PRECISION INSTRUMENT APPROACH (PA)

Objective

The CFII candidate will demonstrate instructional knowledge and teaching ability for conducting precision instrument approaches in helicopters by explaining approach chart analysis, navigation equipment operation, aircraft configuration management, vertical guidance tracking, and decision-making at DA/DH. The candidate will teach through demonstration while simultaneously narrating procedures, managing single-pilot IFR workload, and analyzing common student errors. Upon completion, the candidate will meet the performance standards of FAA-S-8081-9E, Area VIII, Task B.

Content

Selection of the Appropriate Instrument Approach Chart

Teach students that precision approach selection begins during flight planning but must be confirmed with current NOTAMs and weather. A precision approach provides both lateral and vertical guidance to a Decision Altitude (DA) or Decision Height (DH). For helicopters, this primarily means ILS approaches—GPS/WAAS LPV approaches provide precision-like vertical guidance but are technically APV approaches, not precision approaches per the AIM.

Key teaching points:

When reviewing approach charts with students, emphasize the “top-down” scan: heading and frequency boxes first, then the planview, profile view, minimums, and finally notes. Unlike fixed-wing aircraft, helicopters may qualify for lower Category A minimums (91 knots or less), but students must verify their specific aircraft’s approach category based on 1.3 Vso or maximum certificated landing weight speed.

The approach chart tells a complete story—teach students to brief it as a narrative: “We’ll intercept the localizer from the HIWAS transition, track inbound on 270 degrees, capture the glideslope at JEMBO, descend to 427 feet DA, and if we can’t land straight-in, we’ll execute the missed approach climbing to 1,500 then right turn direct to the VOR.”

Regulatory foundation:

14 CFR 91.175 establishes that no pilot may operate an aircraft below DA/DH unless the required visual references are distinctly visible and identifiable, and the aircraft is in a position to make a safe landing. For helicopters specifically, 14 CFR 97.35 addresses helicopter-specific approach procedures and authorizes reduced visibility minimums when published.

Pertinent Information on the Selected Instrument Approach Chart

Teach students the systematic approach chart analysis using the “Five T’s” framework adapted for approach charts: Turn, Time, Twist, Throttle, Talk—but before any of that, they must READ.

Critical chart elements:

• Heading box: Airport name, approach type (ILS RWY 27), navigation frequency (110.3), approach course (270°), airport elevation (1,273 MSL)
• Planview: Feeder routes, initial approach fixes, intermediate fixes, final approach fix (typically glideslope intercept), missed approach holding pattern, minimum safe altitudes (MSA)
• Profile view: Glideslope angle (typically 3.0°), crossing altitudes, DA/DH with height above touchdown (HAT), missed approach climb gradient
• Minimums section: Decision Altitude (DA) given in MSL, visibility requirements (often RVR), approach lighting requirements, inoperative components table
• Airport diagram: Runway dimensions, displaced thresholds, touchdown zone, available lighting systems
• Notes section: CRITICAL for helicopters—look for “Helicopter visibility reduction” authorizations, simultaneous operations notices, special procedure requirements

Teaching analogy:

“The approach chart is your contract with the ground. The plan view shows you the horizontal neighborhood, the profile view shows you the vertical elevator ride, and the minimums section tells you whether you get to step out at the bottom floor or have to ride back up.”

For helicopter students specifically, emphasize that many ILS approaches designed for Category C/D aircraft have higher minimums than helicopters actually need. Check for helicopter-specific notes authorizing visibility reductions to as low as ¼ SM when using copter approaches to the landing area.

Selection, Tuning, Identification, and Determination of Operational Status

Demonstrate the complete ATIS-to-approach setup flow, narrating each step:

Navigation Equipment Setup (teach the WIRE check):

• Write: Write down ATIS information, approach in use, note weather at or above minimums
• Identify: Set navigation frequency (ILS 110.3), identify in Morse code (confirm chart matches audio)
• Review: Review glideslope and localizer alive flags—both must show valid signals
• Establish: Establish approach course in OBS/CDI or flight director (270° for ILS 27)

Operational Status Verification:

Teach students the three-layer verification: pre-flight NOTAM check, ATIS/AWOS component status, and cockpit indications. An ILS requires both localizer and glideslope to be operational for precision minimums. If glideslope fails, revert to localizer-only approach with non-precision MDA.

For G1000/G500 equipped helicopters, demonstrate setting up the ILS on the MFD approach page while keeping the PFD CDI on GPS until established inbound—this prevents confusion during vectors. Teach the “GPS until final approach course intercept” flow to reduce single-pilot workload.

