Regulation (EU) No 1178/2011 AIRCREW : Pilot Licenses
Revision from August 2023

• EASA - AIRCREW :
  • Easy Access Rules for Aircrew (Regulation (EU) No 1178/2011) ( Easy Access )
  • List of Revisions ( Easy Access )
  • Incorporated Amendments ( Easy Access )
  • COVER REGULATION ( Easy Access )
  • ANNEX I : [PART FCL] - Flight Crew Licencing ( Easy Access )
  • ANNEX IV : [PART MED] - Medical ( Easy Access )
  • ANNEX VI : [PART ARA] - Authority Requirements for Aircrew ( Easy Access )
  • ANNEX VII : [PART ORA] - Organisation Requirements for Aircrew ( Easy Access )
  • ANNEX VIII : [PART-DTO] - Declared Training Organisation ( Easy Access )
• FRANCE :
  • FRANCE - Arrêté du 10 octobre 2018 relatif à l'application du règlement (UE) n° 1178/2011 ( Légifrance )

AMC1 FCL.700 Circumstances in which class or type ratings are required - ED Decision 2020/005/R

1. A class or type rating and license endorsement should comply with the class and type ratings that are listed in one of the following EASA publications, as applicable:
   1. ‘List of Aeroplanes — Class and Type Ratings and Endorsement List’; and
   2. ‘List of Helicopters — Type Ratings List’.
2. Holders of Part-FCL licences should complete differences training or familiarisation training in accordance with the lists of point (a).

GM1 FCL.700 Circumstances in which class or type ratings are required - ED Decision 2011/016/R

LIST OF CLASS OR TYPE RATINGS

The following tables contain lists of aeroplanes or TMG that are included in class ratings.

1. Class ratings (aeroplane): SP and SEP or MEP aeroplane (land or sea):

   Aeroplanes		Licence Endorsement
   SEP (land)	(D)	SEP (land)
   SEP (land) with variable pitch propellers (VP)
   SEP (land) with retractable undercarriage (RU)
   SEP (land) with turbo or super charged engines (T)
   SEP (land) with cabin pressurisation (P)
   SEP (land) with tail wheels (TW)
   SEP (land) with EFIS (EFIS)
   SEP (land) with SLPC (SLPC)
   SEP (sea)	(D)	SEP (sea)
   SEP (sea) with variable pitch propellers (VP)
   SEP (sea) with turbo or super charged engines (T)
   SEP (sea) with cabin pressurisation (P)
   SEP (sea) with EFIS (EFIS)
   SEP (sea) with SLPC (SLPC)
   MEP (land)	(D)	MEP (land)
   MEP (sea)	(D)	MEP (sea)

2. Class ratings (aeroplane): SP (Single Pilot) and SEP TMG (land):

   Aeroplanes	Licence Endorsement
   All TMGs having an integrally mounted, non-retractable engine and a non-retractable propeller	TMG

3. Additional class and type rating lists and endorsement lists are published by the Agency.
4. Whenever (D) is indicated in one of the lists mentioned in paragraphs (a) to (c), it indicates that differences training in accordance with FCL.710 is required.

GM1 FCL.710 Class and type ratings – variants - ED Decision 2011/016/R

DIFFERENCES AND FAMILIARISATION TRAINING

1. Differences training requires the acquisition of additional knowledge and training on an appropriate training device or the aircraft.
2. Familiarisation training requires the acquisition of additional knowledge.

AMC1 FCL.725(a) Requirements for the issue of class and type ratings - ED Decision 2022/014/R

SYLLABUS OF THEORETICAL KNOWLEDGE FOR CLASS OR TYPE RATINGS

Consulter le Site de l'EASA ( Easy Access )

AMC2 FCL.725(a) Requirements for the issue of class and type ratings - ED Decision 2022/014/R

TRAINING COURSE

FLIGHT INSTRUCTION FOR TYPE RATINGS: HELICOPTERS

Consulter le Site de l'EASA ( Easy Access )

