |
| Consolidation | 5 min | Check of understanding |

### Check of understanding

1. What are three signs that a LiPo battery must not be used?
2. What happens on the training RPA when the C2 link is lost for more than the failsafe delay?
3. Why should the RTH height be set before the first flight at each site?
4. Name two sources of compass interference at a typical launch site.
5. Who may authorise a firmware update to a {{organisation-name}} RPA?

### Instructor notes

- Students must see the failsafe and RTH settings screen of the training RPA and know how to check them.
- Explain that position-hold modes depend on GNSS and that the RPA will drift when GNSS is lost.
- Common KDR items: T7.3 (battery handling), T7.5 (failsafe behaviour), T7.6 (link range factors).

## TL8 Operational planning and procedures

| Lesson detail | |
|---|---|
| Syllabus items | T8.1 to T8.6 |
| Minimum duration | 2.0 h |
| Prerequisites | TL2, TL3, TL4 |
| Resources | Part D, TL8; operations manual Sections 2 and 3, Appendices E and F; blank Flight Record |
| Method | Presentation; students complete a Flight Record for a training scenario |

### Objectives

At the end of the lesson the student will be able to:

- plan an RPA operation, including airspace, authorisations, NOTAM, weather and hazards
- complete a risk assessment and JSA using the operations manual method
- set up a site with launch, recovery, operating and emergency areas
- conduct pre-flight inspections, checklists and briefings
- monitor the RPA in flight
- complete post-flight procedures and records.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 5 min | Planning prevents most occurrences |
| Development 1 | 30 min | T8.1, T8.2: planning and risk management |
| Development 2 | 20 min | T8.3: site set-up |
| Development 3 | 20 min | T8.4, T8.5: pre-flight, briefing, in-flight monitoring |
| Development 4 | 15 min | T8.6: post-flight and records |
| Consolidation | 30 min | Students complete a Flight Record for the PL7 scenario |

### Check of understanding

1. List the items checked before authorising a flight.
2. What is the difference between a hazard and a risk?
3. What must be recorded in the remote pilot log after each flight?
4. When must a JSA be completed under the operations manual?
5. What is checked in a self-briefing for a solo operation?

### Instructor notes

- The Flight Record completed in this lesson is used in PL7.
- Show how each control in the risk register links to a procedure.
- Common KDR items: T8.2 (risk terminology), T8.6 (logbook content).

## TL9 Abnormal and emergency procedures

| Lesson detail | |
|---|---|
| Syllabus items | T9.1 to T9.6 |
| Minimum duration | 1.0 h |
| Prerequisites | TL7, TL8 |
| Resources | Part D, TL9; operations manual, *Emergency procedures* and Appendix C; manufacturer's emergency procedures |
| Method | Presentation, talk-through drills |

### Objectives

At the end of the lesson the student will be able to:

- apply the emergency management sequence and ANCA/CANCA principles
- state the actions for loss of C2 link, flyaway, loss of GNSS, compass or IMU error, low battery and propulsion failure on the training RPA
- avoid conflicting aircraft and persons entering the operating area
- respond to a battery fire or injury and preserve evidence after an occurrence.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 5 min | Abnormal situations become emergencies when not managed |
| Development 1 | 10 min | T9.1: principles |
| Development 2 | 25 min | T9.2 to T9.4: failure drills (talk-through on the training RPA's GCS) |
| Development 3 | 10 min | T9.5: conflicting traffic and people |
| Development 4 | 5 min | T9.6: fire, injury, reporting |
| Consolidation | 5 min | Drill check |

### Check of understanding

1. State the three steps of the {{organisation-name}} emergency response.
2. What do you do if the RPA starts drifting and the GCS shows "GNSS lost"?
3. A helicopter appears at low level 500 m away. What do you do?
4. How do you deal with a swollen battery that is hot to the touch?
5. After an accident, what must be preserved?

### Instructor notes

- Every drill taught here is practised in flight in PL6 where it can be simulated safely; the rest are talked through.
- Common KDR items: T9.2 (failsafe actions), T9.3 (GNSS loss actions).

<!-- if offered weight=up-to-25kg -->
## TLW Supplement: RPA from 7 kg to 25 kg

| Lesson detail | |
|---|---|
| Syllabus items | T6.4, T7.2, T7.3, T8.3, T9.4 (applied to RPA from 7 kg to 25 kg) |
| Minimum duration | 1.0 h |
| Prerequisites | TL6, TL7 (initial courses); current RePL (upgrade courses) |
| Resources | Part D, TLW; training RPA of more than 7 kg and its manufacturer's manual |
| Method | Presentation, hands-on with the heavier training RPA |

### Objectives

At the end of the lesson the student will be able to:

- explain the increased hazard of heavier RPA (kinetic energy, propeller and rotor injury, damage)
- describe the handling differences of heavier RPA: inertia, response lag, stopping distance and wind effects
- manage high-capacity batteries and power systems safely
- set up a site with larger safety distances and landing areas
- respond to power and propulsion failures in heavier RPA.

### Lesson structure

| Stage | Time | Content |
|---|---|---|
| Introduction | 5 min | What changes above 7 kg |
| Development 1 | 15 min | Energy, injury and damage potential |
| Development 2 | 15 min | Handling and performance |
| Development 3 | 10 min | Power systems and batteries |
| Development 4 | 10 min | Site set-up and emergencies |
| Consolidation | 5 min | Check of understanding |

### Check of understanding

1. If the speed of an RPA doubles, by what factor does its kinetic energy increase?
2. Why is stopping distance greater for a heavier RPA?
3. What extra precautions apply when handling a heavier RPA on the ground with the motors armed?

### Instructor notes

- Demonstrate the heavier RPA's arming and disarming sequence and safe approach direction.
- Stress that the training area must allow a forced landing anywhere on the planned flight path.
<!-- end -->

# Part D – Theory lesson content

## About these notes

These notes are the student reference for the theory lessons. They summarise what you must know to pass the theory examination and to operate safely. They do not replace the legislation. Where these notes and the legislation differ, the legislation applies; tell your instructor so the notes can be corrected. The notes reflect legislation and CASA guidance current at {{version-date}}.

## TL1 Air law and regulatory framework

### The legislation (T1.1)

- The *Civil Aviation Act 1988* establishes CASA, the Civil Aviation Safety Authority, as the regulator of civil aviation safety in Australia.
- The *Civil Aviation Safety Regulations 1998* (CASR) contain the detailed rules. **Part 101** covers unmanned aircraft and rockets, including RPA.
- The **Part 101 Manual of Standards** (MOS) contains detailed standards made under Part 101: for example, RePL training, aerodrome no-fly zones, EVLOS, records and the definition of significant changes.
- CASA also issues **legislative instruments** (approvals, exemptions and directions), which have legal force, and **advisory circulars** (such as AC 101-01), which explain the rules and give acceptable ways of complying but are not law.
- The aviation rules apply in addition to other Commonwealth, state, territory and local laws.

### Categories and weight classes (T1.2)

RPA are divided into categories for licensing:

- aeroplane
- helicopter (single-rotor class)
- helicopter (multirotor class) – called "multirotor" in this manual
- airship
- powered-lift (hybrid aeroplanes with vertical take-off capability).

RPA are also divided by gross weight:

| Class | Gross weight |
|---|---|
| Micro | not more than 250 g |
| Very small | more than 250 g, not more than 2 kg |
| Small | more than 2 kg, not more than 25 kg |
| Medium | more than 25 kg, not more than 150 kg |
| Large | more than 150 kg (or more than 100 m³ envelope for airships) |

Gross weight includes everything carried: batteries, payload and accessories.

### Micro, excluded and included operations (T1.3)

- **Micro RPA** (250 g or less) need neither a RePL nor a ReOC, but the general rules (for example, hazardous operation) still apply. Micro RPA cannot be operated under a ReOC.
- **Excluded operations** are lower-risk operations that do not need a RePL or ReOC, provided they comply with the SOC and other rules. They include:
  - very small RPA (more than 250 g to 2 kg) flown for commercial purposes under the SOC (these operators must meet CASA's notification and accreditation requirements)
  - the landholder rule: RPA up to 150 kg flown over the owner's own land for certain activities without reward (medium RPA under this rule still need a RePL for the RPA type)
  - RPA up to 150 kg flown solely for training or experience building, under the SOC.
- **Included operations** are everything else. They must be conducted under a ReOC and flown by a RePL holder. All large RPA operations are included operations.

The **standard RPA operating conditions (SOC)** require that the RPA is:

- operated only in Australian territory
- operated within the VLOS of the person operating it
- operated no higher than 400 ft (120 m) AGL
- not operated closer than 30 m to a person not associated with the flight
- not operated in a prohibited area, or a restricted area that is classified RA3 (or other restricted areas without permission)
- not operated over a populous area
- not operated within 3 NM (5.5 km) of the movement area of a controlled aerodrome
- not operated in the area of a public safety operation without the approval of the person in charge
- the only RPA flown by that pilot at the time.

### The remote pilot licence (T1.4)

- CASA issues a RePL to a person who has completed a RePL training course (or holds an aeronautical knowledge examination pass or pilot licence and passes the practical component) and has the required experience: for an initial RePL, at least **5 hours** operating RPA.
- The RePL is endorsed with the **category** and **weight class** the holder is qualified for (for example, "multirotor, up to 7 kg"). RPA above 25 kg are listed individually by name and maximum take-off weight.
- The RePL may be endorsed for **automated** operation only, or for **automated and manual** operation. Liquid-fuel propulsion is a separate approval for RPA over 25 kg.
- To fly a different category, or a higher weight class, the holder must complete RePL upgrade training.
- CASA does not set currency requirements for RePL holders, but ReOC holders must, and you must comply with your operator's recency rules.
- A RePL holder operating under a ReOC must keep a **remote pilot log** recording: RPA details; date, location and duration of each flight; and separate totals for night, VLOS, EVLOS, BVLOS and simulated flight time. An electronic log should have an audit function. RPA hours must not be added to crewed-aircraft hours.

### The ReOC (T1.5)

- A ReOC authorises an operator (a person or company) to conduct RPA aerial work.
- Every ReOC holder must have a **chief remote pilot (CRP)** and a **maintenance controller (MC)**, and details of its **CEO**. A RePL training organisation must also have a **chief RePL instructor (CRI)**. CASA approves the CRP and CRI.
- The operator must have **documented practices and procedures** (DPP), usually in an operations manual. Once approved, the DPP are legal obligations on the operator and its personnel.
- Remote pilots working for a ReOC holder must hold a RePL and complete the operator's induction, training and checking.
- The operator keeps records (personnel, flights, RPA, maintenance) – generally for 7 years.
- **Significant changes** (for example, key personnel, new categories or weight classes, changes that do not maintain safety) need CASA's approval before they are made. **Non-significant changes** are notified to CASA within 21 days.

### Registration and accreditation (T1.6)

- RPA flown for business or as part of your job, and all RPA above 250 g flown for recreation, must be registered with CASA, unless an exception applies. Commercial registrations are renewed each year.
- People flying very small RPA commercially in the excluded category must hold an operator accreditation (or a RePL).
- Under a ReOC, every RPA flown must be registered and listed in the operator's RPA register.

### Hazardous operation and enforcement (T1.7)

- A person must not operate an RPA in a way that creates a hazard to another aircraft, another person or property. This applies to all RPA, including micro RPA, and regardless of whether other rules are complied with.
- Lack of proficiency or currency that leads to an accident might be found to be hazardous operation.
- Breaches of Part 101 are offences. CASA may issue infringement notices, vary, suspend or cancel a RePL or ReOC, or refer matters for prosecution.

### Other legislation (T1.8)

You must also comply with:

- privacy and surveillance laws (the Privacy Act 1988 and state and territory surveillance devices laws) when recording images or sound
- trespass and nuisance laws; taking off from or landing on land requires the landholder's permission
- environment and wildlife laws, including national park and marine park restrictions and protection of animals from disturbance
- the Air Navigation (Aircraft Noise) Regulations 2018
- radiocommunications laws administered by ACMA: RPA control links normally operate under the Low Interference Potential Devices (LIPD) class licence
- work health and safety laws, local government by-laws, and insurance requirements.

## TL2 Operating rules

### Height (T2.1)

RPA must not be flown higher than **400 ft (120 m) AGL** unless authorised by CASA. Height is measured from the point on the ground or water directly below the RPA. Where the ground has been artificially altered (for example, a mine pit), CASA guidance explains how to measure; over a structure, height is measured from the ground, not the roof, unless otherwise approved. Lower limits apply near aerodromes.