Critical teaching point:

Many helicopter students transitioning from fixed-wing incorrectly assume all CDI scaling is the same. Teach that ILS CDI is fixed (dots = degrees of localizer deviation), while GPS CDI scales based on flight phase. This affects intercept geometry and correction angles—use smaller corrections on ILS (half-bank rule: degrees off = bank angle).

Radio Communications with ATC and Compliance with Clearances

Teach students that professional IFR communication means being concise, proactive, and compliant. Model the expected communication flow from first contact to missed approach:

Sample approach clearance flow:

1. Cleared for approach: “Helicopter 123, 10 miles from JEMBO, maintain 3,000 until established, cleared ILS runway 27 approach.”
2. Proper readback: “Cleared ILS 27 approach, maintain 3,000 until established, Helicopter 123.”
3. Establishing: “Helicopter 123, established inbound.” (Keep it simple—ATC knows you’re on the localizer)
4. Tower handoff timing: Per local procedures, typically 5-10 miles from airport or outer marker

Compliance teaching points:

“Cleared for the approach” means you may descend once established on a published segment—not before. Students often descend prematurely when vectored to final. Teach them to hold altitude until either (1) established on a published segment or (2) ATC explicitly clears them to a lower altitude.

For helicopters, emphasize readback discipline with point-in-space approaches: “Cleared COPTER ILS 27 to heliport” is different from “Cleared ILS 27” to the runway. The missed approach instructions may be completely different.

Lost communication procedures:

Brief students on the 91.185 rules applied to approaches: if you lose comms after being cleared for the approach, continue the approach and land if conditions permit. If you’re only vectors to final but lose comms before approach clearance, fly your last assigned heading/altitude for one minute, then proceed to the IAF and execute the full approach at your EFC or filed/amended ETA.

Appropriate Aircraft Configuration, Airspeed, and Checklist Items

Teach helicopter students that unlike fixed-wing aircraft with defined gear/flap speeds, helicopters require disciplined power and airspeed management throughout the approach. Configuration equals power setting plus collective position plus airspeed—all three must work together.

Approach segment configurations (example for light single-engine IFR helicopter):

• Procedure turn/arc: 90-100 KIAS, cruise power, level flight
• Intermediate segment: 90 KIAS, descent power as needed to maintain glideslope intercept altitude
• Final approach (established on glideslope): 70-90 KIAS (per AFM), power adjusted to maintain glideslope, approximately 500-700 FPM descent
• DA/MAP transition: Configuration held until landing assured or immediate missed approach power application

Critical checklist discipline:

Teach the “no lower than” rule for checklist items: complete the approach checklist no lower than glideslope intercept altitude. Students often rush checklists inside the FAF, creating distraction during the highest-workload phase. Model this flow: ATIS→approach briefing→approach checklist→final setup→approach lights and landing checklist when landing assured.

Helicopter-specific configuration teaching:

Unlike airplanes, helicopters don’t have “dirty up” moments that arrest descent. Teach students that power management on final is continuous and anticipatory—wait for glideslope deviation and you’ll chase for 1,000 feet. The proper mental model is “establish a rate, then adjust power to maintain glideslope” rather than “follow the glideslope needle with power.”

Demonstrate the 60-to-1 rule application: at 90 knots groundspeed (1.5 NM/min), a 3° glideslope requires approximately 450 FPM descent. Students should cross-check this calculated rate against actual glideslope tracking.

Adjustments to Published DA/DH and Visibility Criteria

Teach that Decision Altitude/Decision Height are legally different terms (DA is MSL, DH is AGL), but operationally both represent the same critical point—the altitude where you must have required visual references or go missed.

Required adjustments:

The published DA assumes a standard altimeter setting, standard temperature, and properly calibrated equipment. Teach students these adjustment scenarios:

1. Altimeter setting below 29.92: When field altimeter is lower than standard, the published DA is too low—apply cold temperature correction from the Instrument Flying Handbook Table 7-2 when temperature is near or below freezing
2. Remote altimeter: If approach uses remote altimeter setting more than 100 feet different from airport elevation, adjust DA per approach chart notes
3. Inoperative approach lighting: If ALSF or approach lighting inoperative, visibility may increase substantially (check inoperative components table)
4. Aircraft category: Verify aircraft approach category—many light helicopters qualify for Cat A minimums if operated at Cat A speeds

Helicopter-specific minimums:

When “COPTER” minimums are published separately, these often provide visibility reductions to ½ SM or even ¼ SM. Teach students to look for the helicopter icon and separate minimums box—these require helicopter-specific missed approach procedures and may authorize operations to points-in-space rather than runways.

Common student error:

Students often confuse DA (altitude you must decide) with MDA (minimum descent altitude). On precision approaches, you may descend below DA only if required visual references are in sight and you’re in position to land. There is no “level off and look” at DA—it’s a decision point requiring immediate action.