GM1 FCL.725(d)(4)(ii)(B)(2) Requirements for the issue of class and type ratings - ED Decision 2022/014/R

MULTI-PILOT OPERATION IN SINGLE-PILOT HELICOPTERS IN ACCORDANCE WITH ANNEX III (PART-ORO) TO REGULATION (EU) No 965/2012

Point FCL.725(d)(4)(ii)(B)(2) requires pilots to exercise their type rating privileges for multi-pilot operation in single-pilot helicopters only in accordance with the requirements of Part-ORO. Multi-pilot operations in single-pilot helicopters cannot be carried out under Part-NCO. The regulatory framework of Part-ORO applies in any case of commercial operations or operation of complex single-pilot helicopters under Regulation (EU) No 965/2012. This means that an ATO that provides training for multi-pilot operation in single-pilot helicopters will need to base that training on the operational procedures of the operator for which the pilot is flying. That ATO will either be an operator itself or will have an arrangement with an operator on behalf of which the training will be carried out.

GM1 FCL.725(e) Requirements for the issue of class and type ratings - ED Decision 2017/022/R

The hours gained during the instruction flights for category 1 or 2 flight tests are not considered as flight tests related to development, certification or production.

AMC1 FCL.740(b) Validity and renewal of class and type ratings - ED Decision 2018/009/R

RENEWAL OF CLASS AND TYPE RATINGS: REFRESHER TRAINING AT AN ATO, A DTO OR WITH AN INSTRUCTOR

1. The objective of the refresher training is for the applicant to reach the level of proficiency necessary to safely operate the relevant type or class of aircraft. The amount of refresher training needed should be determined on a case-by-case basis by the ATO, the DTO or the instructor, as applicable, taking into account the following factors:
   1. the experience of the applicant;
   2. the amount of time elapsed since the privileges of the rating were last used;
   3. the complexity of the aircraft;
   4. whether the applicant has a current rating on another aircraft type or class; and
   5. where considered necessary, the performance of the applicant during a simulated proficiency check for the rating in an FSTD or an aircraft of the relevant type or class.
      It should be expected that the amount of training needed to reach the desired level of proficiency will increase analogously to the time elapsed since the privileges of the rating were last used.
2. After having determined the needs of the applicant, the ATO, the DTO or the instructor, as applicable, should develop an individual training programme based on the initial training for the rating, focusing on the aspects where the applicant has shown the greatest needs.
3. With the exception of refresher training for ratings for aircraft referred to in point FCL.740(b)(2)(i), refresher training should include theoretical knowledge instruction, as necessary, such as for type-specific system failures in complex aircraft. The performance of the applicant should be reviewed during the training and additional instruction should be provided to the applicant, where necessary, to reach the standard required for the proficiency check.
4. After successful completion of the training, the ATO, the DTO or the instructor, as applicable, should issue the applicant with a training completion certificate or another document specified by the competent authority, describing the evaluation of the factors listed in (a), the training received, and a statement that the training has been successfully completed. The training completion certificate should be presented to the examiner prior to the proficiency check. Following the successful renewal of the rating, the training completion certificate or the other document specified by the competent authority and the examiner report form should be submitted to the competent authority.
5. Taking into account the factors listed in (a) above, the ATO, the DTO or the instructor, as applicable, may also decide that the applicant already possesses the required level of proficiency and that no refresher training is necessary. In such a case, the certificate or other documental evidence referred to in (c) above should contain a respective statement including sufficient reasoning.

GM1 FCL.740(b) Validity and renewal of class and type ratings - ED Decision 2021/002/R

RENEWAL OF CLASS AND TYPE RATINGS: REFRESHER TRAINING AT AN AOC HOLDER

It is recommended that an AOC holder approved for renewal of type ratings under Part-ORO may provide refresher training if the applicant is enrolled in the EBT programme; and if the rating has lapsed by no more than 1 year.

If the rating has lapsed by more than 1 year, it is recommended that the applicant consider to follow the training at an ATO and AMC1 FCL.740(b) applies.

