A-CR-CCP-802/PG-001

ROYAL CANADIAN AIR CADETS

PROFICIENCY LEVEL TWO QUALIFICATION STANDARD AND PLAN

(ENGLISH)

(Supersedes A-CR-CCP-802/PG-001 dated 2015-09-01)

Cette publication est disponible en français sous le numéro A-CR-CCP-802/PG-002.

Issued on Authority of the Chief of the Defence Staff

 A-CR-CCP-802/PG-001

ROYAL CANADIAN AIR CADETS

PROFICIENCY LEVEL TWO QUALIFICATION STANDARD AND PLAN

(ENGLISH)

(Supersedes A-CR-CCP-802/PG-001 dated 2015-09-01)

Cette publication est disponible en français sous le numéro A-CR-CCP-802/PG-002.

Issued on Authority of the Chief of the Defence Staff

OPI: D Cdts & JCR 4 – Cdts & JCR Training 2016-09-13

A-CR-CCP-802/PG-001

LIST OF EFFECTIVE PAGES

Insert latest changed pages; dispose of superseded pages in accordance with applicable orders.

NOTE

On a changed page, the portion of the text affected by the latest change is indicated by a vertical
line in the margin of the page. Changes to illustrations by miniature pointing hands, or black vertical
lines.

Dates of issue for original and changed pages are:

Original .................... 0 .................... 2016-09-13 Change .................... 3 ....................

Change .................... 1 .................... Change .................... 4 ....................
Change .................... 2 .................... Change .................... 5 ....................

Zero in Change No. column indicates an original page. Total number of pages in this publication is 334,
consisting of the following:

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Title ............................................................... 0 4-X04-1 to 4-X04-2 ....................................... 0
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LIST OF EFFECTIVE PAGES (CONT)

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Contact Officer: Staff Officer Air Cadet Program Development

© 2016 DND/MDN Canada
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FOREWORD AND PREFACE

1. Issuing Authority. This Qualification Standard and Plan (QSP) A-CR-CCP-802/PG-001 was developed
under the authority of the Director Cadets and Junior Canadian Rangers (D Cdts & JCR) in accordance with
Cadet Administrative and Training Order (CATO) 11-03, Cadet Program Mandate, CATO 11-04, Cadet Program
Outline and CATO 51-01, Air Cadet Program Outline, and issued on the authority of the Chief of Defence Staff.
2. Development. Development of this QSP was in accordance with the performance-oriented concept of
training outlined in the A-P9-050 Series, Canadian Forces Individual Training and Education System, with
modifications to meet the needs of the Canadian Cadet Organization (CCO).
3. Purpose of the QSP. The QSP is to be used by Royal Canadian Air Cadet Squadrons to conduct
Proficiency Level Two, as outlined in CATO 11-04, Cadet Program Outline and CATO 51-01, Air Cadet Program
Outline.
4. Suggested Changes. Suggested changes to this document may be sent directly to
cadettraining@canada.ca.

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TABLE OF CONTENTS
PAGE

CHAPTER 1 GENERAL 1-1

AIMS 1-1
PROGRAM DESIGN 1-1
PERFORMANCE OBJECTIVES 1-1
TRAINING PREREQUISITES 1-3
USE OF THE QSP 1-3

CHAPTER 2 TRAINING MANAGEMENT DETAILS 2-1

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS 2-1

TRAINING DETAILS 2-1
TRAINING ADMINISTRATION 2-3
QUALIFICATION 2-3
RELATED DOCUMENTS 2-3
REFERENCES 2-3
Annex A – PROFICIENCY LEVEL FOUR TRAINING SUMMARY AND
TIME ALLOCATION 2A-1
Annex B – SCHEDULING GUIDELINES 2B-1
Annex C – RESOURCE REQUIREMENTS 2C-1
Annex D – REFERENCES 2D-1

CHAPTER 3 CADET EVALUATION 3-1

PURPOSE 3-1
LEARNER EVALUATION 3-1
CADET EVALUATION DESIGN AND DEVELOPMENT 3-1
CP DEVELOPMENTAL PERIODS (DPs) 3-1
CADET ASSESSMENT OF LEARNING 3-1
MONITORING CADET PROGRESS 3-1
TRAINING COUNSELLING SESSION 3-2
ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES 3-2
PROFICIENCY LEVEL TWO QUALIFICATION STANDARD 3-2
CADETS NOT MEETING THE QUALIFICATION STANDARD 3-2
RECORDING AND REPORTING ACHIEVEMENT 3-2
PROFICIENCY LEVEL TWO CERTIFICATE OF QUALIFICATION 3-3
Annex A – CHARACTERISTICS OF CADET PROGRAM
DEVELOPMENTAL PERIODS 3A-1
Annex B – PROFICIENCY LEVEL TWO QUALIFICATION RECORD 3B-1
Annex C – CADET INTERVIEW GUIDELINES 3C-1
Appendix 1 – CADET INTERVIEW FORM 3C1-1
Annex D – TRAINING COUNSELLING SESSION GUIDELINES 3D-1
Appendix 1 – TRAINING COUNSELLING SESSION FORM 3D1-1