Maintenance of Altitude, Airspeed, and Track

Teach the scan pattern for ILS approaches: altitude-heading-glideslope-localizer-airspeed-altitude. The altimeter becomes the primary glideslope reference until glideslope alive, then transitions to supporting role.

Altitude management teaching points:

Prior to glideslope intercept, altitude is controlled exactly as in cruise flight—pitch and power. Teach students to capture glideslope intercept altitude 500 feet early, stabilize in level flight, complete approach checklist, THEN intercept glideslope from below (brief exception: when vectored to intercept from above, but this requires immediate configuration and descent rate establishment).

Airspeed control:

Teach that airspeed on final approach is controlled by cyclic (pitch), not throttle. Throttle controls rate of descent to maintain glideslope. This is the reverse of cruise flight and requires mental discipline.

Demonstrate the cross-check: “Glideslope low, nose down, power up. Glideslope high, nose up, power down. Too fast, nose up, accept momentary glideslope fly-up. Too slow, nose down, accept momentary glideslope fly-down.” Students must learn these are temporary deviations corrected once airspeed stabilizes.

Track management:

Localizer tracking requires small corrections and patience. Teach the half-bank rule for ILS: if heading 10 degrees off course, use 5 degrees bank to return. Lead the centerline—when one dot off and correcting, start anticipating return to centerline at half-dot deflection.

For single-pilot IFR, teach the “center, center, center” priority: keep localizer centered, glideslope centered, and airspeed within 10 knots. If any one deviates beyond limits, stop the scan temporarily to make a firm correction, then return to full scan.

G1000/MFD integration:

Demonstrate using the flight director for track/glideslope guidance but emphasize students must understand the raw data behind the flight director. Flight director failure at 300 feet AGL requires immediate raw data interpretation—students who “chase the V” without understanding are dangerously unprepared.

Establishment and Maintenance of Appropriate Rate of Descent

Teach that a stabilized approach requires a constant rate of descent established by glideslope intercept and maintained to DA. For helicopters, this rate is calculated using groundspeed:

Rate formula (teach this memory item):

Groundspeed ÷ 2 × 10 = Required FPM for 3° glideslope

Example: 90 knots GS = 90 ÷ 2 = 45 × 10 = 450 FPM

Teaching demonstration:

Before descending on the glideslope, have students calculate the required rate based on ATIS winds and course. Set that rate on the VSI, adjust power to achieve it, then verify with glideslope needle. Students who chase the needle without a target rate are always behind the aircraft.

Power management technique:

Teach the progressive correction method: if glideslope indicates you’re high, reduce power to increase descent rate by 100 FPM increments. If you’re low, add power to decrease descent rate by 100 FPM. Make the change, wait 5 seconds for needle response, evaluate, and adjust again if needed.

Common error to demonstrate:

Many students “dive and drive” on final approach—they see the glideslope come alive and dive to intercept it, then porpoise up and down the rest of the way. Teach smooth intercepts: as glideslope centers, reduce descent rate to target FPM, not to zero. The glideslope is a descent path, not a level path.

Helicopter descent considerations:

In light helicopters, high sink rates below 500 feet AGL increase risk of vortex ring state if landing is not assured. Teach students to monitor engine parameters on final—manifold pressure, rotor RPM, and torque must remain within normal operating ranges. If power approaches limits before reaching DA, this indicates approach is not stabilized—consider missed approach.

Factors to Consider for Landing, Circling, or Missed Approach Decision

Teach the “Four C’s” decision framework: Can I see? Can I land? Can I stop? Can I go around?

Decision-making at DA/DH:

By regulation (91.175), you may descend below DA only if:

1. The aircraft is in a position from which a descent to a landing on the intended runway can be made at a normal rate of descent using normal maneuvers
2. The flight visibility is not less than the visibility prescribed in the approach procedure
3. At least one of the required visual references for the intended runway is distinctly visible and identifiable (approach lights, threshold, threshold markings, threshold lights, REIL, VASI/PAPI)

Teaching the decision sequence:

Teach students to verbalize their decision: “Approaching DA, 250 feet…DA, I have the approach lights, continuing…DA plus 100, I have the runway environment, landing assured.”

The critical teaching: If you reach DA and don’t have required visual references, there is no decision to make—you MUST go missed. The only decision at DA is “do I have what I need?” not “should I go lower and check?”

Straight-in landing considerations for helicopters:

Helicopters have unique advantages on straight-in precision approaches—they can decelerate to hover on short final if winds and obstacles permit. Teach students to brief this possibility: “If I break out at DA with runway in sight, I’ll continue normal approach angle to 50 feet AGL, then transition to helicopter VFR approach to the numbers.”