AMC1 FCL.720.A(b)(2)(i) Experience requirements and prerequisites for the issue of class or type ratings – aeroplanes - ED Decision 2020/018/R

ADDITIONAL THEORETICAL KNOWLEDGE FOR A CLASS OR TYPE RATING FOR HIGH-PERFORMANCE SINGLE-PILOT (SP) AEROPLANES

COURSE SYLLABUS

FOR VFR OPERATIONS:

Consulter le Site de l'EASA ( Easy Access )

AMC2 FCL.720.A(b)(2)(i) Experience requirements and prerequisites for the issue of class or type ratings – aeroplanes - ED Decision 2020/018/R

ADDITIONAL THEORETICAL KNOWLEDGE FOR A CLASS OR TYPE RATING FOR HIGH-PERFORMANCE SINGLE-PILOT (SP) AEROPLANES

An applicant for an additional class or type rating for a single-pilot aeroplane classified as a high performance aeroplane (HPA), who:

1. has held a single-pilot HPA class or type rating prior to the application of Commission Regulation (EU) No 245/2014; and
2. has completed a competency-based modular IR(A) course according to Appendix 6 Aa; and
3. does not fulfil the requirements of FCL.720.A (b)(2)(ii) or (iii); should pass the theoretical knowledge instruction and examination for the VFR and IFR parts of the course required in accordance with FCL.720.A.(b)(2)(i).

GM1 FCL.740.A Revalidation of class and type ratings — aeroplanes - ED Decision 2022/014/R

COMPLETE EBT PRACTICAL ASSESSMENT IN ACCORDANCE WITH APPENDIX 10

1. The completion of an EBT practical assessment includes:
   1. the assessment of pilot performance either in a simulated or an operational environment; and
   2. the administrative action which includes the completion of the Appendix 10 form.
2. The assessment as per point (1) usually occurs during the entire validity period of the rating as the EBT programme includes several FSTD sessions, while the administrative action as per point (2) is completed within the 3 months immediately preceding the expiry date of the rating.

AMC1 FCL.740.A(b)(1)(ii) Revalidation of class and type ratings - ED Decision 2020/005/R

CONTENT OF THE REFRESHER TRAINING

Training flight items should be based on the exercise items of the proficiency check, as deemed relevant by the instructor, and depending on the experience of the candidate. The briefing should include a discussion on TEM with special emphasis on decision-making when encountering adverse meteorological conditions or unintentional IMC, as well as on navigation flight capabilities.

AMC1 FCL.745.A Advanced UPRT course – aeroplanes - ED Decision 2019/005/R

COURSE OBJECTIVE AND CONTENT

COURSE OBJECTIVE

1. The objective of the course is for the pilot under training:
   1. to understand how to cope with the physiological and psychological aspects of dynamic upsets in aeroplanes; and
   2. to develop the necessary competence and resilience to be able to apply appropriate recovery techniques during upsets.
2. In order to meet the objective as specified in point (a), the course should:
   1. emphasise physiological and psychological effects of an upset and develop strategies to mitigate those effects;
   2. be delivered in a suitable training aircraft in order to expose trainees to conditions that cannot be replicated in an FSTD; and
   3. employ recovery techniques that are suitable for the aircraft used for training in order to support the training objectives. In order to minimise the risk associated with potential negative transfer of training, the recovery techniques used during the course should be compatible with techniques typically used for transport category aeroplanes.

THEORETICAL KNOWLEDGE

3. Theoretical knowledge instruction supports the objectives of the course and should include the following:
   1. a review of basic aerodynamics typically applicable to aeroplane upsets in transport category aeroplanes, including case studies of incidents involving potential or actual upsets.
   2. aerodynamics relevant to the aeroplane and exercises used in the practical training, including differences to aerodynamics as referred to in point (1);
   3. possible physiological and psychological effects of an upset, including surprise and startle effect;
   4. strategies to develop resilience and mitigate startle effect; and
   5. memorising the appropriate procedures and techniques for upset recovery.