### Visual line of sight (T2.2)

- **VLOS**: you can continually see, orient and navigate the RPA to meet your separation and collision avoidance responsibilities, with or without glasses or contact lenses, but without binoculars, telescopes or similar devices. You must not fly behind an object that blocks your view. A screen or first-person view does not count as VLOS.
- **EVLOS**: you do not see the RPA directly, but trained RPA observers who can see it (or the airspace around it) assist you. EVLOS requires CASA approval and is conducted IAW Chapter 5 of the Part 101 MOS.
- **BVLOS**: neither you nor an observer can see the RPA. BVLOS requires CASA approval, and the remote pilot must hold a pass in an approved examination (for example, an instrument rating theory examination, or the CASA BVLOS examination for operations outside controlled airspace).

### People and populous areas (T2.3)

- An RPA must not be flown within **30 m** of a person who is not directly involved in the operation. The distance is measured from the RPA and from the point on the ground directly beneath it. People being filmed are not "involved".
- A ReOC holder may operate between 30 m and 15 m from a person if the operations manual allows it, a risk assessment is done, and the person consents. Closer than 15 m requires CASA authorisation.
- A **populous area** is an area with enough people that a failure of the RPA would pose an unreasonable risk to someone not connected with the operation. An RPA must not be flown over a populous area below the height from which it could clear the area if a component failed, unless authorised.

### Aerodromes (T2.4)

- A **controlled aerodrome** has an operating air traffic control tower. Outside tower hours, it is treated as non-controlled.
- **Controlled aerodrome**: RPA must not be flown within 3 NM (5.5 km) of the movement area, or in the approach and departure paths, without CASA approval.
- **Non-controlled aerodrome**: the no-fly zone is within 3 NM of the runway measurement points plus the approach and departure paths. Operations in this zone are permitted only when there is no **relevant event** – that is, no crewed aircraft is in the relevant airspace, approaching, landing, taking off or manoeuvring on the movement area. If you become aware that a relevant event is occurring or about to occur, you must not launch; if airborne, manoeuvre away from the crewed aircraft and land as soon as safely possible.
- **Helicopter landing site (HLS)**: the no-fly zone is from the surface to 400 ft within 0.75 NM (1.389 km) of the centre of the HLS. Hospital and other HLS are not always on charts.
- An RPA must never be flown over the movement area of an aerodrome without authorisation.

### Prohibited, restricted and military areas; public safety (T2.5)

- **Prohibited areas** (temporary only in Australia) – flight is not permitted.
- **Restricted areas** are classed RA1, RA2 or RA3. Do not enter without the permission of the controlling authority; RA3 is never available without that permission. Temporary restricted areas are declared by NOTAM, for example over emergencies or major events.
- **Danger areas** contain activities dangerous to aircraft; check them before operating.
- You must not fly in the area of a **public safety operation** (police, fire, ambulance, search and rescue) without the approval of the person in charge. Emergency aircraft operate at very low levels without warning.

### Night and visibility (T2.6)

- **Night** is from the end of evening civil twilight to the beginning of morning civil twilight. RPA must not be flown at night unless approved. CASA has issued a night approval to ReOC holders that have suitable procedures; {{organisation-name}} does not conduct night operations, and all training is by day.
- RPA must not be flown in cloud or where visibility is insufficient to ensure the operation does not create a hazard.

### Other rules (T2.7)

- Only one RPA per pilot at a time, unless approved (one-to-many operations need CASA approval).
- **Automated** flight (pre-programmed missions, return to home) is permitted: the pilot can intervene at any time and must monitor the flight. **Autonomous** flight (the pilot cannot intervene) needs CASA approval.
- Dropping, discharging and dispensing are generally permitted if no unreasonable hazard is created, the operator's procedures cover it, and state chemical or other approvals are held.
- Carriage of dangerous goods by RPA is regulated under Part 92 of CASR and needs approval and training.

### Authorisations and NOTAM (T2.8)

- ReOC holders may apply to CASA for authorisations outside the standard rules: for example, above 400 ft, within the no-fly zone of a controlled aerodrome, closer than 15 m to people, EVLOS or BVLOS. Applications use Form 101-09 or the RPAS multi-purpose form.
- CASA authorisations may require a NOTAM to be raised to warn other airspace users. Every operation must be planned with a check of current NOTAM.

### Aeronautical radio (T2.9)

- Remote pilots of RPA above 2 kg operating in controlled airspace must meet the aeronautical radio requirements of regulation 101.285 of CASR.
- Only a person holding an aeronautical radio operator certificate, a flight crew licence, an air traffic control licence, a flight service licence or a military equivalent may transmit on an aeronautical radio.
- Monitoring the local frequency (for example, the CTAF of a nearby aerodrome) improves awareness even when not required.
- Position reports refer to the **RPA's** position relative to an aerodrome or landmark, not the pilot's.

### Reporting to the ATSB (T2.10)

- **Death or serious injury**: report immediately by phone (1800 011 034) and in writing within 72 hours.
- **Other reportable matters** (for example, RPA missing, serious damage to the RPA or property, loss of separation with an aircraft): report in writing within 72 hours.
- Medium and large RPA (Type 1) have wider immediately reportable matters.
- Report every occurrence to your CRP as well, and preserve logs and components.

## TL3 Airspace, charts and aeronautical information

### Airspace (T3.1)

Australian airspace is classified as:

| Class | Where | Notes |
|---|---|---|
| A | High-level en route | Controlled; not relevant below 400 ft |
| C | Around major aerodromes (control zones from the surface) and in control areas above | Controlled |
| D | Around regional towered aerodromes | Controlled while the tower is active |
| E | Some mid-level corridors | Controlled for IFR only |
| G | Everywhere else, from the surface up to the base of controlled airspace | Uncontrolled |

- A **control zone (CTR)** starts at the surface around a controlled aerodrome. **Control areas (CTA)** have steps whose lower limits increase with distance from the aerodrome.
- RPA may be flown in controlled airspace below 400 ft AGL without CASA approval, provided the operation is outside the no-fly zone of an aerodrome. Radio requirements apply to RPA above 2 kg.

### Charts (T3.2)

- **VNC** (visual navigation chart) and **VTC** (visual terminal chart, for busy areas near major aerodromes) show aerodromes, airspace boundaries and lower limits, PRD, obstacles, terrain and towns.
- Symbols to recognise: aerodrome symbols (certified, uncertified, military), HLS, airspace boundaries with limits, restricted (R), prohibited (P) and danger (D) area boundaries with their numbers and altitude limits, parachuting and glider operating areas, tall obstacles (with height AMSL), and spot elevations.
- Charts are updated regularly. Use the current edition.

### Position, direction and distance (T3.3)

- Latitude is measured 0–90° north or south of the equator; longitude 0–180° east or west of Greenwich. Australia is south and east, for example 27°28′S 153°01′E. Positions may also be written in decimal degrees (−27.467, 153.017).
- One minute of latitude equals one nautical mile.
- Directions are given as three digits from 000 to 360. True direction is measured from true north; magnetic direction from magnetic north. In most of Australia, magnetic variation is east.

### Heights and units (T3.4)

- **Elevation**: height of the ground above mean sea level (AMSL).
- **Height**: vertical distance above a point – for RPA, normally AGL.
- **Altitude**: vertical distance AMSL. Altitude = elevation + height AGL.
- **QNH** is the altimeter setting that makes an altimeter read altitude AMSL. Most RPA show height above the take-off point from a barometric sensor; this is not AGL over undulating terrain.
- Conversions: 1 ft = 0.3048 m (400 ft ≈ 120 m); 1 NM = 1.852 km (3 NM ≈ 5.5 km); 1 kt = 1.852 km/h ≈ 0.51 m/s.

### Aeronautical information (T3.5)

- The **AIP** (Aeronautical Information Publication) contains the rules and procedures for airspace users. **ERSA** gives details of each aerodrome: location, elevation, runways, operating hours, frequencies (including the CTAF) and special procedures.
- **NOTAM** (notices to airmen) give temporary information: temporary restricted areas, unserviceable facilities, airshows, other RPA operations. Obtain NOTAM through **NAIPS** (Airservices Australia) before each operation.
- **CASA-verified drone safety apps** show where RPA can be flown and are useful planning tools, but not every aerodrome or HLS is shown, and the app does not replace checking NOTAM and charts.

### Other airspace users (T3.6)

Crewed aircraft that may be met below 400 ft include:

- agricultural aircraft (very low, over farmland)
- helicopters: emergency medical, police, firefighting, power line and pipeline inspection, beach patrol, tourism
- gliders, hang gliders, paragliders and parachutists (operating areas are marked on charts)
- balloons (usually early morning)
- aircraft at aerodromes, aeroplane landing areas and HLS, including military low flying.

Crewed aircraft may appear with little warning and may not be heard over RPA motor noise. The RPA must give way. {{organisation-name}} pilots do not fly within 500 ft vertically or 1500 m horizontally of a crewed aircraft unless approved by the CRP.

## TL4 Meteorology

### The atmosphere (T4.1)

- In the International Standard Atmosphere, sea-level pressure is 1013.25 hPa and temperature 15°C, with temperature falling about 2°C per 1000 ft.
- **Air density** falls as altitude, temperature and humidity increase. Lower density (high **density altitude**) means propellers and wings produce less thrust and lift, so the RPA needs more power, has less margin, climbs more slowly, and has less endurance.
- Battery capacity falls in the cold, and the battery may sag in voltage under load. Heat can overheat batteries, motors and electronics, and make GCS screens unreadable.

### Wind (T4.2)

- Wind direction is the direction the wind blows **from**. METAR and TAF give direction in degrees true and speed in knots; "G" indicates gusts (for example, 21015G25KT).
- Wind usually increases with height above the surface (**wind gradient**) because of friction near the ground. The wind at 200 ft may be much stronger than at the launch point.
- **Mechanical turbulence** forms downwind of buildings, trees and hills and can extend several times the obstacle height downwind. Expect sudden gusts and down-draughts near obstacles and in the lee of hills.
- **Thermal turbulence** forms on sunny days over heated ground.
- **Venturi effect**: wind accelerates between buildings and through gaps.
- **Sea breezes** blow onshore on warm afternoons; land breezes blow offshore at night.
- Fly the return leg with enough energy reserve to fly into a headwind.

### Cloud, visibility and fog (T4.3)

- RPA must not be flown in cloud or where visibility does not allow the operation to be conducted without hazard. {{organisation-name}} requires visibility greater than 5000 m and the RPA clear of cloud.
- **Radiation fog** forms on clear, calm nights and usually clears in the morning. **Advection fog** forms when moist air moves over a cold surface. Smoke, dust and haze also reduce visibility.
- Precipitation reduces visibility and may damage RPA that are not water-resistant.

### Hazardous weather (T4.4)

- **Thunderstorms** produce strong gusts, downbursts, hail, heavy rain and lightning, and their effects can extend well beyond the storm. Do not operate when thunderstorms are nearby.
- **Fronts** bring wind changes, gusts and turbulence.
- **Icing** can occur in cloud or visible moisture near or below freezing; RPA are not designed to fly in icing conditions.
- Keep batteries within the manufacturer's temperature range: warm them before flight in cold conditions and shade equipment in heat.

### Weather information (T4.5)

- **METAR** – routine aerodrome weather report; **SPECI** – special report when conditions change significantly.
- **TAF** – aerodrome forecast covering the area within about 5 NM of the aerodrome.
- **Graphical area forecasts (GAF)** – forecasts for areas, showing cloud, visibility and weather.
- Times are in UTC ("Z"). Eastern standard time is UTC + 10 hours.
- Example: METAR YSSY 230000Z 21015G25KT 9999 FEW030 18/09 Q1012 = Sydney, 23rd day at 0000 UTC, wind from 210° true at 15 kt gusting 25 kt, visibility 10 km or more, few cloud at 3000 ft, temperature 18°C, dew point 9°C, QNH 1012 hPa.
- Always confirm conditions on site: wind (use an anemometer and watch trees and flags), gusts, visibility, cloud, precipitation and temperature. Compare them with the RPA manufacturer's limits and the operations manual limits.
- High geomagnetic activity (space weather, shown by a Kp index of 5 or more) can degrade GNSS accuracy.

## TL5 Human performance

### Fitness for duty (T5.1)

- Use the **IMSAFE** check before every operation: **I**llness, **M**edication, **S**tress, **A**lcohol, **F**atigue, **E**motion (and eating).
- Many prescription and over-the-counter medications (for example, codeine and antihistamines) cause drowsiness. Check with a doctor or pharmacist.
- Alcohol and other drugs impair judgement and reaction time long after you feel normal. Comply with the operations manual alcohol and rest limits.
- Fatigue reduces attention and decision quality. Sun, heat, dehydration and long days on site add to it.
- If you are, or may be, unfit, do not fly – and tell your instructor or CRP.