However, emphasize that breaking out at minimums in a helicopter doesn’t mean hover taxi is safe—evaluate winds, visibility, obstacles. Sometimes continuing to a full-stop landing roll is safer than slowing to helicopter maneuvering speeds.

Circling approach considerations:

14 CFR 97.3 defines circling approach minimums, but helicopters have unique advantages—slower airspeeds and better low-speed maneuverability allow tighter patterns. However, for precision approaches, teach students that circling is rarely necessary—if you’re flying the ILS and break out, land straight in unless winds or traffic require circling.

If circling is required, emphasize maintaining visual contact with the runway environment at all times, staying within the circling radius for your approach category, and avoiding descent below MDA until in position to land.

When to go missed:

Teach the decision matrix:

• Required visual references not in sight at DA → Immediate missed approach, no exceptions
• Runway environment in sight but landing not assured → Missed approach (e.g., windshear, unstable approach, wrong runway)
• Loss of visual reference after descending below DA → Immediate missed approach
• Approach becomes unstabilized below 500 feet AGL → Missed approach (airspeed ±10 knots, track ±5 degrees, sink rate >1,000 FPM)

Common Error: Failure to Have Essential Knowledge of Information on Approach Chart

Demonstration of error:

Show the evaluator how students often brief the approach incompletely, missing critical notes or helicopter-specific information. Explain: “A student might say ‘It’s an ILS to runway 27, DA is 427 feet, missed approach is climb to 1,500.’ That’s incomplete.”

Correction technique:

Teach the complete five-part approach briefing structure:

1. Approach type and navigation: “ILS runway 27, frequency 110.3, course 270, glideslope 3.0 degrees”
2. Routing and fixes: “We’ll intercept from the HIWAS transition, cross JEMBO at 3,000, that’s our glideslope intercept”
3. Minimums and visibility: “Decision altitude 427 feet MSL, that’s 254 feet above touchdown, we need the approach lights or runway environment, visibility requirement is one half mile”
4. Missed approach procedure: “If we go missed, climb straight ahead to 1,500, then right turn direct to the XYZ VOR, hold east on the 090 radial, left turns, EFC time will be in the clearance”
5. Special notes: “Notes section shows helicopter visibility reduction authorized to one quarter mile if using heliport-specific minimums”

Have students write out their briefing, then chair-fly it verbally before executing the approach.

Common Error: Incorrect Communications or Noncompliance with Clearances

Demonstration of error:

Role-play a scenario: “Tower clears you for the approach but adds ‘maintain 3,000 until JEMBO.’ A student might hear ‘cleared for approach’ and start descending immediately on localizer intercept.” Explain why this violates the clearance and creates a dangerous situation.

Correction technique:

Teach the readback-verify-comply sequence: Read back all altitude assignments, approach clearances, and frequency changes. Verify you understood by checking the chart. Comply means don’t start the next action until the previous restriction is satisfied.

Create simple rules: “If ATC says an altitude, you fly that altitude until they say a different altitude or you’re established on a published segment that allows lower.”

Practice realistic scenarios: “You’re vectored to final and told ‘maintain 2,500 until established on the localizer, cleared ILS runway 27 approach.’ When can you descend below 2,500?” (Answer: when established on the localizer AND the chart shows a lower altitude authorized for that segment)

Common Error: Failure to Accomplish Checklist Items

Demonstration of error:

Simulate beginning the final approach segment without completing the approach checklist—no lights check, no final landing configuration verified, altimeter not reset to field elevation. Explain: “The student is so focused on intercepting the localizer that checklist discipline disappears. Then at DA, they realize the landing light isn’t on and get distracted at the worst possible moment.”

Correction technique:

Teach checklist discipline with the “stabilized by” concept: the approach checklist must be complete before glideslope intercept. Create a forcing function: “When I call ‘one minute to glideslope intercept,’ that’s your trigger—checklist complete or go missed.”

Emphasize the flow-check-flow method: flow through common items (altimeter set, timers ready, lights on), check with printed checklist, then flow back to approach setup (nav frequencies verified, CDI on correct source, flight director coupled if applicable).

For single-pilot IFR, teach that checklist items should be completed during low-workload phases: approach briefing and checklist complete before being cleared for the approach, not during vectors to final.

Common Error: Faulty Basic Instrument Flying Technique

Demonstration of error:

Show common scan breakdowns: fixating on the glideslope needle while heading drifts 15 degrees off course, or maintaining perfect heading while the glideslope pegs high because the student forgot to descend. Demonstrate porpoising on the glideslope from overcorrection.

Correction technique:

Return to basic instrument scan training: each instrument gets a brief focus, then move to the next. On ILS approaches, teach the “big three, little three” scan:

Big three (primary flight instruments): Attitude indicator, altimeter, heading indicator Little three (approach guidance): Localizer, glideslope, airspeed

The scan pattern is big-little-big-little, approximately one second per instrument. When any instrument shows a deviation, make a small correction on the attitude indicator, then return to the scan—don’t fixate.