FLIGHT INSTRUCTION

4. Flight instruction should include:
   1. exercises to demonstrate:
      1. the relationship between speed, attitude and AoA;
      2. the effect of g-load on aeroplane performance, including stall events at different attitudes and airspeeds;
      3. aerodynamic indications of a stall including buffeting, loss of control authority and inability to arrest a descent;
      4. the physiological effects of different g-loads between -1 and 2.5G; and
      5. surprise and the startle effect;
   2. training in techniques to recover from:
      1. nose high at various bank angles;
      2. nose low at various bank angles;
      3. spiral dives;
      4. stall events; and
      5. incipient spin; and
   3. training to develop resilience and to employ strategies to mitigate the startle effect.

COURSE COMPLETION

5. The course is considered to have been satisfactorily completed if the trainee is able to successfully:
   1. apply strategies to mitigate psychological and physical effects;
   2. recognise upsets;
   3. apply correct recovery techniques from upset scenarios as specified in point (d)(2).

GM1 FCL.745.A Advanced UPRT course – aeroplanes - ED Decision 2019/005/R

UPSET RECOVERY TRAINING EXERCISES

GENERAL

1. The objective of this GM is to provide instructors with further guidance on the conduct of the various upset recovery exercises, which requires instructor performance beyond that experienced in normal operations.
2. Instructors should:
   1. ensure that the risk mitigation measures determined by the ATO are strictly adhered to;
   2. continuously assess the performance of the student to ensure that the training objectives of the upset recovery exercises are achieved;
   3. understand that all-attitude/on-aeroplane upset recovery exercises serve primarily as resilience-builder. In other words, the training serves mainly human-factor training objectives and not only flying skills training;
   4. understand the differences between all-attitude UPRT and aerobatics training;
   5. have knowledge and understanding of how:
      1. on-aeroplane and FSTD UPRT complement each other; and
      2. to ensure that negative transfer of training from small aeroplanes to heavier transport category aeroplanes is avoided. This may be achieved by observing UPRT in an FSTD, especially in a type-specific FFS; and
   6. have knowledge and understanding of the upset prevention theoretical knowledge and flight instruction elements taught during the CPL(A) and ATPL(A) training courses to ensure continuity and consistency in delivering UPRT.
      Note: Instructors should be aware that the safety and potential human factor implications of poor upset recovery instructional technique or misleading information are more significant than in any other areas of pilot training.
3. In order to increase the applicant’s resilience related to the handling of aeroplane upsets, the advanced UPRT course needs to include the development of confidence and competence in recognising and recovering safely from upsets under the presence of the real human factors. Such confidence building is specifically addressed by:
   1. successfully overcoming natural stress response (startle and surprise); and
   2. performing critically important counter-intuitive actions.
      Advanced UPRT therefore considers pitch attitudes, bank angles, AOA/airspeeds, sideslip and g-loads, none of which are normally experienced during routine operations.
4. Aeroplanes used in this course should be:
   1. appropriately certified and operated by the ATO in a manner that takes into account the effects of repeated training manoeuvres on airframe fatigue life; and
   2. provide sufficient safety margins to cater for student and instructor errors.
5. This course complements UPRT in FSTDs by providing exposure to psycho-physiological conditions, which cannot be delivered by the motion systems of today’s qualified FSTDs. At completion of the course, the student should pilot to be able to:
   1. recognise and confirm the upset-situation;
   2. manage stress response;
   3. apply the correct recovery strategy timely and effectively;
   4. stay within the defined training envelope;
   5. stabilise the flight path after recovery; and
   6. become competent and confident in recovering from upsets.