### Vision and lookout (T5.2)

- A small RPA becomes hard to see at a few hundred metres, and its orientation becomes hard to judge sooner than that. VLOS ends when you can no longer see and orient the RPA well enough to avoid collisions.
- The eye detects movement best in peripheral vision. An aircraft on a collision course appears stationary in your view and grows slowly, then rapidly – it is the hardest to detect.
- Use a systematic scan: look at the RPA, then scan the sky in sectors, then return to the RPA; look at the GCS only briefly.
- **Orientation reversal**: when the RPA is facing you (nose-in), left and right control inputs appear reversed.
- Glare from the sun, featureless skies and backgrounds that match the RPA's colour make it harder to see. Use sunglasses and plan positions so the sun is behind you.

### Situational awareness and workload (T5.3)

- **Situational awareness** is knowing what is happening around you, understanding what it means, and predicting what will happen next.
- High workload (for example, an emergency with a client talking to you) and low workload (long automated flights) both reduce awareness.
- **Cognitive tunnelling** is focusing so hard on one task (often the screen) that you miss other events, such as an approaching aircraft. Guard against it with a regular scan and by using an observer when the task demands attention.
- Distractions on site: people, phones, questions. Brief bystanders and silence your phone.

### Decision-making and error (T5.4)

- Use a structured approach, for example: identify the problem, consider options, decide, act, then review the outcome.
- **Threat and error management**: anticipate threats (weather, terrain, people, time pressure), manage errors (wrong mode, missed checklist items), and recover from undesired states (RPA outside the operating area) before they become accidents.
- Commercial or social pressure must not override a safety decision. You have the authority to cancel or stop an operation.
- **Automation bias**: over-trusting automated functions. Monitor automated flights and be ready to intervene.

### Communication (T5.5)

- Use short, clear, standard phrases and confirm messages (closed-loop communication).
- Handover of control: "I have control" – "You have control". Any person seeing a hazard calls "Stop" or "Land", and the pilot responds.
- Brief everyone on site before flight: the plan, emergency actions, hazards and each person's role.
- Speak politely to members of the public; pause or land if someone approaches the operating area.

## TL6 Principles of flight and handling

### Forces (T6.1)

Four forces act on an aircraft in flight: **lift** (upward), **weight** (downward), **thrust** (forward or upward) and **drag** (opposing motion). A propeller or rotor produces thrust by accelerating air in one direction, producing an equal and opposite reaction (Newton's third law). A wing produces lift by deflecting air downward and creating lower pressure above the wing than below.

<!-- if offered category=multirotor -->
### Multirotor (T6.2, T6.3, T6.5)

**Controls**

- A multirotor has fixed-pitch propellers. The flight controller changes the speed of individual motors to control the aircraft. Adjacent propellers rotate in opposite directions to balance torque.
- **Throttle** changes the speed of all motors together: climb or descend.
- **Pitch** and **roll**: increasing the speed of the motors on one side tilts the RPA, and part of the thrust then moves it horizontally.
- **Yaw**: speeding up the motors rotating in one direction and slowing the others produces a reaction torque that turns the RPA.
- In the common "Mode 2" control layout, the left stick controls throttle and yaw, and the right stick controls pitch and roll.

**Stability and limitations**

- A multirotor is inherently unstable; the flight controller keeps it level many times per second. Failure of the flight controller or its sensors leads to loss of control.
- Loss of a motor or propeller on a quadcopter normally causes an uncontrolled descent. Some hexacopters and octocopters can remain controllable with one motor lost.
- **Vortex ring state**: when descending vertically at a moderate rate, the RPA can descend into its own downwash, lose lift and wobble or drop. Avoid it by descending slowly or with forward or sideways movement; recover by moving horizontally into clean air.
- In strong wind, the RPA must tilt into the wind to hold position, leaving less thrust margin for manoeuvring. Groundspeed downwind is high and upwind is low.

**Take-off and landing**

- Within about one rotor diameter of the ground, **ground effect** increases lift and can make the RPA unsettled near the ground and near walls. Take off and land with a decisive climb or a steady, slow final descent.
- Downwash blows dust, debris and loose objects; keep the launch area clear.
<!-- end -->

<!-- if offered category=helicopter -->
### Helicopter (T6.2, T6.3, T6.5)

**Controls**

- **Collective** changes the pitch of all main rotor blades together, increasing or decreasing total thrust: climb or descend.
- **Cyclic** changes blade pitch as each blade goes around, tilting the rotor disc and moving the helicopter in that direction.
- The **tail rotor** counteracts the torque of the main rotor and controls yaw. A gyro or flight controller assists heading control.
- Throttle or governor keeps rotor speed constant.

**Stability and limitations**

- A helicopter is unstable in the hover and needs constant small control inputs or stabilisation.
- **Translational lift**: as the helicopter gains speed (or in a steady wind) the rotor becomes more efficient. Losing translational lift in a quick deceleration or a tailwind needs more power.
- **Vortex ring state**: descending vertically into its own downwash, with low forward speed and power on, the helicopter can lose lift. Recover by moving forward or sideways out of the downwash.
- **Retreating blade stall** limits forward speed: the blade moving away from the direction of flight loses lift at high speed.
- **Tail rotor failure** causes the helicopter to spin; follow the manufacturer's emergency procedure.

**Take-off and landing**

- Ground effect is significant within about one rotor diameter of the ground. Take off and land on level ground; a slope or a skid catching can cause **dynamic rollover**.
- Main rotor blades are dangerous; stay clear of the rotor disc when the system is armed.
<!-- end -->

<!-- if offered category=aeroplane -->
### Aeroplane (T6.2, T6.3, T6.5)

**Controls**

- **Elevator** controls pitch (nose up or down); **ailerons** control roll; **rudder** controls yaw; **throttle** controls thrust.
- To turn, the aeroplane is banked with the ailerons; the lift then has a sideways part that turns the aeroplane. Back pressure on the elevator maintains height in the turn.

**Stability and limitations**

- Lift depends on airspeed (lift increases with the square of airspeed), angle of attack, air density and wing area.
- The **angle of attack** is the angle between the wing and the oncoming air. Beyond the critical angle (typically about 15°) airflow separates and the wing **stalls**, losing lift. A stall can happen at any airspeed; stall speed increases in turns and with weight.
- An aeroplane cannot hover and needs a minimum airspeed. If power fails, it glides; plan flights so a safe landing area is always within gliding range.
- When the aeroplane turns downwind, its groundspeed increases although its airspeed does not. Do not reduce power or raise the nose because the aeroplane looks fast, or it may stall. Fly by airspeed, not groundspeed.

**Take-off and landing**

- Take off and land **into wind** to reduce groundspeed and the distance needed.
- Launch may be by hand, catapult or runway; recovery by runway landing, belly landing, net or parachute. Each has its own procedure and hazard area.
- A crosswind needs correction to keep the flight path aligned; know the RPA's crosswind limit.
<!-- end -->

<!-- if offered category=powered-lift -->
### Powered-lift (T6.2, T6.3, T6.5)

**Controls**

- A powered-lift RPA takes off and lands vertically using lift rotors (or tilting rotors), and cruises on its wings like an aeroplane.
- In vertical flight it is controlled like a multirotor; in wing-borne flight like an aeroplane. In **transition**, both systems work together under the flight controller.

**Stability and limitations**

- **Transition** from vertical to forward flight requires airspeed above the wing's stall speed with a margin before the lift rotors are stopped. It is the highest-risk phase: the RPA is near the ground, at low speed and changing configuration.
- **Back-transition** reduces speed and transfers lift back to the rotors before vertical landing.
- If transition fails or airspeed is lost in wing-borne flight, the RPA can stall. Know the automatic responses (for example, reverting to vertical flight mode) and the manual recovery.
- Large wing area makes the RPA susceptible to wind in vertical flight.

**Take-off and landing**

- Take off and transition into wind. Plan transition and back-transition areas clear of people and obstacles, with room for the distance the RPA travels during transition.
<!-- end -->

### Performance (T6.4)

- More weight needs more thrust: the RPA climbs more slowly, manoeuvres less crisply, and has less endurance. Never exceed the maximum take-off weight.
- The **centre of gravity** must be within the manufacturer's limits; an off-centre payload causes instability and uneven motor loads.
- Wind increases energy used when flying into it. High density altitude reduces performance (TL4).
- Plan battery energy so that the RPA lands with the operations manual reserve, allowing for wind on the return.

## TL7 RPAS systems

### Components (T7.1)

An RPAS consists of the **RPA**, the **remote pilot station** (remote controller and GCS display or app), the **command and control (C2) link**, the **payload** (for example, camera and gimbal) and **support equipment** (batteries, chargers, cases, tablets, landing pads).

### Propulsion (T7.2)

- Electric RPA use **brushless motors** driven by **electronic speed controllers (ESCs)**. Overheating, water ingress, damaged bearings or loose wiring can cause motor or ESC failure.
- **Propellers** must be undamaged and correctly fitted (matching the direction of rotation). A chipped or cracked propeller causes vibration, loss of thrust and can fail in flight.

### Batteries (T7.3)

- Most RPA use **lithium polymer (LiPo)** or lithium-ion batteries. A LiPo cell has a nominal voltage of 3.7 V (3.8–3.85 V for high-voltage cells) and is fully charged at 4.2 V (4.35 V for high-voltage cells).
- Do not over-discharge: land with the reserve required by the operations manual. Over-discharge and over-charge damage cells and can cause fire.
- **Do not use** a battery that is swollen, punctured, dented, has damaged wiring or connectors, gets unusually hot, or shows a cell imbalance warning.
- Charge only with the manufacturer's charger, on a non-flammable surface, attended, and away from combustible materials. Do not charge a hot battery.
- Store batteries at storage charge (about 3.8 V per cell; "smart" batteries do this automatically) in a cool, dry place, in a fire-resistant container.
- Transport batteries with terminals protected. Airline carriage limits apply (generally by watt-hour rating), and spare batteries must be in carry-on baggage.
- Cold reduces capacity; warm batteries before flight in cold weather. Dispose of damaged batteries through a battery recycling service.

### Navigation and flight control (T7.4)

- The **flight controller** uses an **IMU** (gyroscopes and accelerometers) to keep the RPA stable, a **compass** (magnetometer) for heading, a **barometer** for height, and **GNSS** (GPS, GLONASS, Galileo, BeiDou) for position.
- **Vision positioning** and **obstacle sensors** help in some RPA but have limits: poor performance in low light, over water or featureless or reflective surfaces, and with thin objects such as wires. They do not cover all directions in all modes.
- The **compass** is affected by metal objects, reinforced concrete, vehicles, power lines and magnets. Do not take off from metal or concrete with steel reinforcement. Calibrate the compass when prompted by the RPA or as required by the manufacturer.
- GNSS accuracy is reduced near tall buildings, cliffs and trees (signal blocking and reflection), and with few satellites. Do not take off until the home point is recorded and enough satellites are shown.

### Flight modes and failsafes (T7.5)

- **Position mode** (GNSS-assisted): the RPA holds position when the sticks are centred.
- **Attitude (ATTI) or manual mode**: the RPA holds height and level attitude but not position; it drifts with the wind. Pilots with a manual endorsement must be able to fly in this mode.
- **Automated modes**: waypoint missions, orbits, automated take-off and landing. The pilot must monitor and be able to intervene (pause, take manual control, RTH or land).
- **Return to home (RTH)**: the RPA climbs to the set RTH height, flies to the home point and lands. It can be triggered by the pilot, by low battery, or by loss of the C2 link. Set the RTH height above all obstacles between the operating area and home before the first flight at each site.
- **Failsafe** settings determine what the RPA does when the C2 link is lost (RTH, hover or land). Check them before flight.
- **Geofencing** databases built into some RPA are an aid only; they are not authoritative and may be wrong or out of date.

### C2 link (T7.6)

- RPA control links in Australia commonly use 2.4 GHz, 5.8 GHz or 915 MHz under the LIPD class licence. 2.4 GHz and 915 MHz generally give more range and better penetration; 5.8 GHz is less congested but more easily blocked.
- The link needs a clear line of sight between the controller and the RPA. Trees, buildings, terrain and even people block the signal. Flying low at distance increases link loss.
- Orient antennas as the manufacturer specifies (usually with the flat face toward the RPA, not the tips).
- Interference sources include Wi-Fi networks, other RPA, radio and mobile phone towers, and power lines.
- Video downlink has a delay; do not rely on video for collision avoidance.

### Maintenance and software (T7.7)

- RPA are maintained IAW the manufacturer's schedule and the operations manual. Daily and pre-flight inspections are maintenance items and are recorded in the RPAS technical log.
- Report every defect. Major defects must be fixed before flight.
- Firmware and app updates can change flight behaviour and failsafe settings. At {{organisation-name}}, updates are made only as directed by the MC, followed by a check of settings and a test flight.

## TL8 Operational planning and procedures

### Planning (T8.1)

Planning an operation includes:

1. the task: what, where, when, which RPA and crew
2. the site: access, landholder permission, people, buildings, roads, power lines, animals
3. airspace and aeronautical information: aerodromes and HLS, controlled airspace, PRD, NOTAM (NAIPS), drone safety app
4. authorisations required (CASA, landholder, council, national park, public safety)
5. weather forecast
6. the RPA's suitability and limits
7. emergency and alternate landing areas, and emergency contacts.