For students who porpoise on the glideslope, teach the “half-half” correction method: if glideslope is one dot low, make a correction that will capture glideslope at half-dot, then refine. This prevents overcontrolling.

Have students verbalize their scan during practice approaches: “Attitude level, altitude 2,500, heading 270, localizer centered, glideslope one dot high, I’m maintaining altitude until intercept, airspeed 90, back to attitude…”

Common Error: Inappropriate Application of DA/DH

Demonstration of error:

Simulate a student who descends 100 feet below DA “just to see if I can get the runway,” or a student who initiates missed approach 100 feet above DA because they’re nervous. Explain: “Both are violations. DA means decision altitude—at that altitude, you make the decision, not before, not after.”

Correction technique:

Teach the “callout discipline” method: at 100 feet above DA, call “approaching minimums.” At DA, call “minimums” and simultaneously check for visual references. If you have them, call “continuing, runway in sight.” If you don’t, call “missed approach” and execute immediately.

Practice approaches under the hood to actual DA—not 200 feet above, not DH+100. Students must learn the sight picture at DA and the immediate decision reflex.

Critical teaching point:

Many students misunderstand the “descend below DA” regulation. You may only descend below DA when required visual references are distinctly visible AND you’re in position to make a normal landing. Breaking out at DA doesn’t automatically authorize descent to touchdown—if the approach is unstabilized, landing is not assured, you still go missed.

Role-play scenarios: “You’re at DA, you have the approach lights but the wind just shifted and you’re 30 degrees off runway heading. What do you do?” (Answer: Missed approach—you’re not in position to make a normal landing)

Uses of MFD and Other Parameters to Maintain Desired Flightpath

MFD integration for ILS approaches:

Teach students that modern MFDs (G1000, G500TXi, Garmin GTN systems) provide multiple cross-checks for maintaining the glideslope and localizer, but the primary navigation source remains the raw data.

MFD teaching points:

1. Approach page: Shows the approach plan view with your current position, distance to FAF, distance to MAP, allowing big-picture situational awareness
2. HSI on PFD: Integrates heading, course deviation, glideslope deviation—primary instrument for tracking
3. Flight director: Provides computed guidance bars for pitch and bank, but teach students to verify flight director commands against raw glideslope and localizer needles
4. Vertical deviation indicator (VDI): On PFD shows glideslope deviation as vertical bar alongside altitude tape—provides intuitive up/down reference

Parameters for flightpath maintenance:

Teach the five-parameter cross-check for stabilized ILS approaches:

1. Groundspeed (MFD): Affects required descent rate—brief expected groundspeed from ATIS winds, monitor actual on MFD, recalculate descent rate if actual differs by more than 10 knots
2. Trend vectors (PFD): If equipped, show where aircraft will be in 6 seconds based on current velocity—useful for anticipating glideslope and localizer intercepts
3. Vertical speed indicator: Primary reference for descent rate once established on glideslope—target rate calculated from groundspeed, tolerance ±100 FPM
4. Torque/manifold pressure: Provides early warning of power approaching limits—if power required to maintain glideslope exceeds 80% available, approach may not be stabilized
5. Distance to MAP (MFD): Allows time-based verification—if you’re at 500 feet AGL and MFD shows 2 miles to MAP at 90 knots, that’s 80 seconds, requiring approximately 375 FPM to reach DA at MAP

Single-pilot workload management:

Demonstrate using MFD automation to reduce workload: set the CDI to auto-switch from GPS to LOC when approach activates, use flight director for initial intercept while verifying with raw data, monitor approach profile view to anticipate stepdown fixes.

Critical teaching: “The MFD helps you see the big picture, but your scan must still include raw data—glideslope needle, localizer needle, altimeter. If the MFD fails at 300 feet AGL, you must be able to fly the approach with steam gauges alone.”

Regulatory References

• 14 CFR 91.175: Takeoff and landing under IFR—establishes DA/DH requirements and required visual references
• 14 CFR 91.185: IFR operations: two-way radio communications failure—governs lost comm approach procedures
• 14 CFR 97.3: Symbols and terms used in procedures—defines approach categories, circling approach
• 14 CFR 97.35: RNAV and RNP Operations—addresses helicopter-specific approach criteria
• AIM Chapter 5, Section 4: Arrival procedures including ILS approach procedures, glideslope guidance
• FAA-H-8083-15B, Chapter 9: ILS approaches, operational procedures, common errors
• FAA-H-8083-21B, Chapter 10: Helicopter IFR operations, approach procedures, helicopter-specific considerations