SPECIFIC EXERCISES

6. Exercise 1 — Recovery from Nose HIGH recovery upsets at various bank angles

   (1) Training objectives	The student pilot should: recognise and confirm the Nose HIGH situation (AOA, attitude, energy, trends); announce ‘Nose High’; and apply the correct recovery strategy.
   (2) Training tasks	The student pilot should: regain situation awareness; recognise and analyse AOA, pitch, bank, energy state and trends; note natural and synthetic indications for AOA, attitude and energy; manage human factors, stress response (startle and surprise, counter-intuitive actions); take manual control; identify and apply the Nose HIGH recovery strategy; correct any out-of-trim condition; manage nose-down movement; manage g-load; use the effects of power to assist nose-down movement; use bank to orient the lift vector as necessary; stabilise the flight path after recovery using basic pitch/power settings.
   (3) Enabling objectives	The student pilot should: decide if Stall Recovery or Nose HIGH recovery is applicable; perform control inputs deliberately; use up to full control deflections; avoid unnecessary low or high loads; use secondary flight controls (trim/power) as necessary to support primary flight control inputs (i.e. nose-down movement); apply control inputs in the correct sequence (see Table 1, Nose-HIGH Recovery Strategy); apply counter-intuitive actions as necessary: unloading; power-reduction in Nose-HIGH attitude (depending on engine mounting); and using bank to orient the lift vector downwards.

   Note: Refer to GM1 to Appendix 9, Table 2: Recommended nose-high recovery strategy template.

7. Exercise 2 — Recovery from Nose LOW Recovery upsets at various bank angles

   (1) Training objectives	The student pilot should: recognise and confirm the situation (AOA, attitude, energy, trends); announce ‘Nose LOW’; apply the correct recovery strategy.
   (2) Training tasks	The student pilot should: regain situation awareness; recognise and analyse AOA, pitch, bank, energy state and trends; note natural and synthetic indications for AOA, attitude and energy; manage human factors, stress response (startle and surprise, counter-intuitive actions); take manual control; identify and apply the Nose LOW recovery strategy; correct out-of-trim condition; decide if aircraft is stalled; manage g-load; identify the correct direction to roll; roll to wings level to orient the lift vector upwards; manage power and drag; and stabilise the flight path after recovery using basic pitch/power settings.
   (3) Enabling objectives	The student pilot should: perform control inputs deliberately; use up to full control deflections; avoid unnecessary low or high loads; apply control inputs in the correct sequence (see Table 2, Nose-LOW Recovery Strategy); and apply counter-intuitive actions as necessary: apply Stall Recovery in nose low attitude first if needed; unloading instead of pulling; unloading to increase roll rate; avoid ‘rolling-pull’; and accept the priority of rolling to wings level first, before reducing power and before pulling.

   Note: Refer to GM1 to Appendix 9, Table 3: Recommended nose-low recovery strategy template.

8. Exercise 3 — Recovery from spiral dive

   (1) Training objectives	The student pilot should: recognise the spiral dive as a result of improper nose-up elevator input during a Nose LOW turning situation; and apply the Nose LOW Recovery Strategy.
   (2) Training tasks	The student pilot should: maintain/regain situation awareness; recognise and analyse AOA, pitch, bank, energy state and trends; manage human factors, stress response (startle and surprise, counter-intuitive actions); take manual control; identify and apply the Nose LOW recovery strategy; and stabilise the flight path after recovery using basic pitch/power settings.
   (3) Enabling objectives	The student pilot should: perform control inputs deliberately and in the correct sequence; use up to full control deflections, if required; and apply counter-intuitive actions as necessary: unloading instead of pulling; unloading to increase roll rate; avoid ‘rolling-pull’; and accepting the priority of rolling to wings level first, before reducing power and before pulling.

9. Exercise 4 — Recovery from Stall Event

   (1) Training objectives	The student pilot should: recognise and confirm the situation (AOA, attitude, energy, trends); announce ‘Stall’; apply the Stall Event Recovery Strategy.
   (2) Training tasks	The student pilot should: regain situation awareness; recognise and analyse AOA, pitch, bank, energy state and trends; note natural and synthetic indications for high AOA/stall; manage human factors, stress response (startle and surprise, counter-intuitive actions); recover from: approach to stall full stall, wings level and during turn slipping stall skidding stall accelerated stall secondary stall take manual control; identify and apply the Stall Event Recovery Template or the aircraft manufacturer Stall Recovery SOP; apply nose-down elevator input to reduce AOA; manage trim; consider power reduction (if engine mounting induces a nose-up effect); accept altitude loss; identify the correct direction to roll to wings level; manage power and drag; manage g-load and energy to avoid secondary stall; and stabilise the flight path after recovery using basic pitch/power settings.
   (3) Enabling objectives	The student pilot should: perform control inputs deliberately; use up to full control deflections; apply control inputs in the correct sequence (see Table 3, Stall Event Recovery Strategy Template); and apply counter-intuitive actions as necessary: unloading to reduce AOA; unloading before rolling; power reduction if necessary; accepting altitude loss; and waiting for airspeed increase before loading again.