At {{organisation-name}}, planning is recorded in the Flight Record, and every operation is authorised by the CRP.

### Risk management (T8.2)

- A **hazard** is something that could cause harm (for example, a power line). A **risk** is the chance that the hazard causes harm, together with how bad the harm could be.
- Risk is assessed by **likelihood** and **consequence** using the operations manual risk matrix, then reduced with **controls** (for example, a larger buffer, a different launch point, an observer) to as low as reasonably practicable.
- The **job safety assessment** (JSA) in the Flight Record records site-specific hazards and controls. The operator's **risk register** records hazards common to its operations.

### Site set-up (T8.3)

- Choose a **launch and recovery area** that is level, clear of obstacles and people, and gives a clear line of sight over the operating area.
- Define the **operating area** and its boundaries and maximum height, and identify **emergency landing areas**.
- Keep the 30 m buffer from uninvolved people; use cones, signs or a cordon where people may approach.
- Position the pilot so the sun is behind them and the RPA remains in view throughout.

### Before flight (T8.4)

- Validate the plan on site and record any changes.
- Complete the daily inspection (first flight of the day) and pre-flight checks using the checklist: airframe, propellers, motors, batteries, payload, controller, settings, failsafe and RTH height, satellites and home point, compass status.
- Brief everyone present (or self-brief for a solo operation): operating area, height, hazards, emergency actions, roles.

### In flight (T8.5)

- Take off, check controls respond correctly at a low hover, then climb.
- Keep VLOS; scan the RPA, the sky and the GCS.
- Monitor the battery, link strength, satellites, wind (drift and RPA tilt) and the operating area boundaries.
- Land with the required reserve. Stop if conditions exceed limits.

### After flight (T8.6)

- Disarm, power down the RPA then the controller (or as the manufacturer specifies), and make safe.
- Inspect the RPA for damage. Record time in service and defects in the RPAS technical log.
- Complete the Flight Record and remote pilot log; upload flight logs and data as required.

## TL9 Abnormal and emergency procedures

### Principles (T9.1)

- The emergency response is: **maintain control** of the RPA, **manoeuvre it to a safe location**, and **land** it.
- Solo operations: **Aviate, Navigate, Communicate, Administrate** (ANCA). Multi-crew operations: **Communicate** within the crew first, then aviate, navigate, communicate externally and administrate (CANCA).
- Avoiding injury to people is always a higher priority than saving the RPA.

### Loss of C2 link and flyaway (T9.2)

- When the link is lost, the RPA performs its failsafe action (for example, RTH after a set delay).
- Keep watching the RPA. Move to improve line of sight; check antenna orientation. Do not move closer to obstacles or people.
- When the link is restored, take control if the RTH path or landing point is unsafe.
- In a **flyaway** (the RPA does not respond as commanded): try changing mode, triggering RTH, or landing; note the RPA's last position, direction, height and battery state. If it may enter controlled airspace or approach an aerodrome, tell ATC or the aerodrome operator immediately. Report it.

### Loss of satellite positioning; compass and IMU errors (T9.3)

- Without GNSS, the RPA enters attitude mode and drifts with the wind. Fly it manually by visual reference, keep it clear of obstacles and people, and land as soon as practicable.
- A compass error may cause the RPA to circle or drift in a growing spiral ("toilet bowling"). Switching to attitude mode (where the manufacturer recommends) stops the flight controller using the bad heading; then land.
- An IMU error or warning: land as soon as possible in a safe place.
<!-- if offered complexity=automated-only -->
- Pilots with an automated-only endorsement manage these failures using the automated functions available (hold, RTH, land) and the manufacturer's procedure, and must land immediately.
<!-- end -->

### Low energy and propulsion failure (T9.4)

- **Low battery warning**: return and land. **Critical battery**: the RPA may land automatically where it is; steer it to a safe spot if the manufacturer allows.
- **Motor or propeller failure**: a quadcopter will usually descend uncontrollably – this is why flight paths must avoid people. Multirotors with more motors may be landable: land immediately.
<!-- if offered category=aeroplane -->
- **Aeroplane power failure**: maintain airspeed, glide to the nearest safe area, land into wind if possible.
<!-- end -->
<!-- if offered category=helicopter -->
- **Helicopter power failure**: follow the manufacturer's procedure; most RPA helicopters cannot autorotate reliably, so keep flight paths clear of people.
<!-- end -->
<!-- if offered category=powered-lift -->
- **Powered-lift lift-rotor failure in vertical flight**: follow the manufacturer's procedure; in forward flight, a failure may require a wing-borne landing or a parachute.
<!-- end -->

### Conflicting aircraft and people (T9.5)

- If a crewed aircraft approaches, descend promptly and move the RPA away from its path; land if necessary. Do not try to "out-climb" an aircraft.
- If a person enters the operating area, hold the RPA away from them, pause the operation or land.

### Fire, injury and after an accident (T9.6)

- **Battery fire**: keep people clear and upwind; do not breathe the smoke. If safe, smother with sand or a fire blanket, or contain in a fire-resistant container, and use an extinguisher on surrounding combustible material. A damaged battery can reignite hours later. Call 000 if the fire spreads.
- **Injury**: first aid; call 000 for serious injury.
- After any accident or serious incident: make the scene safe, preserve flight logs, telemetry and the RPA and components, notify the CRP, and report to the ATSB as required (TL2).

<!-- if offered weight=up-to-25kg -->
## TLW Supplement: RPA from 7 kg to 25 kg

### Energy and hazard

- Kinetic energy = ½ × mass × speed². A 25 kg RPA at 15 m/s has about 2800 J of energy, compared with about 110 J for a 1 kg RPA at the same speed – about 25 times more. Doubling speed quadruples energy.
- Larger propellers and rotors cause severe injuries. Treat the RPA as live whenever the battery is connected.

### Handling and performance

- Heavier RPA have more inertia: they respond more slowly to control inputs and take longer to stop. Anticipate, and allow more distance from obstacles and boundaries.
- They are often less affected by light gusts but may have lower power margins; know the maximum wind and take-off weight limits.

### Power systems

- High-capacity batteries store large amounts of energy; handle, charge and transport them with extra care. Some systems use two batteries in parallel or series; follow the manufacturer's procedure for balancing and connecting them.
- Check connectors and wiring for heat damage after each flight.

### Site set-up and emergencies

- Use larger safety distances and launch areas, as specified in the type-specific procedures for the RPA. Plan flight paths so that a forced landing can be made anywhere along them without endangering people.
- A propulsion failure in a heavier RPA produces a higher-energy impact; the clear area beneath the flight path is the main protection.
<!-- end -->

# Part E – Theory examination and knowledge deficiency mapping

## Examinations

{{organisation-name}} uses three theory examinations. Each is a supervised, closed-book, multiple-choice examination with four options per question and one correct answer.

| Examination | Used for | Questions | Time allowed | Pass mark |
|---|---|---|---|---|
| E1 Aeronautical knowledge | Initial courses (students without a theory credit) | 50 | 90 minutes | {{exam-pass-mark}}% |
| E2 Category knowledge | Upgrade (different category) courses; initial-course students with a theory credit that did not include RPA category knowledge | 20 | 40 minutes | {{exam-pass-mark}}% |
| E3 Weight class knowledge | Upgrade (same category) courses that add the 7 kg to 25 kg weight class | 10 | 20 minutes | {{exam-pass-mark}}% |

## Examination specification

### E1 Aeronautical knowledge

| Topic | Syllabus items | Number of questions |
|---|---|---|
| T1 Air law and regulatory framework | T1.1–T1.8 | 8 |
| T2 Operating rules | T2.1–T2.10 | 9 |
| T3 Airspace, charts and aeronautical information | T3.1–T3.6 | 7 |
| T4 Meteorology | T4.1–T4.5 | 6 |
| T5 Human performance | T5.1–T5.5 | 4 |
| T6 Principles of flight and handling (course category) | T6.1–T6.5 | 5 |
| T7 RPAS systems | T7.1–T7.7 | 5 |
| T8 Operational planning and procedures | T8.1–T8.6 | 4 |
| T9 Abnormal and emergency procedures | T9.1–T9.6 | 2 |
| Total | | 50 |

For a course that includes the 7 kg to 25 kg weight class, at least three of the T6, T7, T8 and T9 questions are drawn from questions tagged to the TLW supplement.

### E2 Category knowledge

| Topic | Syllabus items | Number of questions |
|---|---|---|
| T6 Principles of flight and handling (course category) | T6.1–T6.5 | 10 |
| T7 RPAS systems (category-specific aspects) | T7.2, T7.4, T7.5 | 6 |
| T9 Abnormal and emergency procedures (category-specific aspects) | T9.2–T9.4 | 4 |
| Total | | 20 |

### E3 Weight class knowledge

| Topic | Syllabus items | Number of questions |
|---|---|---|
| Performance of heavier RPA | T6.4 | 3 |
| Propulsion and power systems | T7.2, T7.3 | 3 |
| Site set-up for heavier RPA | T8.3 | 2 |
| Propulsion failure in heavier RPA | T9.4 | 2 |
| Total | | 10 |

### Selection of questions

- Each paper is compiled by the CRI from the question bank to the specification above. Within each topic, questions are drawn from different syllabus items, and no syllabus item is repeated in a paper until every item in that topic has been used.
- The question bank holds at least three questions for each syllabus item, so that resit papers can be compiled without repeating questions.
- Each paper is given a unique identifier and recorded in the examination paper register with the list of questions used.
- Category-specific questions (T6, and category-specific T7 and T9 questions) are drawn only from those tagged to the course category.

### Permitted materials

- Chart and ERSA extracts supplied with the paper
- A non-programmable calculator
- A navigation ruler or plotter
- Blank working paper supplied by the supervisor (collected at the end)

No other notes, books or electronic devices are permitted.

### Examination rules (read to the student before the start)

1. You have [time allowed] to answer [number] questions. Each question has one correct answer.
2. You may use only the permitted materials. Switch off your phone and other devices and place them where the supervisor directs.
3. Do not communicate with anyone other than the supervisor during the examination.
4. The supervisor cannot help you with the content of a question.
5. You may leave once you have handed in your paper and all working paper.
6. You will receive your result and a knowledge deficiency report. You will not be shown the questions or answers afterwards.
7. Any attempt to copy, record or remove examination material will void your attempt.

### The question bank

The question bank is a controlled document held separately from this manual by the CRI (see Part A, *Examination security*). Each question in the bank records:

- a unique question number
- the syllabus item to which it is mapped (exactly one)
- the course categories, weight classes and complexities to which it applies
- the correct answer and the reference (Part D section and the legislation or guidance) that supports it
- the date of the last review.

The question bank and the examination papers compiled from it are provided to CASA as a separate controlled attachment to the application, and are not distributed to students or published.

## Knowledge deficiency mapping

Because every question is mapped to one syllabus item, a knowledge deficiency report lists the syllabus items for every incorrectly answered question. The table below maps each syllabus item to the deficiency description given to the student and to the material used for remedial training.

