Please make sure you have all of the following prior to the test day:
Training records, Logbook, Medical Certificate Class 1 or 2. PPL, CPL or ATPL
The following forms will need to be available from the school or Flight Examiner:- 61-2I, 61-1509 (61-2AE if adding endorsements to an existing Part 61 Rating)
Eligibility certification – the examiner must ensure that an appropriate person of the training provider has certified in writing that the applicant is eligible to take the flight test.
For Initial GR3, Spinning FAE and PIRC Pass KDR or Cert IV in Training & Assessment or a tertiary qualification in teaching
Test Duration (Approximate)
Oral questioning 45min-1 hour
Flight Test 1.5 hrs
Quick pre-test checklist (bring this with you)
Today’s W&B (T/O and landing) within limits.
Performance tables computed (runway, surface, DA, obstacles).
Flight Plan with headings/times/fuel, diversion blank ready. (If Required)
NOTAMs/Weather printed or cached; alternates/last-light if relevant.
EFB & backups (power, paper minima, critical frequencies, LSALT method).
Standard briefs ready: departure, diversion, PFL/precautionary, approach/landing gates.
Quick FIR GR 3 pre-test checklist (bring/prepare)
One complete lesson plan (e.g., Straight & Level + Stalls or Basic Circuit + PFL) with diagrams, standards, errors, risk controls, and debrief prompts. Nominated on the day of the test by the Examiner.
Board/handout sketches ready (sight picture, AoA vs lift/drag, circuit gates).
School supervision & signatures: know what you can sign and what requires a supervising Grade 1/2.
Airmanship gates (your personal minima): winds/x-wind, turbulence limits for stalls/circuits, minimum heights/speeds for knock-it-off.
Handover/takeover phrases and abort criteria memorised.
Debrief template: Objective → What happened → Why → How to improve → Next lesson/homework.
FIR Additional endorsements:-
GR3 .7 LB .2 SB 1.5 1 61-2I, 61-1509 Brief nominated on test day RPL sequence
GR3 DF .7 X 2 LB .2 SB 1.5 2 61-2AE, 61-1509 Brief nominated on test day RPL sequence, A DF syllabus sequence nominated in advance
GR2 .7 LB .2 SB 1.5 1 61-2AE, 61-1509 Brief nominated on test day RPL, PPL or CPL sequence
GR1 .7 X 2 LB .2 SB 1.5 2 61-2AE, 61-1509 Brief nominated on test day RPL, PPL or CPL sequence, Research topic nominated in advance
DF .7 LB .2 SB 1.5 1 61-2AE, 61-1509 A DF syllabus sequence nominated in advance
NVFR .7 LB .2 SB 1.5 1 61-2AE, 61-1509 A NVFR syllabus sequence
IR (Instrument Training Approval) .7 X 2 LB .2 SB 1.5 2 61-2AE, 61-1509 2 x IR syllabus sequences
FIR (Instructor Training Approval) .7 LB .2 SB 1.5 1 61-2AE, 61-1509 A sequence associated with the ‘principles of training’ for a training endorsement held by the applicant
MEA .7 X 2 LB .2 SB 1.5 2 61-2AE, 61-1509 An MEA syllabus sequence, & The ‘asymmetric control problem’.
MEA I (MEA Instructor Training Approval) .7 X 2 LB .2 SB 1.5 2 61-2AE, 61-1509 A sequence associated with the ‘principles of training’ of MEA instructors. The ‘asymmetric control problem’
General guidance for Knowledge Assessment of CASA Flight Tests
When sitting any category of oral examination for a flight test the Flight Examiner may ask you any questions up to and including the category of license for which you are presenting.
Generally Flight Examiners will restrict their questioning to the knowledge requirements of the MOS Schedule 5 listed on the relevant flight test form.
The best way to prepare for the oral component of a flight test used is to study the flight test form and the subject matter carefully and thoroughly well in advance of the scheduled flight test date.