   Note: Refer to GM1 to Appendix 9, Table 1: Recommended stall event recovery template

10. Exercise 5 — Recovery from incipient spin

    (1) Training objectives	The pilot should: recognise and confirm the spin (AOA, yaw, attitude, energy, roll, trends); apply the OEM Incipient Spin Recovery procedure.
    (2) Training tasks	The pilot should: be aware of the aircraft response to all possible pitch and roll control inputs and to thrust/power changes during (incipient) spin; maintain/regain situation awareness; recognise and analyse AOA, attitude, energy, yaw, roll, trends); note natural and synthetic indications for high AOA, stall, spin; manage human factors, stress response (startle and surprise, counter-intuitive actions); take manual control; identify and apply the OEM Incipient Spin Recovery Procedure; manage AOA, g-load and energy to avoid secondary stall; and stabilise the flight path after recovery using basic pitch/power settings.
    (3) Enabling objectives	The pilot should: perform control inputs deliberately and in the correct sequence; use up to full control deflections as required by the procedure; apply counter-intuitive actions as necessary; avoid unreflected control inputs; and avoid unreflected control inputs; and

11. Assessment of student performance

    By collecting evidence from observable behaviours, the instructor will continuously assess whether the student meets the required competency standards under the given conditions.

    Pilot competencies and behavioural indicators in the context of the Advanced UPRT Course

    1. Application of procedures
       1. Follows the recommended Nose HIGH or Nose LOW recovery strategy or the Stall Event Recovery Template / STALL RECOVERY SOP
       2. Identifies and follows operating instructions in a timely manner
       3. Correctly operates aircraft systems and equipment
       4. Applies relevant procedural knowledge
    2. Communication
       1. Adheres to callouts
       2. Verbalises the essential steps during the recoveries
    3. Aeroplane flight path management — automation

       Disconnects autopilot and autothrust/autothrottle before initiating the recovery (to be simulated if the training aeroplane is not fitted with autothrust/autothrottle)

    4. Aeroplane flight path management — manual control
       1. Detects deviations from the desired aircraft trajectory and takes appropriate action
       2. Controls the aircraft using appropriate attitude and power settings
       3. Contains the aircraft within the defined flight envelope
    5. Leadership and teamwork
       1. Understands and agrees with the crew’s roles and objectives
       2. Uses initiative and gives directions when required
       3. Admits mistakes and takes responsibility
       4. Communicates relevant concerns and intentions
       5. Gives and receives feedback constructively
       6. Projects self-control in all situations
    6. Problem-solving and decision-making
       1. Seeks accurate and adequate information from appropriate sources
       2. Identifies and verifies what and why things have gone wrong
       3. Perseveres in working through the event safely
       4. Sets priorities appropriately
    7. Situation awareness and information management
       1. Identifies and assesses accurately the state of the aircraft and its systems
       2. Identifies and assesses accurately the aircraft’s vertical and lateral position, and its anticipated flight path
       3. Anticipates accurately what could happen, plans and stays ahead of the situation
       4. Recognises and effectively responds to indications of reduced situation awareness.
    8. Workload management
       1. Maintains self-control in all situations Manages and recovers from stress response (startle surprise), interruptions, distractions, variations and errors effectively
       2. Reviews, monitors and cross-checks actions conscientiously
       3. Verifies that tasks are completed to the expected outcome
       4. Offers and accepts assistance, delegates when necessary, and asks for help early
       5. Manages and recovers from interruptions, distractions, variations and failures effectively