| Item | Knowledge deficiency description (as shown on the KDR) | Remedial training reference |
|---|---|---|
| T1.1 | Structure of aviation legislation and the role of CASA | TL1; Part D, *The legislation* |
| T1.2 | RPA categories and weight classes | TL1; Part D, *Categories and weight classes* |
| T1.3 | Micro, excluded and included operations; the SOC | TL1; Part D, *Micro, excluded and included operations* |
| T1.4 | RePL privileges, endorsements and logbook | TL1; Part D, *The remote pilot licence* |
| T1.5 | ReOC holder obligations and key personnel | TL1; Part D, *The ReOC* |
| T1.6 | Registration and accreditation | TL1; Part D, *Registration and accreditation* |
| T1.7 | Hazardous operation and enforcement | TL1; Part D, *Hazardous operation and enforcement* |
| T1.8 | Other legislation affecting RPA operations | TL1; Part D, *Other legislation* |
| T2.1 | Height limits and measurement | TL2; Part D, *Height* |
| T2.2 | VLOS, EVLOS and BVLOS | TL2; Part D, *Visual line of sight* |
| T2.3 | Distance from people; populous areas | TL2; Part D, *People and populous areas* |
| T2.4 | Aerodrome and HLS no-fly zones; relevant events | TL2; Part D, *Aerodromes* |
| T2.5 | PRD and public safety operations | TL2; Part D, *Prohibited, restricted and military areas; public safety* |
| T2.6 | Night and visibility rules | TL2; Part D, *Night and visibility* |
| T2.7 | Multiple RPA, automation, dropping, dangerous goods | TL2; Part D, *Other rules* |
| T2.8 | CASA authorisations and NOTAM | TL2; Part D, *Authorisations and NOTAM* |
| T2.9 | Aeronautical radio requirements | TL2; Part D, *Aeronautical radio* |
| T2.10 | ATSB reporting | TL2; Part D, *Reporting to the ATSB* |
| T3.1 | Airspace classes and controlled airspace limits | TL3; Part D, *Airspace* |
| T3.2 | Chart symbols and interpretation | TL3; Part D, *Charts* |
| T3.3 | Latitude, longitude, direction and distance | TL3; Part D, *Position, direction and distance* |
| T3.4 | Heights, altitudes and unit conversions | TL3; Part D, *Heights and units* |
| T3.5 | AIP, ERSA, NOTAM, NAIPS and drone safety apps | TL3; Part D, *Aeronautical information* |
| T3.6 | Other airspace users | TL3; Part D, *Other airspace users* |
| T4.1 | Atmosphere and density altitude effects | TL4; Part D, *The atmosphere* |
| T4.2 | Wind and turbulence | TL4; Part D, *Wind* |
| T4.3 | Cloud, visibility and fog | TL4; Part D, *Cloud, visibility and fog* |
| T4.4 | Hazardous weather and temperature effects | TL4; Part D, *Hazardous weather* |
| T4.5 | Weather reports and forecasts | TL4; Part D, *Weather information* |
| T5.1 | Fitness for duty | TL5; Part D, *Fitness for duty* |
| T5.2 | Vision, perception and lookout | TL5; Part D, *Vision and lookout* |
| T5.3 | Situational awareness and workload | TL5; Part D, *Situational awareness and workload* |
| T5.4 | Decision-making, TEM and automation bias | TL5; Part D, *Decision-making and error* |
| T5.5 | Communication and crew coordination | TL5; Part D, *Communication* |
| T6.1 | Forces in flight | TL6; Part D, *Forces* |
| T6.2 | Flight controls (course category) | TL6; Part D, section for the course category |
| T6.3 | Stability and limitations (course category) | TL6; Part D, section for the course category |
| T6.4 | Performance: weight, balance, wind, density altitude | TL6 (and TLW); Part D, *Performance* |
| T6.5 | Take-off and landing (course category) | TL6; Part D, section for the course category |
| T7.1 | RPAS components | TL7; Part D, *Components* |
| T7.2 | Propulsion | TL7 (and TLW); Part D, *Propulsion* |
| T7.3 | Batteries | TL7 (and TLW); Part D, *Batteries* |
| T7.4 | Navigation and flight control sensors | TL7; Part D, *Navigation and flight control* |
| T7.5 | Flight modes, RTH and failsafes | TL7; Part D, *Flight modes and failsafes* |
| T7.6 | C2 link | TL7; Part D, *C2 link* |
| T7.7 | Maintenance and software | TL7; Part D, *Maintenance and software* |
| T8.1 | Planning an operation | TL8; Part D, *Planning* |
| T8.2 | Risk management | TL8; Part D, *Risk management* |
| T8.3 | Site set-up | TL8 (and TLW); Part D, *Site set-up* |
| T8.4 | Pre-flight procedures and briefings | TL8; Part D, *Before flight* |
| T8.5 | In-flight monitoring | TL8; Part D, *In flight* |
| T8.6 | Post-flight procedures and records | TL8; Part D, *After flight* |
| T9.1 | Emergency management principles | TL9; Part D, *Principles* |
| T9.2 | Loss of C2 link and flyaway | TL9; Part D, *Loss of C2 link and flyaway* |
| T9.3 | Loss of GNSS; compass and IMU errors | TL9; Part D, *Loss of satellite positioning; compass and IMU errors* |
| T9.4 | Low energy and propulsion failure | TL9 (and TLW); Part D, *Low energy and propulsion failure* |
| T9.5 | Conflicting aircraft and people | TL9; Part D, *Conflicting aircraft and people* |
| T9.6 | Fire, injury and post-accident actions | TL9; Part D, *Fire, injury and after an accident* |

## Examination record (Form T3)

| Field | Entry |
|---|---|
| Student name and ARN | |
| Course | |
| Examination (E1 / E2 / E3) and attempt number | |
| Paper identifier | |
| Date, start time, finish time | |
| Location | |
| Identification sighted (type) | |
| Supervisor name and ARN | |
| Clarifications given or irregularities observed | |
| Score (number correct / number of questions, %) | |
| Result (pass / fail) | |
| KDR issued (Form T4 reference) | |
| Supervisor signature and date | |
| CRI review: result confirmed (signature and date) | |
| CRI decision after final unsuccessful attempt (if applicable) | |

## Knowledge deficiency report and remedial training record (Form T4)

| Field | Entry |
|---|---|
| Student name and ARN | |
| Examination, attempt and paper identifier | |
| Date of examination | |
| Score and result | |

| Syllabus item | Knowledge deficiency description | Remedial training given (date, method) | Understanding confirmed (Y/N) | Instructor initials |
|---|---|---|---|---|
| | | | | |
| | | | | |
| | | | | |
| | | | | |

| Sign-off | Name / ARN | Signature | Date |
|---|---|---|---|
| Student: all items explained to me | | | |
| Instructor: all items closed | | | |
| CRI review | | | |

# Part F – Practical lesson plans and instructor notes

## Use of the practical lesson plans

Each practical lesson follows the same sequence:

| Stage | Content |
|---|---|
| Pre-flight briefing | Objectives; how the lesson links to the competency units; demonstration plan; airborne sequence; operating area, boundaries and maximum height; weather limits; handover of control; simulated emergency procedure; what the student must achieve. |
| Preparation | The student prepares the RPAS and completes the Flight Record entries for the session (from PL2 onwards, the student does this with decreasing assistance). |
| Airborne exercises | Demonstrate – student follows through – student practises – instructor assesses. |
| Post-flight debriefing | Student self-assessment; instructor feedback on each element against the performance criteria; grades recorded on the worksheet; what to revise for the next lesson. |
| Records | Practical worksheet (Part G), flight training log (Form T5), Flight Record and RPAS technical log. |

Flight time shown in each lesson is the minimum for an initial course (see the course curriculum in Part B). The instructor must continue a lesson in further sessions until the student is graded competent in every element.

Common to all practical lessons:

- The instructor is the RP in command and must comply with Part A, *Safety of training flights*.
- Before each lesson, the instructor confirms the student's fitness to fly and records it on the worksheet.
- Simulated emergencies are introduced only by the instructor and only at a safe height and position.
- The instructor takes control whenever required by Part A, *Instructor control*, and records each intervention on the worksheet.

## PL1 RPAS familiarisation and preparation

| Lesson detail | |
|---|---|
| Units and elements | P1.1–P1.5, P2.1–P2.5, P8.1–P8.4 |
| Duration | 1.5 h, ground only |
| Prerequisites | TL7 (initial courses) |
| Resources | Training RPA, controller and GCS; batteries and charger; manufacturer's manual; operations manual checklists; Flight Record; RPAS technical log |
| Location | Classroom and training location |

### Objectives

The student will be able to identify the components of the training RPAS, assemble and inspect it, manage batteries, set and check the flight controller, failsafe and RTH settings, confirm the link and positioning, and complete the post-flight procedures and records.

### Sequence

1. Components, controls and indicators of the training RPA and GCS; control stick mode and assignments.
2. Assembly and disassembly; propeller fitting and direction.
3. Daily inspection using the checklist; recording in the RPAS technical log.
4. Battery inspection, charging, storage and transport.
5. GCS settings: maximum height and distance limits, RTH height, failsafe action, low battery thresholds, flight mode switch, obstacle sensing.
6. Compass and IMU calibration procedure (demonstrate; perform when required by the manufacturer).
7. Power-up sequence, link check, satellite count and home point.
8. Shutdown sequence, post-flight inspection, logs and records.

### Completion standard

The student prepares the RPAS for flight and makes it safe after flight using the checklist, without error, and correctly states the failsafe and RTH behaviour of the training RPA.

### Instructor notes

- Students tend to skip checklist items they consider obvious; insist on reading and responding to each item.
- Have the student set an intentionally wrong RTH height and identify the hazard it would create at the training location.
- Do not allow propellers to be fitted indoors with a battery connected.

## PL2 Effects of controls, take-off, hover and landing

| Lesson detail | |
|---|---|
| Units and elements | P2.1–P2.5, P3.1, P3.2, P7.1–P7.4 |
| Flight time | 0.5 h minimum |
| Prerequisites | PL1 |
| Weather | Mean wind not more than 10 kt, gusts not more than 15 kt |
| Mode | Position-hold (GNSS) mode |

### Objectives

The student will be able to take off, hover, move the RPA in each axis using the primary controls, and land at a nominated point, while maintaining VLOS and lookout.

### Sequence

<!-- if offered category=multirotor -->
Multirotor:

1. Instructor demonstration: take-off to 3 m, hover, effect of each stick (throttle, yaw, pitch, roll), landing.
2. Student take-off and hover at 3 m, tail toward the student (nose-out).
3. Height changes: climb and descend in steps of 2 m.
4. Translation forward, back, left and right of 5 m, returning to the hover point.
5. Yaw through 90° left and right and return to nose-out.
6. Approach and landing at the take-off point.
7. Repeat 2 to 6 until consistent.
<!-- end -->
<!-- if offered category=helicopter -->
Helicopter:

1. Instructor demonstration: spool-up, lift-off to hover at 2 m, effect of each control, landing, spool-down.
2. Student lift-off and hover, tail toward the student.
3. Height changes in the hover.
4. Small translations in each direction, returning to the hover point.
5. Hover turns of 90° left and right.
6. Landing at the take-off point and spool-down.
<!-- end -->
<!-- if offered category=aeroplane -->
Aeroplane:

1. Instructor demonstration: launch, climb to 150 ft, effects of controls (elevator, ailerons, rudder, throttle) in straight and level flight, circuit, landing.
2. Student follows through on each control after the instructor has climbed the aeroplane to a safe height.
3. Student flies straight and level, gentle turns, climbs and descents in a stabilised (assisted) mode.
4. Instructor flies the approach and landing; student follows through.
5. Student launches and climbs out with instructor guidance (when ready).
<!-- end -->
<!-- if offered category=powered-lift -->
Powered-lift:

1. Instructor demonstration: vertical take-off to 5 m, hover, effect of each control in vertical mode, vertical landing.
2. Student vertical take-off and hover, tail toward the student.
3. Height changes and translations in vertical mode.
4. Instructor demonstrates an automated transition, a short wing-borne leg and back-transition; student observes.
5. Student vertical landing at the take-off point.
<!-- end -->

### Completion standard

The student takes off and lands at the nominated point, and holds a hover or steady flight path, using the correct control inputs, without instructor intervention.

### Instructor notes

- First flights are high workload: keep the hover close (within 10 to 15 m) and low.
- Common errors: over-controlling, looking at the screen instead of the RPA, chasing drift, landing with a high descent rate.
- Intervene immediately if the RPA approaches the 30 m buffer, an obstacle, or a height below 2 m away from the landing point.

## PL3 Automated flight operations

| Lesson detail | |
|---|---|
| Units and elements | P4.1–P4.4, P3.1–P3.4, P7.1–P7.4 |
| Flight time | 0.75 h minimum (automated and manual courses); 1.5 h (automated-only courses) |
| Prerequisites | PL2 |
| Weather | Normal training limits |

### Objectives

The student will be able to plan, verify, upload, launch, monitor and intervene in an automated flight, and use automated take-off, RTH and landing.

### Sequence

1. Ground: plan a waypoint mission over the training area in the GCS application, setting heights, speeds, actions at the end of the mission and on link loss. Verify each waypoint height against obstacles and the 400 ft limit and the training maximum height.
2. Check the mission on the GCS map and against the operating area boundaries; brief the planned route.
3. Automated take-off (or manual take-off where the RPA does not have one) and start of the mission.
4. Monitoring: RPA position against the plan, battery, link, satellites, wind effect; lookout.
5. Intervention: pause (hold) the mission on the instructor's call; resume; abort and RTH; abort and land at present position.
6. Point-of-interest orbit or equivalent automated function where available.
7. RTH from at least 100 m and observe the climb, return and landing behaviour; cancel RTH and take control when instructed.
8. Rejected take-off and go-around (discontinued approach).

### Completion standard

The student plans and verifies a mission that remains within the operating area and height limits, monitors it continuously, and intervenes correctly and promptly on each command, without instructor intervention.

### Instructor notes

- Stress that transferring waypoints between applications and outdated software can cause errors; always review the mission on the map before flight.
- Check that students look at the RPA and the sky, not only at the GCS, during automated flight.
- For automated-only courses, extend this lesson to cover all normal operations, including precise positioning using position-hold and automated functions.