This will enable you to sit the test with the level of confidence you require and the of level of knowledge you require to satisfy the Flight Examiner.
If you answer questions correctly and without hesitation to the satisfaction of the Flight Examiner, the questioning will be brief. If however, you are unsure of the answers and make mistakes the Flight Examiner will go further with the questioning.
Flight examiners will also examine your KDR's (Knowledge Deficiency Reports) and may ask questions about the deficient items even though a previous flight instructor has checked you on these items. Make sure that you understand where you went wrong in the written exams and study the areas carefully because questions may be asked about these topics.
When answering questions, take a moment to think about what the Flight Examiner is actually asking you. Often candidates do not listen to the question and start talking about something else. The questions the flight examiner asks will be clear, simple and unambiguous. A simple question requires a simple answer - just answer the question and do not offer any more information. If the Flight Examiner requires further information they will ask for it. If you do not understand the question seek clarification before answering.
MOS Schedule 2 Competency Standards NTS1
NTS 1 Examination items for every flight test!
NTS1 Non-technical skills 1
1 Unit description
This unit describes the knowledge and skills required to manage a safe flight.
2 Elements and performance criteria
2.1 NTS1.1 – Maintain effective lookout
(a) maintain traffic separation using a systematic visual scan technique at a rate determined by traffic density, visibility and terrain;
(b) maintain radio listening watch and interpret transmissions to determine traffic location and intentions;
(c) perform airspace-cleared procedure before commencing any manoeuvre.
2.2 NTS1.2 – Maintain situational awareness
(a) monitor all aircraft systems using a systematic scan technique;
(b) collect information to facilitate ongoing system management;
(c) monitor flight environment for deviations from planned operations;
(d) collect flight environment information to update planned operations.
2.3 NTS1.3 – Assess situations and make decisions
(a) identify problems;
(b) analyse problems;
(c) identify solutions;
(d) assess solutions and risks;
(e) decide on a course of action;
(f) communicate plans of action (if appropriate);
(g) allocate tasks for action (if appropriate);
(h) take actions to achieve optimum outcomes for the operation;
(i) monitor progress against plan;
(j) re-evaluate plan to achieve optimum outcomes.
2.4 NTS1.4 – Set priorities and manage tasks
(a) organise workload and priorities to ensure optimum outcome of the flight;
(b) plan events and tasks to occur sequentially;
(c) anticipate events and tasks to ensure sufficient opportunity for completion;
(d) use technology to reduce workload and improve cognitive and manipulative activities.
2.5 NTS1.5 – Maintain effective communications and interpersonal relationships
(a) establish and maintain effective and efficient communications and interpersonal relationships with all stakeholders to ensure the optimum outcome of the flight;
(b) define and explain objectives to stakeholders;
(c) demonstrate a level of assertiveness that ensures the optimum completion of the flight.
3 Range of variables
(a) simulated conditions may be used where appropriate.
4 Underpinning knowledge of the following:
(a) effective communication under normal and non-normal circumstances;
(b) task management.
MOS Schedule 2 Competency Standards NTS2
NTS 2 Examination items for every flight test!
NTS2 Non-technical skills 2
1 Unit description
This unit describes the knowledge and skills required to recognise, direct and manage threats and errors during flight operations.
2 Elements and performance criteria
2.1 NTS2.1 – Recognise and manage threats
(a) identify relevant environmental or operational threats that are likely to affect the safety of the flight;
(b) identify when competing priorities and demands may represent a threat to the safety of the flight;
(c) develop and implement countermeasures to manage threats;
(d) monitor and assess flight progress to ensure a safe outcome, or modify actions when a safe outcome is not assured.
2.2 NTS2.2 – Recognise and manage errors
(a) apply checklists and standard operating procedures to prevent aircraft handling, procedural or communication errors;
(b) identify committed errors before safety is affected or the aircraft enters an undesired state;
(c) monitor the following to collect and analyse information to identify potential or actual errors:
(i) aircraft systems using a systematic scan technique;
(ii) the flight environment;
(iii) other crew;
(d) implement countermeasures to prevent errors or take action in the time available to correct errors before the aircraft enters an undesired state.