Schedule

Total Time: 4.0 hours ground instruction

Equipment

Required Reference Materials

• FAA-S-8081-9E Instrument Rating Practical Test Standards (Helicopter)
• FAA-H-8083-15B Instrument Flying Handbook (current edition)
• FAA-H-8083-21B Helicopter Flying Handbook (current edition)
• FAA-H-8083-25B Pilot’s Handbook of Aeronautical Knowledge
• FAA-H-8083-9B Aviation Instructor’s Handbook
• Current terminal procedures publication (TPP) or iPad/EFB with current approach charts
• Current Aeronautical Information Manual (AIM)
• 14 CFR Parts 61, 91, 97 (current regulations)

Training Materials

• Sample ILS approach chart (printed full-size, preferably local approach candidate will use for flight demonstration)
• Blank approach briefing worksheet (five-part format template)
• ILS approach training guide with labeled chart components
• Whiteboard or large paper for drawing glideslope intercept geometry and descent rate calculations
• Calculator for descent rate computations
• Approach plate with helicopter-specific minimums (if available locally) for comparison teaching

Visual Aids

• Laminated ILS approach chart with key components color-coded (heading box, planview, profile, minimums, notes)
• Glideslope/localizer intercept geometry diagrams showing correct and incorrect techniques
• Decision altitude visual reference diagram showing what qualifies as “distinctly visible and identifiable”
• Common error demonstration cards showing each PTS common error with correction technique
• Descent rate quick-reference card (groundspeed vs. required FPM table for 3° glideslope)

Aircraft/Simulator

• Helicopter instrument training device or aircraft (for demonstration of cockpit procedures, equipment setup)
• G1000/G500TXi equipped helicopter or desktop simulator (if demonstrating MFD integration)
• IFR-certified helicopter with dual controls for flight demonstration portion

Cockpit Equipment References

• Aircraft flight manual (AFM) for specific helicopter type, approach speeds section
• G1000 or avionics system pilot’s guide (if applicable)
• IFR equipment checklist specific to training aircraft
• Approach lighting system chart (AIM Figure 2-1-1) showing ALSF, MALSR, REIL configurations

Instructor Actions

Pre-Lesson Preparation

The CFII candidate will obtain current weather, NOTAMs, and approach charts for the demonstration ILS approach. The candidate will prepare a complete approach briefing card and have all required reference materials organized and readily accessible. The candidate will verify the lesson plan addresses all PTS knowledge and skill elements for CFII.VIII.B.

Introduction and Objective Statement

The CFII candidate will clearly state the lesson objective to the evaluator, explaining that upon completion, the evaluator (acting as student) will understand how to select, brief, fly, and teach precision instrument approaches in helicopters. The candidate will reference PTS standards and explain the instructional approach: demonstration with simultaneous explanation, followed by error analysis.

Instructional Delivery — Knowledge Elements

Approach Chart Analysis: The candidate will display a current ILS approach chart and systematically work through each component, explaining what information the student needs and why it matters. The candidate will point out helicopter-specific notes, explain approach category determination for helicopters, and demonstrate the complete five-part briefing structure. The candidate will use analogies to make chart reading memorable (“the chart tells a story from start to finish”).

Navigation Equipment Setup: The candidate will demonstrate the WIRE check procedure using actual radio or training device, showing proper frequency entry, Morse code identification, flag verification, and course setting. The candidate will explain common student errors (writing down wrong frequency, skipping identification) and demonstrate single-pilot techniques for efficient setup.

Communications and Clearance Compliance: The candidate will role-play approach clearance scenarios with the evaluator, demonstrating correct readbacks and explaining the regulatory basis for altitude compliance. The candidate will show examples of ambiguous clearances and how to request clarification. The candidate will explain lost communication procedures applied to precision approaches.

Aircraft Configuration Management: The candidate will describe segment-by-segment configuration changes from initial approach through final, explaining power settings, airspeed targets, and descent rate establishment for the training helicopter. The candidate will demonstrate checklist integration, showing when and where each checklist is completed relative to the approach phases.

DA/DH Adjustments: The candidate will work through calculation examples of DA adjustments for non-standard altimeter settings and cold temperature. The candidate will reference the inoperative components table and explain how equipment failures affect minimums. The candidate will emphasize the difference between DA and MDA conceptually and operationally.

Altitude, Airspeed, Track Maintenance: The candidate will explain and demonstrate the scan pattern for ILS approaches, using the attitude indicator as central reference. The candidate will teach the half-bank rule for localizer corrections and demonstrate how pitch controls airspeed while power controls glideslope on final. The candidate will show cross-check techniques between raw data and MFD presentations.