<!-- if offered complexity=automated-and-manual -->
## PL4 Manual handling 1

| Lesson detail | |
|---|---|
| Units and elements | P5.1–P5.3, P3.1, P3.2 |
| Flight time | 0.75 h minimum |
| Prerequisites | PL2 |
| Weather | First session: mean wind not more than 10 kt, gusts not more than 15 kt; then normal training limits |
| Mode | Manual mode without satellite position hold (ATTI or equivalent) |
| Applies to | Courses with automated and manual complexity only |

### Objectives

The student will be able to control the RPA without satellite position hold, maintaining position and height, and land.

### Sequence

<!-- if offered category=multirotor -->
Multirotor:

1. Instructor demonstration of drift in manual mode and the corrections needed.
2. Student hover nose-out at 3 to 5 m, holding position within 3 m for 10 seconds.
3. Translations forward, back, left and right of 10 m, stopping and holding position.
4. Hover side-on (nose left and nose right).
5. Climb and descent while holding position.
6. Approach and landing in manual mode at a nominated point.
<!-- end -->
<!-- if offered category=helicopter -->
Helicopter:

1. Instructor demonstration of hover control without stabilisation assistance (where applicable).
2. Student hover tail-in, holding position within 3 m.
3. Side-on hover left and right.
4. Translations and stops.
5. Hover turns through 360°.
6. Landing at a nominated point.
<!-- end -->
<!-- if offered category=aeroplane -->
Aeroplane:

1. Instructor demonstration of manual flight without stabilisation.
2. Straight and level flight, maintaining height within 20 ft and heading.
3. Medium turns (about 30° bank) left and right, maintaining height.
4. Climbing and descending turns.
5. Rectangular circuit pattern at constant height.
6. Approach in manual mode with instructor landing (or student landing when ready).
<!-- end -->
<!-- if offered category=powered-lift -->
Powered-lift:

1. Manual control in vertical mode: hover, translations, side-on hover, landing.
2. Manual control in wing-borne mode at a safe height: straight and level, medium turns, climbing and descending turns.
3. Rectangular circuit pattern in wing-borne mode.
<!-- end -->

### Completion standard

The student controls the RPA in manual mode within the tolerances stated, without instructor intervention.

### Instructor notes

- Introduce manual mode at a safe height with the RPA close and upwind, so it drifts toward open space.
- Common errors: late correction of drift, confusing left and right when side-on, abrupt throttle changes in manual mode.
- Take control before the RPA drifts within 10 m of an operating area boundary.

## PL5 Manual handling 2

| Lesson detail | |
|---|---|
| Units and elements | P5.1–P5.3, P3.2, P3.4, P7.2 |
| Flight time | 0.75 h minimum |
| Prerequisites | PL4 |
| Weather | Normal training limits |
| Mode | Manual mode |
| Applies to | Courses with automated and manual complexity only |

### Objectives

The student will be able to fly the category manoeuvres in manual mode in all orientations, at distance, and land precisely.

### Sequence

<!-- if offered category=multirotor -->
Multirotor:

1. Hover nose-in (facing the student) holding position within 3 m.
2. Box pattern (square of about 20 m sides) at constant height, nose-out throughout.
3. Box pattern with the nose leading (yawing at each corner).
4. Figure-eight or orbit around a fixed point at constant height and radius.
5. Flight at 80 to 100 m from the student and return, maintaining orientation.
6. Precision landing within 1 m of a nominated point.
<!-- end -->
<!-- if offered category=helicopter -->
Helicopter:

1. Nose-in hover holding position within 3 m.
2. Forward flight circuits at constant height.
3. Figure-eight at constant height.
4. Approach to the hover and quick stop.
5. Precision landing within 1 m of a nominated point.
<!-- end -->
<!-- if offered category=aeroplane -->
Aeroplane:

1. Climbing out and circuit entry in manual mode.
2. Steep turns (about 45° bank) at a safe height, maintaining height.
3. Slow flight and recognition of the approach to the stall (where permitted by the manufacturer), with recovery.
4. Approach and landing in manual mode within the nominated landing area.
5. Go-around from the approach.
6. Crosswind approach (when conditions allow).
<!-- end -->
<!-- if offered category=powered-lift -->
Powered-lift:

1. Nose-in hover in vertical mode.
2. Manual transition to wing-borne flight and back-transition (where the RPA permits manual transition; otherwise monitored automated transition with manual control either side).
3. Circuit pattern in wing-borne mode.
4. Approach, back-transition and vertical landing within 1 m of a nominated point.
5. Aborted transition: return to vertical mode and land.
<!-- end -->

### Completion standard

The student flies the manoeuvres within the tolerances in the flight test sheet (Part H) for the category, without instructor intervention.

### Instructor notes

- Nose-in orientation causes the most errors; build it up close before flying it at distance.
- At distance, students lose orientation; teach them to use a small yaw input to confirm heading.
- Do not let manoeuvres at distance take the RPA beyond where the student can see its orientation.
<!-- end -->

## PL6 Abnormal and emergency procedures

| Lesson detail | |
|---|---|
| Units and elements | P6.1–P6.6, P7.1–P7.4 |
| Flight time | 0.75 h minimum (automated and manual courses); 1.0 h (automated-only courses) |
| Prerequisites | PL3; and PL5 for courses with automated and manual complexity |
| Weather | Normal training limits |

### Objectives

The student will be able to recognise and respond correctly to abnormal and emergency situations, using the operations manual and manufacturer's procedures.

### Sequence

| Exercise | Method |
|---|---|
| Low battery warning and return | Flown: instructor sets a higher low-battery threshold or calls the warning |
| Loss of C2 link and failsafe RTH | Talk-through on the GCS, then flown where the manufacturer permits a safe simulation (for example, by RTH command); actual link loss is not induced |
<!-- if offered complexity=automated-and-manual -->
| Loss of satellite positioning | Flown: instructor calls the failure and the student switches to manual mode and lands |
| Compass error ("toilet bowling") | Talk-through, then flown recovery in manual mode |
<!-- end -->
<!-- if offered complexity=automated-only -->
| Loss of satellite positioning | Talk-through: actions available in automated modes (hold, land), and the manufacturer's procedure |
<!-- end -->
| Crewed aircraft approaching | Flown: instructor calls "aircraft"; the student descends and moves the RPA clear, or lands |
| Person entering the operating area | Flown: instructor calls "person"; the student holds the RPA clear, pauses or lands |
| Motor or propeller failure; flight termination | Talk-through using the manufacturer's procedure and the operations manual |
| Flyaway | Talk-through: actions, information to note, who to tell |
| Battery fire and post-accident actions | Ground drill using the LiPo safety bag or container |
| Rejected take-off and go-around | Flown |

### Completion standard

The student recognises each situation promptly and carries out the correct actions in the correct order, without instructor intervention, and states the actions for each talk-through item.

### Instructor notes

- Never simulate a failure that cannot be recovered on the training RPA (for example, switching off a motor or the controller).
- Introduce simulated failures at a safe height and position, upwind, with the RPA close.
- Check that students apply ANCA: control first, communication after the RPA is safe.

## PL7 Operational scenario

| Lesson detail | |
|---|---|
| Units and elements | P1–P8 (all elements) |
| Flight time | 1.0 h minimum (automated and manual courses); 1.5 h (automated-only courses) |
| Prerequisites | PL6; TL8 |

### Objectives

The student will be able to plan, prepare, conduct and complete a realistic operation from start to finish as the person manipulating the controls.

### Sequence

1. The instructor gives a task (for example, an inspection of a structure at the training location, or a mapping mission of a defined area).
2. The student plans the operation: airspace, NOTAM, weather, hazards, risk assessment, Flight Record, and presents it to the instructor for authorisation.
3. The student sets up the site and briefs the instructor and others present.
4. The student prepares the RPAS and conducts the operation, using automated flight and, for courses with automated and manual complexity, manual flight, as the task requires.
5. The instructor introduces at least one abnormal situation during the operation.
6. The student completes the post-flight procedures and records.

### Completion standard

The student completes the operation safely, within the plan and the operations manual, managing the abnormal situation correctly, without instructor intervention.

### Instructor notes

- Assess the whole operation, including decision-making: a student who correctly decides not to fly because of a hazard meets the standard for that element.
- Use a different task for each attempt.

## PL8 Consolidation and flight test preparation

| Lesson detail | |
|---|---|
| Units and elements | All |
| Flight time | 0.5 h minimum |
| Prerequisites | PL1 to PL7 graded competent |

### Objectives

The student will consolidate all competencies and fly a practice flight test.

### Sequence

1. The instructor reviews the student's worksheets and identifies elements needing consolidation.
2. Practice of those elements.
3. A practice flight test using the flight test sheet in Part H.
4. Debrief, and recommendation (or not) for the flight test.

### Completion standard

The student meets every item on the flight test sheet in the practice test. The instructor records the recommendation for the flight test on worksheet PW8.

### Instructor notes

- Do not recommend a student who needed prompting in any item.
- Brief the student on the flight test process, the role of the examiner and what happens if an item is not met.

# Part G – Practical worksheets (formative)

## Use of the practical worksheets

A worksheet is completed by the instructor for each practical lesson session. Each element is graded using the scale below. A lesson is complete when every element on its worksheet is graded 4. Worksheets are formative: they record progress and guide further training, and do not determine the course result.

| Grade | Meaning |
|---|---|
| 1 | Not yet able: requires demonstration or the instructor took control |
| 2 | Performs with significant prompting or assistance |
| 3 | Performs with minor prompting; not yet consistent |
| 4 | Competent: performs consistently to the standard without assistance |
| N/A | Not applicable to this course or not attempted this session (give reason) |

Each worksheet has the following header and footer.

| Header | Entry |
|---|---|
| Student name and ARN | |
| Course | |
| Lesson and session number | |
| Date and training location | |
| Instructor name and ARN | |
| RPA make, model and serial number | |
| Flight Record reference | |
| Weather (wind, gusts, visibility, temperature) | |
| Student fitness to fly confirmed (instructor initials) | |

| Footer | Entry |
|---|---|
| Flight time this session (as person manipulating the controls) | |
| Instructor interventions (number and reason) | |
| Lesson complete (all elements graded 4)? Y / N | |
| Focus for next session | |
| Instructor signature and date | |
| Student signature and date | |

## PW1 RPAS familiarisation and preparation

| Element | Performance criteria | Grade | Comments |
|---|---|---|---|
| P1.1 Assess the task and site | Identifies hazards and suitable launch, recovery and emergency areas at the training location | | |
| P1.2 Check airspace and aeronautical information | Uses chart, ERSA, NOTAM and drone safety app to confirm the location is suitable | | |
| P1.3 Obtain and assess weather | Obtains a forecast and compares conditions with limits | | |
| P1.4 Complete the risk assessment and Flight Record | Completes the relevant Flight Record sections accurately | | |
| P1.5 Brief | Gives a briefing covering area, height, hazards, emergency actions and roles | | |
| P2.1 Assemble and inspect the RPAS | Assembles correctly; completes the daily inspection with the checklist; records it in the technical log | | |
| P2.2 Manage batteries | Inspects, fits and secures batteries; identifies unserviceable batteries; states charging and storage rules | | |
| P2.3 Confirm software, settings, failsafe and RTH | Sets and verifies height and distance limits, RTH height, failsafe action and low-battery thresholds | | |
| P2.4 Confirm link, positioning and sensors | Confirms link strength, satellite count, compass and IMU status; calibrates when required | | |
| P2.5 Record the home point | Confirms the home point is recorded before take-off | | |
| P8.1 Shut down and make safe | Follows the shutdown sequence; removes batteries | | |
| P8.2 Post-flight inspection | Inspects the RPAS and records defects | | |
| P8.3 Logs and records | Completes the remote pilot log, Flight Record and technical log | | |
| P8.4 Post-flight battery management | Handles batteries for cooling, charging or storage correctly | | |

## PW2 Effects of controls, take-off, hover and landing

| Element | Performance criteria | Grade | Comments |
|---|---|---|---|
| Pre-flight preparation | Prepares the RPAS and completes pre-flight checks with the checklist | | |
| P3.1 Take off and climb | Takes off smoothly and checks control response at a low hover before climbing | | |
| Hover / steady flight | Holds the hover within 2 m and height within 1 m for 10 seconds (aeroplane: holds heading and height within 20 ft) | | |
| Effects of controls | Uses each control correctly and smoothly to move the RPA as intended | | |
| P3.2 Approach and land | Lands within 2 m of the nominated point with a controlled descent rate (aeroplane: instructor-guided approach) | | |
| P7.1 VLOS and lookout | Keeps the RPA in sight and scans the sky; uses the GCS only briefly | | |
| P7.2 Area and height | Remains within the operating area and height | | |
| P7.3 Monitor RPA status | Notices and reports battery, link and satellite indications | | |
| P7.4 Communication | Uses the handover of control phrases correctly | | |