2.3 NTS2.3 – Recognise and manage undesired aircraft state
(a) recognise an undesired aircraft state;
(b) prioritise tasks to ensure an undesired aircraft state is managed effectively;
(c) apply corrective actions to recover an undesired aircraft state in a safe and timely manner.
3 Range of variables
(a) Reserved;
(b) simulated conditions may be used where appropriate.
4 Underpinning knowledge of the following:
(a) effective communication under normal and non-normal circumstances;
(b) threat and error management detailing processes that can be used to identify and mitigate or control threats and errors;
(c) the application of situational awareness to identifying real or potential environmental or operational threats to flight safety;
(d) developing and implementing plans of action for the following:
(i) removing and mitigating threats;
(ii) removing and mitigating errors;
(e) undesired aircraft states, including prevention, identifying and controlling;
(f) how an undesired aircraft state can develop from an unmanaged threat or error;
(g) what aspects of multi-crew operations (if applicable) can prevent an undesired aircraft state;
(h) use of checklists and standard operating procedures to prevent errors.
(i) task management, including:
(i) workload organisation and priority setting to ensure optimum safe outcome of the flight;
(ii) event planning to occur in a logical and sequential manner;
(iii) anticipating events to ensure sufficient opportunity is available for completion;
(iv) using technology to reduce workload and improve cognitive and manipulative activities;
(v) task prioritisation and protection whilst filtering and managing real time information.
Flight Instructor Rating Flight Test Tolerances
Table 2: Aeroplane general flight tolerances – professional level
Applicability
1.1 The flight tolerances in this subsection apply to the following licences and ratings:
Pilot Instructor Rating;
Requirements
2.1 A person is required to perform flight manoeuvres within the flight tolerances mentioned in this table to be assessed as competent in the associated unit of competency.
Flight tolerances
Taxing aircraft ±1.5 metres of centreline
Nominated heading ±5°
Climb airspeed -0 / +5 kts
Level off from climb and descent ±100 ft
Straight and level Altitude ±100 ft IAS ±10 kts or ±M.02
Not below minimum approach speed.
Power descent ±10 kts
Glide -5 / +10 kts
Turns Angle of Bank ±5°
Turns onto nominated headings Heading ±5°
Steep Turn Heading ±10° Height ±100 Ft
Final approach airspeed -0 / +5 kts
Landing Touchdown ±60 m
Centreline tracking ±2 m
Asymmetric flight Heading – initial ±20° Heading – sustained ±5°
IAS -0 +5 kts
Limited panel instrument flying
Heading ±15° IAS ±10 kts or ±M0.02 Height ±200 ft
Flight Instructor Rating Flight Examiner Handbook Content
Press the button below to go to the CASA website
The sections that are relevant to the Flight Instructor Rating Flight test are Section 4 NTS 1 and NTS 2 Assessment P49-P64 and Section 31 Flight Instructor Rating Flight Test P301-P313.
FIR Test Form 61-1509
Press the button below to go to the CASA website
This is the test form that your Flight Examiner will use to assess your Class Rating Multi Engine Aeroplane Flight Test.
FAQ Flight Instructor Rating
Frequently Asked Questions Flight Instructor Rating Test
About 60 minutes. It’s an interactive oral and teaching demonstration: lesson planning, learning/teaching principles, risk management, student supervision, and how you’ll brief, demonstrate, coach, assess, and debrief.
You may conduct ab-initio and advanced dual training under supervision (per your school’s supervision system). As a new GR3 you’ll have limitations (e.g., you won’t authorise certain first-solos or specialised training without the required endorsements/approvals). We’ll discuss how your school manages that supervision day-to-day.