Descent Rate Establishment: The candidate will calculate the required descent rate for a 3-degree glideslope at specified groundspeeds, showing the formula (GS÷2×10=FPM) and explaining the 60-to-1 basis. The candidate will demonstrate progressive power corrections to establish and maintain the target rate, using VSI as primary reference and glideslope as verification.

Landing vs. Missed Approach Decision: The candidate will explain the Four C’s decision framework and teach the required visual references from 91.175. The candidate will describe decision callout procedures approaching and at DA. The candidate will discuss scenarios where runway environment is visible but missed approach is still required (unstabilized approach, wrong runway, excessive crosswind).

Common Errors Analysis: The candidate will systematically present each PTS-listed common error, demonstrate how the error appears in flight or during briefing, explain the underlying cause (often inadequate briefing, poor scan, task saturation), and demonstrate the correction technique. The candidate will explain how to recognize these errors in students and intervene appropriately.

MFD and Parameters: The candidate will demonstrate setup of the MFD approach page, explain how to use distance-to-MAP for timing cross-checks, show trend vector application for intercept anticipation, and teach the five-parameter cross-check. The candidate will emphasize that MFD supplements raw data, never replaces it.

Chair-Fly Demonstration with Simultaneous Instruction

The candidate will conduct a complete chair-fly of an ILS approach from initial approach fix or radar vectors through landing or missed approach, narrating all actions, decisions, and teaching points. This demonstration will include:

• Receiving and reading back approach clearance
• Performing approach briefing using five-part structure
• Completing approach checklist at appropriate time
• Setting up navigation equipment and verifying operational status
• Intercepting and tracking the localizer with small corrections
• Capturing the glideslope from below with correct descent rate
• Maintaining altitude, heading, and airspeed within PTS standards throughout final approach segment
• Making decision callouts at 100 above DA and at DA
• Explaining what visual references are required to continue below DA
• Demonstrating missed approach execution if required visual references are not available

Throughout the chair-fly, the candidate will explain WHY each action is taken, what the student should be looking for, and what common errors to avoid. The candidate will reference specific instruments, call out altitude and heading at key points, and verbalize the scan pattern.

Error Analysis and Correction Demonstration

The candidate will select 2-3 common errors from the PTS list and demonstrate how these errors would be corrected during flight instruction. For example, if the student fixates on the glideslope and allows heading to drift, the candidate will demonstrate the verbal correction: “Check your heading. What should it be? Now look at the localizer—are you centered? Let’s rebuild your scan pattern: attitude, heading, localizer, glideslope, altitude, airspeed, back to attitude.”

Question and Answer

The candidate will solicit questions from the evaluator and provide clear, referenced answers demonstrating instructional knowledge. The candidate will handle “what would you teach if…” scenarios presented by the evaluator, showing ability to adapt instruction to different student error patterns.

Lesson Summary

The candidate will summarize the key teaching points for precision approaches: complete approach briefing prevents errors, disciplined scan prevents deviations, decision discipline at DA is non-negotiable, and single-pilot IFR requires proactive workload management. The candidate will restate the completion standards and confirm readiness to demonstrate the approach in flight.

Student Actions

Active Participation During Instruction

The evaluator (acting as student) will engage with the candidate’s instruction by asking clarifying questions, requesting examples, and participating in role-play scenarios. The evaluator may simulate common student misunderstandings to assess the candidate’s ability to recognize and correct them.

Note-Taking and Reference Use

The evaluator will observe whether the candidate encourages effective student note-taking, demonstrates proper reference material use, and provides organized instructional materials. The evaluator may request to see the candidate’s briefing card, lesson outline, or teaching aids to evaluate preparation.

Chair-Fly Participation

During the chair-fly demonstration, the evaluator will observe the candidate’s instructional technique, noting whether the candidate:

• Maintains appropriate pacing and allows information to be absorbed
• Provides clear, specific guidance on each approach segment
• References actual approach chart details rather than generic procedures
• Demonstrates proper scan patterns and verbalizes the cross-check
• Explains the “why” behind procedures, not just the “how”
• Adapts instruction based on evaluator feedback or questions

Scenario Response

If the evaluator presents a scenario or simulates a student error, the evaluator will assess whether the candidate:

• Recognizes the error promptly
• Identifies the root cause (knowledge gap, skill deficiency, task saturation)
• Provides a clear, specific correction
• Follows up to verify understanding
• Relates the error to safety consequences

Feedback Reception

The evaluator will note whether the candidate demonstrates professional instructor qualities: receptiveness to feedback, willingness to say “I don’t know but here’s how I’d find out,” and ability to discuss alternative teaching methods when appropriate.