## PW3 Automated flight operations

| Element | Performance criteria | Grade | Comments |
|---|---|---|---|
| P4.1 Plan and upload an automated flight | Plans a mission with correct heights, speeds, end and link-loss actions | | |
| P4.2 Verify the automated flight plan | Checks every waypoint against obstacles, operating area and height limits before flight | | |
| P4.3 Monitor an automated flight | Monitors RPA position against the plan, energy, link and satellites; maintains lookout | | |
| P4.4 Intervene | Pauses, resumes, aborts to RTH and aborts to land promptly on command | | |
| RTH | Predicts and verifies RTH path and height; cancels RTH and takes control when instructed | | |
| P3.3 Reject a take-off | Rejects the take-off correctly when instructed | | |
| P3.4 Discontinue an approach | Discontinues the approach and climbs away or holds on command | | |
| P7.1–P7.4 Situational awareness and communication | As for PW2 | | |

<!-- if offered complexity=automated-and-manual -->
## PW4 Manual handling 1

Applies to courses with automated and manual complexity only. Grade the elements for the course category.

| Element | Performance criteria | Grade | Comments |
|---|---|---|---|
| P5.1 Control without position hold | Selects manual mode correctly and controls the RPA without loss of control | | |
| P5.3 Hold position and height | Multirotor, helicopter and powered-lift (vertical mode): holds position within 3 m and height within 1.5 m for 10 seconds. Aeroplane and powered-lift (wing-borne): holds height within 20 ft and heading within 10° | | |
| P5.2 Category manoeuvres (manual 1) | Performs the PL4 manoeuvres for the category as listed in Part F | | |
| P5.3 Orientation | Maintains correct control in side-on orientations (rotorcraft) or in turns (aeroplane) | | |
| P3.2 Approach and land in manual mode | Lands within 2 m of the nominated point (aeroplane: within the nominated landing area, or instructor lands) | | |
| P7.1–P7.4 Situational awareness and communication | As for PW2 | | |

## PW5 Manual handling 2

Applies to courses with automated and manual complexity only. Grade the elements for the course category.

| Element | Performance criteria | Grade | Comments |
|---|---|---|---|
| Nose-in hover (rotorcraft and powered-lift) | Holds position within 3 m and height within 1.5 m for 10 seconds | | |
| Box pattern (multirotor) / circuits (helicopter, aeroplane, powered-lift) | Flies the pattern at constant height (within 2 m; aeroplane within 30 ft) with corners within 3 m of the planned position | | |
| Figure-eight or orbit | Constant height and radius; smooth and coordinated | | |
| Flight at distance | Maintains orientation and control at 80 to 100 m | | |
| Aeroplane: steep turns; stall awareness; go-around; crosswind | Performs each as briefed, within the tolerances in Part H | | |
| Powered-lift: transition, back-transition, aborted transition | Performs each as briefed, within the tolerances in Part H | | |
| P3.2 Precision landing | Lands within 1 m of the nominated point (aeroplane: within the nominated landing area) | | |
| P7.2 Area and height | Remains within the operating area and height | | |
<!-- end -->

## PW6 Abnormal and emergency procedures

| Element | Performance criteria | Grade | Comments |
|---|---|---|---|
| P6.1 Recognise abnormal indications | Recognises each simulated situation promptly and states it | | |
| P6.2 Loss of C2 link | States and, where simulated, carries out the correct actions; predicts failsafe behaviour | | |
| P6.3 Loss of satellite positioning | Manual courses: switches to manual mode, maintains control and lands. Automated-only courses: states and carries out the automated response | | |
| P6.4 Low energy, power or propulsion failure | Returns and lands on low battery warning; states actions for propulsion failure | | |
| P6.5 Conflicting aircraft and persons | Descends and moves the RPA clear, holds or lands, promptly | | |
| P6.6 Terminate a flight | States when and how a flight is terminated on the training RPA | | |
| Flyaway | States actions, information to note and notifications | | |
| Battery fire and post-accident actions | Carries out the ground drill correctly | | |
| Emergency principles | Applies ANCA: control first, then navigate, communicate, administrate | | |

## PW7 Operational scenario

| Element | Performance criteria | Grade | Comments |
|---|---|---|---|
| P1 Plan and prepare | Plans the task completely; identifies airspace, NOTAM, weather and hazards; completes the Flight Record and obtains authorisation | | |
| P2 Prepare the RPAS | Prepares the RPAS without error | | |
| Site set-up and briefing | Sets up launch, recovery, operating and emergency areas; briefs all present | | |
| P3 Launch and recover | Launches and recovers safely at the planned points | | |
| P4 Automated operation | Uses automated functions as the task requires, with verification and monitoring | | |
| P5 Manual operation (manual courses only) | Uses manual flight as the task requires within tolerances | | |
| P6 Abnormal situation | Manages the abnormal situation introduced by the instructor correctly | | |
| P7 Situational awareness and communication | Maintains VLOS, lookout, boundaries and communication throughout | | |
| P8 Post-flight | Completes post-flight procedures and records | | |
| Decision-making | Makes safe, timely decisions, including a decision not to fly where appropriate | | |

## PW8 Consolidation and flight test preparation

| Element | Performance criteria | Grade | Comments |
|---|---|---|---|
| Practice flight test – all items | Meets every item on the flight test sheet for the course | | |
| Elements consolidated this session | List | | |

| Recommendation for flight test | Entry |
|---|---|
| All lessons PL1 to PL8 complete (all elements graded 4) | Y / N |
| Minimum flight time for the course completed (total hours) | |
| Theory examination passed and KDR closed (or theory credit) | Y / N |
| Recommended for flight test | Y / N |
| Instructor signature and date | |

## Theory training record (Form T2)

| Lesson | Syllabus items | Date | Delivery (classroom / remote / self-paced) | Understanding check satisfactory (Y/N; items needing further instruction) | Instructor initials |
|---|---|---|---|---|---|
| TL1 | T1 | | | | |
| TL2 | T2 | | | | |
| TL3 | T3 | | | | |
| TL4 | T4 | | | | |
| TL5 | T5 | | | | |
| TL6 | T6 | | | | |
| TL7 | T7 | | | | |
| TL8 | T8 | | | | |
| TL9 | T9 | | | | |
| TLW | Supplement 7–25 kg | | | | |

## Flight training log (Form T5)

| Date | Location | RPA make, model, serial | Lesson | Mode (automated / manual) | Flight time | Simulator time | Instructor initials | Student initials |
|---|---|---|---|---|---|---|---|---|
| | | | | | | | | |
| | | | | | | | | |
| | | | | | | | | |
| Totals | | | | | | | | |

# Part H – Flight test sheets (summative)

## Use of the flight test sheets

The flight test is conducted IAW Part A, *Flight test procedures*. The examiner uses the flight test sheet for the student's course. Every applicable item must be assessed S for a pass. An item that is not applicable to the course is marked N/A with the reason.

Tolerances apply in the conditions of the test, with the mean wind and gusts within the training limits. A momentary excursion caused by a gust and corrected promptly is not an NS.

<!-- per-course begin -->
## Flight test sheet – {{course-title}}

| Header | Entry |
|---|---|
| Student name and ARN | |
| Course | {{course-title}} |
| Category / weight class(es) / complexity | {{course-category}} / {{course-weight-classes}} / {{course-complexity}} |
| Date, start and finish times | |
| Location and Flight Record reference | |
| RPA make, model and serial number (one of: {{course-training-rpa}}) | |
| RPA gross weight at test | |
| Weather (wind, gusts, visibility, temperature) | |
| Examiner name and ARN | |
| Examiner authorisation reference (Form T8) | |
| Eligibility confirmed: theory passed and KDR closed; PW1–PW8 complete; minimum flight time met; recommendation on PW8 | Y / N |
| Attempt (first test / re-test of NS items / full re-test) | |

### Section 1 – Pre-flight

| Item | Standard | S / NS / N/A | Comment |
|---|---|---|---|
| 1.1 Planning | Completes the Flight Record for the task given: airspace, NOTAM, weather, hazards and risk assessment, correctly and completely | | |
| 1.2 Knowledge of limits | States the operating limits that apply (height, distance from people, aerodromes, weather, RPA limits) | | |
| 1.3 Site set-up and briefing | Sets up launch, recovery, operating and emergency areas; gives a complete briefing | | |
| 1.4 RPAS preparation | Completes the daily and pre-flight inspection with the checklist; identifies any defect planted by the examiner | | |
| 1.5 Settings | Verifies RTH height, failsafe action, low-battery thresholds and limits appropriate to the site | | |
| 1.6 Link and positioning | Confirms link, satellites, compass and home point before take-off | | |

### Section 2 – Normal operations

| Item | Standard | S / NS / N/A | Comment |
|---|---|---|---|
| 2.1 Take-off | Takes off smoothly and checks control response before climbing | | |
| 2.2 Lookout and VLOS | Maintains VLOS and a regular lookout throughout; uses the GCS appropriately | | |
| 2.3 Area and height | Remains within the operating area and never exceeds the briefed maximum height | | |
| 2.4 Monitoring | Monitors energy, link and positioning, and reports them when asked | | |
| 2.5 Communication | Uses standard phrases; responds correctly to examiner calls | | |
| 2.6 Approach and landing | Lands within 1 m of the nominated point in position-hold mode (aeroplane: within the nominated landing area, on the centreline, at a safe speed) | | |
| 2.7 Rejected take-off and go-around | Performs each correctly on command | | |

### Section 3 – Automated operations

| Item | Standard | S / NS / N/A | Comment |
|---|---|---|---|
| 3.1 Mission planning and verification | Plans a mission that stays within the area and height limits; verifies it before flight | | |
| 3.2 Monitoring | Monitors the automated flight continuously, with lookout | | |
| 3.3 Intervention | Pauses, resumes, aborts to RTH and aborts to land promptly on command | | |
| 3.4 RTH | Predicts RTH behaviour; cancels RTH and takes control on command | | |

<!-- if complexity=automated-and-manual -->
### Section 4 – Manual operations

<!-- if category=multirotor -->
| Item | Standard | S / NS / N/A | Comment |
|---|---|---|---|
| 4.1 Manual mode hover, nose-out | Holds position within 3 m and height within 1.5 m for 10 seconds | | |
| 4.2 Manual mode hover, nose-in | Holds position within 3 m and height within 1.5 m for 10 seconds | | |
| 4.3 Box pattern, nose-out | Approximately 20 m sides; height within 2 m; corners within 3 m | | |
| 4.4 Box pattern, nose leading | As 4.3, yawing at each corner | | |
| 4.5 Figure-eight or orbit | Constant height (within 2 m) and radius (within 3 m); smooth | | |
| 4.6 Flight at distance | Flies to 80–100 m and returns, maintaining orientation and control | | |
| 4.7 Manual landing | Lands within 1 m of the nominated point in manual mode | | |
<!-- end -->
<!-- if category=helicopter -->
| Item | Standard | S / NS / N/A | Comment |
|---|---|---|---|
| 4.1 Hover, tail-in | Holds position within 3 m and height within 1.5 m for 10 seconds | | |
| 4.2 Hover, nose-in | Holds position within 3 m and height within 1.5 m for 10 seconds | | |
| 4.3 Hover turns | 360° turn at a constant position (within 3 m) and height | | |
| 4.4 Forward flight circuit | Constant height (within 2 m); coordinated turns | | |
| 4.5 Figure-eight | Constant height and radius; smooth | | |
| 4.6 Approach to hover and quick stop | Controlled deceleration to a hover at the nominated point | | |
| 4.7 Manual landing | Lands within 1 m of the nominated point | | |
<!-- end -->
<!-- if category=aeroplane -->
| Item | Standard | S / NS / N/A | Comment |
|---|---|---|---|
| 4.1 Launch and climb-out | Launches and climbs out into wind at the correct attitude and speed | | |
| 4.2 Straight and level | Height within 20 ft; heading within 10° | | |
| 4.3 Medium and steep turns | 30° and 45° bank; height within 30 ft; rolls out on the nominated heading within 10° | | |
| 4.4 Circuit | Rectangular pattern at constant height (within 30 ft), correctly positioned for the approach | | |
| 4.5 Stall awareness (if permitted by the manufacturer) | Recognises the approach to the stall and recovers with minimum height loss | | |
| 4.6 Approach and landing | Stabilised approach; lands within the nominated landing area | | |
| 4.7 Go-around | Applies power and climbs away safely on command | | |
<!-- end -->
<!-- if category=powered-lift -->
| Item | Standard | S / NS / N/A | Comment |
|---|---|---|---|
| 4.1 Vertical mode hover, nose-out and nose-in | Holds position within 3 m and height within 1.5 m for 10 seconds | | |
| 4.2 Transition to wing-borne flight | Into wind; maintains heading and climbs without loss of height | | |
| 4.3 Wing-borne straight and level and turns | Height within 30 ft; heading within 10° | | |
| 4.4 Circuit | Constant height; correctly positioned for back-transition | | |
| 4.5 Back-transition | Controlled deceleration to vertical mode at the planned point | | |
| 4.6 Aborted transition | Returns to vertical mode and lands safely on command | | |
| 4.7 Vertical landing | Lands within 1 m of the nominated point | | |
<!-- end -->
<!-- end -->