A concise plan with: objective, pre-requisites, threats/controls, aids/materials, brief (explain & illustrate), air exercise (demo–practice–feedback), standards/tolerances, common errors with fixes, abort/knock-it-off criteria, and a debrief plan tied to the objective.
Use need-to-know theory. Teach to the performance objective, not to the textbook. Prioritise pictures/diagrams, performance numbers, and the “why” behind each action.
Brief → Demonstrate (talk-through) → Student talks you through → Student does → Coach and correct → Debrief. Use Socratic questioning and guided discovery; avoid long monologues.
How you manage workload (yours and the student’s).
TEM integration in the lesson.
Motivation and feedback (timely, specific, behaviour-focused).
Error management: trap–expose–fix without overwhelming the student.
What risk controls must be explicit in my plan?
Weather & performance limits for the exercise.
Terrain/airspace traps for the training area and circuit.
Knock-it-off triggers (e.g., speed/height/attitude exceedances, traffic, turbulence, student overload).
Take-over protocol (“Handing over/taking over, I have control / You have control”).
Clarity, structure, and student-centred delivery: you should set success criteria, demonstrate with a simple diagram, highlight common errors, and check understanding with brief questions, not lectures.
Show you understand lesson records, endorsements, and integration with your Part 141/142 school systems. Know what you can/can’t sign as a GR3 and when to escalate to a supervising instructor.
What are common ground-phase fails?
No clear lesson objective/standards.
Weak or missing risk controls/knock-it-off.
Poor understanding of supervision/privilege limits.
Over-teaching theory; under-teaching how to fly the task.
General standard: You must keep the flight safe and stable while teaching effectively. Think: Airmanship + Instructional Technique + Accuracy. Target tolerances (as appropriate to the exercise/aircraft): Alt ±100 ft, Hdg ±10°, IAS −0/+5 kt, stable approaches, disciplined lookout and TEM throughout.
About 1.6 hours, usually: start/taxi brief → demonstrate a basic exercise (e.g., Effects of Controls / Straight & Level) → student practice → climb/descending/turning exercises → stall series (recognition/recovery) → circuits (normal + one variant) → PFL/precautionary teaching or another nominated exercise → debrief. You must do Demonstrate, Direct Monitor.
Full but simple patter the first time (what/why/how), then reduced patter as the student takes over. Keep eyes outside and patter short—avoid burying your head in the cockpit.
You should:
Set up the aircraft (HASELL/clearance, trim, reference).
Demonstrate smoothly at the right speed/power/attitude.
Verbalise key cues (sight picture, sounds, control pressures).
Highlight error traps before handing over.
Relentless lookout with an explicit scan model; clear the area before every significant manoeuvre; verbalise traffic and terrain threats; manage training area boundaries and airspace steps without prompting.
Risk-managed and predictable: proper HASELL checks, talk through signs, cause, and prevention, demonstrate a positive recovery (minimise height loss), then coach the student through—never surprise them with an unsafe setup.
Brief the pattern gates (speeds/config points), fly a demonstrably stable approach, call deviations early, and coach with short cues (“Picture high—check attitude, add small power”). Include one variant (e.g., flapless or glide) and handle go-around decisively with teaching points.
Give a concise scenario (time/position/wind/surface), model Aviate–Navigate–Communicate, set a safe aiming point and key points (high/low), talk spacing and decision gates, then let the “student” fly while you coach. Call knock-it-off at your hard limits.
Early and calmly if safety margins erode (airspeed/attitude/height, traffic, airspace). Use the standard handover/takeover phraseology, stabilise, then briefly explain why you intervened and reset learning.
I’m listening for timely, short cues tied to one or two priorities at a time, specific feedback after each attempt, and task saturation awareness. You should slow down the lesson (or pause) if the student is overloaded.
Poor safety management (lookout, HASELL, airspace busts).
Unstable circuits/approaches continued below a sensible gate.
Failure to intervene before loss of control or exceeding school limits.
Demonstrations that are technically wrong or dangerous.
Disorganised lesson with no objective, no standards, or no debrief.
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