Orientation

The outline for this exercise is:

1. Instructor introduces Pre-Takeoff Checks to Student.
2. Student does not have hands on controls during launch until after 300 feet.
3. Instructor directs the student’s attention to the towplane until just before 300 feet.
4. Instructor directs students attention to objects that will help judgement of 300 feet, call out 300 feet, and then gets student to check the altimeter.
5. Student’s attention directed to the towplane again. If conditions are not turbulent is allowed to follow through on the controls for the remainder of the aerotow. Instructor’s actions during the aerotow are simply described to the student.
6. Instructor does lookout, release, and turn.
7. Instructor describes landmarks and techniques to locate the airfield, making sure that the aircraft is in level flight when doing so. Can introduce the lookout before turns.
8. Student practises orientation while following through on the controls as instructor proceeds to the circuit.
9. Instructor takes sole control, student coached through the downwind checks.
10. Instructor provides simple descriptions of the actions taken during the rest of the circuit and the landing.

Instructors should avoid trying to impart all of their knowledge on the first flight. There is a good chance it will either be ignored or misinterpreted. If students ask why for instance, 300 feet is important, this is best related to option awareness, rather than risk. Explain that we have the option of safely making a 180 degree turn if we are above this height should something happens during the launch.  Otherwise below this height the best option is usually to land ahead. This is a better approach than asking their opinion on potential off-field landing sites, or talking about towplane upset problems and the like. After all we are just taking them on their orientation flight. The general rule is to introduce topics in detail when the student has developed the skills to be able to do something about them.

Orientation is best done during level flight by looking at distant objects and then tracking back to the airfield. If the student becomes disoriented it is best to take a careful look around, then do a turn altering course by 90 degrees bringing the wings level, doing another careful look around and so on.  Orientation techniques for poor visibility that may require use of the compass and other techniques should be avoided at this stage.