Completion Standards

The CFII candidate’s performance will be evaluated against FAA-S-8081-9E Area VIII Task B standards. The lesson will be considered satisfactorily completed when the candidate:

Knowledge Demonstration

1. Explains the selection criteria for appropriate precision approach charts, including verification of helicopter approach category, identification of helicopter-specific minimums where published, and evaluation of approach suitability based on weather, aircraft equipment, and pilot qualifications.

2. Identifies and explains all pertinent information on a selected ILS approach chart using the systematic five-part briefing structure: approach identification and navigation setup, routing and fixes, minimums and visibility, missed approach procedure, and special notes. Candidate must specifically highlight helicopter-applicable information.

3. Demonstrates complete navigation equipment setup procedure including frequency selection, Morse code identification, operational flag verification, and course setting. Explains the WIRE check mnemonic and demonstrates single-pilot techniques for efficient setup during approach clearance.

4. Explains proper radio communication procedures for approach clearance receipt, readback, and compliance with altitude restrictions. Demonstrates understanding of “cleared for approach” vs. “maintain altitude until established” clearances and explains lost communication procedures during approaches per 14 CFR 91.185.

5. Describes appropriate aircraft configurations, airspeeds, and checklist integration for each segment of the approach (procedure turn, intermediate, final, missed approach). Provides specific power settings and airspeeds for the training helicopter and explains the “no lower than glideslope intercept” rule for checklist completion.

6. Calculates and explains required adjustments to published DA/DH and visibility for non-standard altimeter settings, cold temperature corrections, remote altimeter sources, and inoperative approach lighting systems. References 14 CFR 91.175 and explains the difference between DA (MSL) and DH (AGL) terminology.

7. Teaches the scan pattern and control techniques for maintaining altitude, airspeed, and track during precision approaches, including the half-bank rule for localizer corrections, pitch-for-airspeed and power-for-glideslope control relationship, and cross-check between raw data and MFD presentations.

8. Calculates required descent rate using the GS÷2×10 formula, demonstrates establishment of target rate using VSI and power adjustments, and explains the progressive correction method (100 FPM increments) for glideslope maintenance.

9. Explains the decision-making process at DA using the Four C’s framework (Can I see, Can I land, Can I stop, Can I go around), teaches required visual references per 14 CFR 91.175, and demonstrates decision callout procedures. Clearly distinguishes between situations requiring straight-in landing, circling approach, or missed approach execution.

10. Identifies and explains all common errors listed in PTS, including incomplete approach chart knowledge, communication errors, checklist failures, faulty instrument scan, and inappropriate DA application. For each error, provides specific correction techniques and explains instructional intervention strategies.

11. Demonstrates effective use of MFD and flight parameters for maintaining desired flightpath, including approach page setup, distance-to-MAP timing cross-checks, trend vector interpretation, and the five-parameter cross-check (groundspeed, trend vectors, VSI, power/torque, distance remaining).

Teaching Demonstration

12. Conducts a complete chair-fly of an ILS approach with simultaneous instructional narration from initial approach fix or radar vectors through decision altitude and missed approach. The chair-fly includes approach clearance receipt and readback, complete approach briefing, checklist accomplishment, navigation equipment setup, localizer and glideslope tracking, and decision-making at DA.

13. Narrates throughout the chair-fly explaining each action, decision, scan pattern element, and teaching point. Makes the instruction clear enough that a student hearing it for the first time could understand what to do and why. References specific approach chart details and cockpit instruments by name.

14. Analyzes and corrects simulated common errors by recognizing the error pattern, identifying the root cause, providing specific correction techniques, and explaining how to prevent recurrence. Demonstrates at least two error correction scenarios from the PTS common errors list.

15. Exhibits instructional knowledge by answering evaluator questions with accurate, referenced information; providing teaching analogies and memory aids; and explaining alternative methods when appropriate. Demonstrates professional instructor qualities including organization, clarity, and responsiveness to student (evaluator) needs.

Instructional Standards

16. Maintains lesson organization and time management following the scheduled outline, completing all required knowledge elements within allocated timeframes, and adjusting pacing based on evaluator comprehension checks.

17. Demonstrates preparation and professionalism by having all required references, materials, and visual aids readily available; showing current knowledge of regulations and procedures; and maintaining appropriate instructional tone and demeanor throughout.

18. References authoritative sources for all regulatory and procedural information, specifically citing 14 CFR 91.175, 91.185, 97.3, 97.35; AIM Chapter 5 Section 4; and FAA-H-8083-15B Chapter 9 during instruction. Uses current approach charts and demonstrates access to NOTAMs and weather products.

The CFII candidate must meet ALL of the above completion standards to demonstrate satisfactory instructional competence for PTS Area VIII, Task B: Precision Instrument Approach (PA). Any deficiency in knowledge demonstration, teaching effectiveness, or professional standards constitutes unsatisfactory performance requiring additional training and re-evaluation.