### Section 5 – Abnormal and emergency operations

| Item | Standard | S / NS / N/A | Comment |
|---|---|---|---|
| 5.1 Low battery | Returns and lands with the required reserve on the simulated warning | | |
| 5.2 Loss of C2 link | States actions and predicts failsafe behaviour; carries out the simulated response | | |
<!-- if complexity=automated-and-manual -->
| 5.3 Loss of satellite positioning | Switches to manual mode, maintains control within 5 m of the position, and lands | | |
<!-- end -->
<!-- if complexity=automated-only -->
| 5.3 Loss of satellite positioning | States the automated response and the manufacturer's procedure; lands promptly using the available functions | | |
<!-- end -->
| 5.4 Conflicting aircraft | Descends and moves the RPA clear, or lands, without delay | | |
| 5.5 Person entering the area | Holds clear, pauses or lands without delay | | |
| 5.6 Propulsion failure and flight termination | States the actions for the training RPA | | |
| 5.7 Flyaway | States the actions, information to note and notifications | | |

### Section 6 – Post-flight

| Item | Standard | S / NS / N/A | Comment |
|---|---|---|---|
| 6.1 Shutdown and make safe | Follows the shutdown sequence | | |
| 6.2 Post-flight inspection | Inspects the RPAS and records findings in the technical log | | |
| 6.3 Records | Completes the remote pilot log and Flight Record correctly | | |

### Result

| Result | Entry |
|---|---|
| Flight time (test) | |
| Instructor or examiner intervention (Y/N, item, reason) | |
| Items assessed NS (list) | |
| Items not completed and reason (if discontinued) | |
| Overall result (pass / fail / incomplete) | |
| Additional training required before re-test | |
| Examiner signature and date | |
| Student acknowledgement of result and debrief (signature and date) | |
| CRI review (signature and date) | |
<!-- per-course end -->

# Part I – Instructor handbook

## Purpose

This handbook tells {{organisation-name}} RePL training instructors and examiners how to deliver and assess training to the standard in this manual. It is read together with Parts A to H. Each instructor must read this handbook and confirm in writing to the CRI that they have done so before instructing.

## Instructor responsibilities

An instructor must:

- deliver each lesson IAW its lesson plan and the curriculum for the course
- ensure the safety of every training flight, as RP in command (Part A, *Safety of training flights*)
- assess students fairly and only against the performance criteria and standards in this manual
- complete all training records accurately on the day of training
- report to the CRI any safety occurrence, instructor intervention resulting from a hazardous situation, student welfare concern or suspected misconduct
- tell the CRI when they believe a lesson plan, Part D content or a worksheet is wrong, unclear or out of date
- maintain their own currency and competence (Part A, *Instructor currency and recurrent assessment*)
- not instruct when unfit for duty.

## Competency-based training principles

- Training is complete when the student is competent, not when time has elapsed. The minimum times in Part B are floors.
- Every element has performance criteria. Tell the student, before each lesson, what standard they must reach and how it will be assessed.
- Assess the student's performance, not their attitude or effort. Record evidence (what the student did) to support each grade.
- Competence requires consistency: a single good attempt is not enough for grade 4.
- Give the student opportunities to practise each element in varied conditions (wind, orientation, location within the area).

## Teaching method

### Theory lessons

- Start by stating objectives and finding out what the student already knows.
- Teach from known to unknown, simple to complex. Use the training location, the training RPA and real charts and forecasts as examples.
- Ask open questions ("What would you do if…?") rather than closed questions.
- Use the check-of-understanding questions at the end of each lesson and record the outcome on Form T2. Do not use questions from the question bank.

### Practical lessons

- Use the sequence: explain, demonstrate, student follows through, student practises, instructor assesses.
- Brief thoroughly on the ground; keep airborne instruction short and specific ("more left", "stop", "hold").
- Introduce one new skill at a time. Consolidate before moving on.
- Debrief promptly: student self-assessment first, then instructor feedback on what went well, what to improve and how.

## Safety and intervention

- Apply Part A, *Instructor control*, on every flight. Brief the handover protocol before every flight, including with experienced students.
- Intervene early. It is better to take control too early than too late.
- Stop the lesson if the student becomes fatigued, distressed or unwell, if the weather approaches the limits, or if any person or aircraft compromises the operating area.
- Record every intervention on the worksheet. An intervention to prevent a collision, loss of control or a breach of the operating area or height must also be reported to the CRI.

## Assessment and records

- Grade each worksheet element using the scale in Part G, on the day of the lesson.
- A lesson is complete only when every element is graded 4. Do not move a student to the next lesson until its prerequisites are complete.
- Record flight time accurately; only time as the person manipulating the controls counts.
- Supervise examinations IAW Part A, *Theory examination procedures*, and handle examination material IAW Part A, *Examination security*.
- Close every KDR item with remedial training and oral questioning before signing Form T4.

## Examiner duties

An examiner must:

- confirm the student's eligibility for the flight test before starting
- brief the student on the test, the standard and how the examiner will take control if required
- conduct the test using the flight test sheet for the course, and assess each item only against its standard
- not coach the student during the test
- record the result and reasons for any NS item immediately after the test, and debrief the student
- give the completed flight test sheet to the CRI on the day of the test.

An examiner must not test a student where the examiner has a conflict of interest (Part A, *Examiners*).

## Standardisation

To keep instruction and assessment consistent:

- each instructor attends a standardisation session conducted by the CRI after each amendment to this manual, and at least every 12 months
- the CRI observes each instructor delivering at least one theory lesson and one practical lesson every 12 months, and each examiner conducting at least one flight test every 12 months
- the CRI compares grades and results between instructors and investigates significant differences.

## Instructor and examiner register (Form T8)

| Field | Entry |
|---|---|
| Name and ARN | |
| Employment or engagement with {{organisation-name}} (start date) | |
| RePL number, categories, weight classes and automated/manual endorsements | |
| Other aviation licences and ratings | |
| Teaching or instructional qualification | |
| Non-training operational experience by category (hours, evidence) | |
| Operations manual induction and RPAS type training completed (date) | |
| Observed theory lesson (date, CRI assessment) | |
| Observed practical lesson (date, CRI assessment) | |
| Authorised as instructor: courses, categories and lessons (date, CRI signature) | |
| Authorised as examiner: courses and categories (date, CRI signature) | |
| Recurrent assessments (dates, results) | |
| Refresher training and standardisation sessions (dates) | |
| Authorisation suspended or withdrawn (date, reason) | |

# Part J – Student handbook

## Welcome

Welcome to {{organisation-name}} RePL training. This handbook explains how your course works, what we expect of you, and what you can expect of us. Please read it before your course starts and keep it for reference.

## Your course

Your course has two parts:

- **Theory (aeronautical knowledge).** Lessons TL1 to TL9 (and supplements where your course requires them), followed by a supervised theory examination. Students upgrading an existing RePL do a shorter theory component and examination. Students with a theory credit (for example, a pilot licence) do not sit the full examination.
- **Practical.** Lessons PL1 to PL8 on the training RPA for your course, followed by a flight test with an examiner.

Your course details – category, weight class, training RPA and whether it includes manual flight – are shown in Part B for your course.

On successful completion, the CRI signs your certificate of course completion and {{organisation-name}} notifies CASA so that CASA can issue or vary your RePL.

## Before your course

You must:

- have an aviation reference number (ARN). Apply for an individual ARN through the myCASA portal on the CASA website before you enrol. Your RePL is issued to your ARN
- be at least 16 years old by the date of your flight test
- be able to read, write, speak and understand English well enough to follow the course and communicate safely
- for an upgrade course, hold a current RePL (bring it to your first lesson)
- for a theory credit, bring your licence or examination report.

## What to bring

- Photographic identification (for the examination)
- Sunglasses, hat, sunscreen, water and clothing suitable for outdoor work in the weather forecast
- Closed footwear for practical sessions
- Prescription glasses or contact lenses, if you need them to see at a distance
- Pen and notebook; a non-programmable calculator and a navigation ruler for the theory lessons and examination

## Rules during training

- **Safety first.** Your instructor is the remote pilot in command of every training flight. Follow all instructions immediately. When your instructor says "I have control", release the controls and reply "You have control".
- **Fitness for duty.** Do not attend practical training if you are unwell, fatigued, or affected by alcohol, drugs or medication that may cause drowsiness. You must not consume alcohol within the period set in the operations manual before flying. Tell your instructor if you are not fit to fly.
- **At the training location.** Stay in the area your instructor directs. Do not approach an RPA that is armed or flying. Keep the operating area clear.
- **Equipment.** Handle the training RPA and batteries only as instructed. Report any damage or defect straight away.
- **Conduct.** Treat instructors, other students and the public with respect. Harassment, unsafe behaviour or cheating may result in removal from the course.
- **Attendance.** Attend all scheduled lessons. If you cannot attend, tell us as early as possible. If you are away from training for more than 6 months, your instructor will reassess you before you continue.

## How you are assessed

- **During theory lessons**, your instructor checks your understanding of each topic with questions.
- **The theory examination** is supervised and closed-book. You may use only the permitted materials listed in Part E. The pass mark is {{exam-pass-mark}}%. After the examination you receive a **knowledge deficiency report** that lists the topics where you answered a question incorrectly – whether you pass or fail. Your instructor will go through every listed topic with you before your course can be completed. If you do not pass, you will receive further training and sit a different paper. You may attempt an examination up to three times before the CRI reviews your training.
- **During practical lessons**, your instructor grades your performance on a worksheet after each session. You move on when you are competent in each element. Some students need more time than the minimum; this is normal.
- **The flight test** is conducted by an examiner once your instructor recommends you. Every item must be met. If an item is not met, you will receive further training in that item before a re-test.

## Logbook

Keep a remote pilot log from your first training flight. Record the RPA, date, location and duration of each flight, and keep separate totals for VLOS and simulated flight time. Your instructor will sign your log entries for training flights on request. {{organisation-name}} also keeps its own flight training log for you.

## Your records and privacy

{{organisation-name}} keeps your training records for at least 7 years, as required by CASA. Your personal information is used only to deliver your training and to meet legal requirements, including notifying CASA of your results. You may request a copy of your training file.

## Appeals and complaints

If you disagree with an examination or flight test result, or wish to complain about your training, write to the CRI within 14 days. The CRI will respond in writing within 14 days. If the CRI conducted the assessment, your appeal will be referred to an independent reviewer.

## Operations manual sections you must read

Before your first practical lesson, read these sections of the {{organisation-name}} operations manual: *Fitness for duty*, *Safety occurrence reporting*, *Risk assessment*, *Planning*, *Before flight*, *Flight operations*, *Emergency procedures*, and Appendix C for the training RPA.

## Forms

### Enrolment record (Form T1)

| Field | Entry |
|---|---|
| Full name | |
| ARN | |
| Date of birth | |
| Contact details (phone, email, address) | |
| Emergency contact | |
| Course | |
| Course type (initial / upgrade same category / upgrade different category) | |
| Existing RePL (number, categories, weight classes, endorsements) | |
| Theory credit (licence or examination; evidence sighted) | |
| Photographic identification sighted (type) | |
| English language: instructor satisfied (Y/N) | |
| Medical and fitness declaration: "I am not aware of any medical condition, medication or other matter that would make me unfit to operate an RPA safely. I will tell my instructor if this changes." (student signature) | |
| Student declaration: "I have read the student handbook and agree to comply with it. The information I have provided is true and correct." (signature, date) | |
| Entry requirements confirmed (instructor name, ARN, signature, date) | |
| Course resources confirmed (CRI initials) | |

### Certificate of course completion (Form T6)

| Field | Entry |
|---|---|
| Training organisation | {{organisation-name}} ({{legal-name}}) |
| Training organisation ARN | {{organisation-arn}} |
| Student name | |
| Student ARN | |
| Course name | |
| RPA category and weight class(es) | |
| RePL training units completed (full Part 101 MOS names) | |
| Operation mode(s): automated only / automated and manual | |
| Practical competency component conducted by (name, ARN) | |
| Theory examination passed (date) or theory credit (details) | |
| Flight test passed (date, examiner name and ARN) | |
| Date of course completion | |
| Chief RePL instructor: {{cri-name}}, ARN {{cri-arn}} – signature and date | |

### Course feedback (Form T7)

| Question | Response (1 = strongly disagree, 5 = strongly agree) | Comments |
|---|---|---|
| The course objectives and assessment were explained clearly | | |
| The theory lessons and notes helped me understand the topics | | |
| The practical lessons were well organised and safe | | |
| My instructor gave clear, useful feedback | | |
| The examination and flight test were conducted fairly | | |
| The training RPA and facilities were suitable | | |
| What should we improve? | | |