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TABLE OF CONTENTS (Cont)
PAGE

CHAPTER 4 PERFORMANCE OBJECTIVES AND LESSON SPECIFICATIONS 4-X01-1

SECTION 1 PO X01 – PARTICIPATE IN CITIZENSHIP ACTIVITIES 4-X01-1

SECTION 2 PO X02 – PERFORM COMMUNITY SERVICE 4-X02-1

SECTION 3 PO 203 – DEMONSTRATE LEADERSHIP ATTRIBUTES WITHIN A PEER

SETTING 4-203-1

EO M203.01 – DISCUSS LEADERSHIP WITHIN A PEER SETTING 4-M203.01-1

EO M203.02 – DISCUSS THE PRINCIPLES OF LEADERSHIP 4-M203.02-1
EO M203.03 – DISCUSS EFFECTIVE COMMUNICATION IN A PEER
SETTING 4-M203.03-1
EO M203.04 – DEMONSTRATE POSITIVE GROUP DYNAMICS 4-M203.04-1
EO M203.05 – DISCUSS INFLUENCE BEHAVIOURS 4-M203.05-1
EO M203.06 – EMPLOY PROBLEM SOLVING 4-M203.06-1
EO M203.07 – DISCUSS PERSONAL INTEGRITY AS A QUALITY OF
LEADERSHIP 4-M203.07-1
EO M203.08 – PARTICIPATE IN TEAM-BUILDING ACTIVITIES 4-M203.08-1
EO C203.01 – RECORD ENTRIES IN A REFLECTIVE JOURNAL 4-C203.01-1
EO C203.02 – EMPLOY PROBLEM SOLVING 4-C203.02-1
EO C203.03 – DISCUSS CHARACTERISTICS OF A LEADER 4-C203.03-1
EO C203.04 – PARTICIPATE IN A PRESENTATION GIVEN BY A LEADER 4-C203.04-1
EO C203.05 – PARTICIPATE IN TRUST-BUILDING ACTIVITIES 4-C203.05-1
EO C203.06 – PARTICIPATE IN PROBLEM-SOLVING ACTIVITIES 4-C203.06-1

SECTION 4 PO X04 – TRACK PARTICIPATION IN PHYSICAL ACTIVITIES 4-X04-1

SECTION 5 PO X05 – PARTICIPATE IN PHYSICAL ACTIVITIES 4-X05-1

SECTION 6 PO 206 – FIRE THE CADET AIR RIFLE DURING RECREATIONAL

MARKSMANSHIP 4-206-1

EO M206.01 – PARTICIPATE IN A RECREATIONAL MARKSMANSHIP

ACTIVITY 4-M206.01-1
EO C206.01 – PRACTICE HOLDING TECHNIQUES 4-C206.01-1
EO C206.02 – PRACTICE AIMING TECHNIQUES 4-C206.02-1
EO C206.03 – PRACTICE FIRING TECHNIQUES 4-C206.03-1

SECTION 7 PO 207 – SERVE IN AN AIR CADET SQUADRON 4-207-1

EO M207.01 – IDENTIFY PROFICIENCY LEVEL TWO TRAINING

OPPORTUNITIES 4-M207.01-1
EO M207.02 – RECOGNIZE HISTORICAL ASPECTS OF THE ROYAL
CANADIAN AIR CADETS (RCAC) 4-M207.02-1

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EO M207.03 – RECOGNIZE THE ROLE AND RESPONSIBILITIES OF

THE LOCAL SPONSOR 4-M207.03-1
EO M207.04 – IDENTIFY YEAR TWO CSTC TRAINING
OPPORTUNITIES 4-M207.04-1
EO C207.01 – IDENTIFY THE RANK STRUCTURE OF THE ROYAL
CANADIAN SEA AND ARMY CADETS 4-C207.01-1
EO C207.02 – VISIT A ROYAL CANADIAN SEA/ARMY CADET CORPS
OR AN AIR CADET SQUADRON 4-C207.02-1
EO C207.03 – DESCRIBE THE AFFILIATED UNIT 4-C207.03-1
EO C207.04 – TOUR THE AFFILIATED UNIT 4-C207.04-1

SECTION 8 PO 208 – EXECUTE DRILL AS A MEMBER OF A SQUAD 4-208-1

EO M208.01 – EXECUTE LEFT AND RIGHT TURNS ON THE MARCH 4-M208.01-1

EO M208.02 – FORM SINGLE FILE FROM THE HALT 4-M208.02-1
EO C208.01 – PRACTICE CEREMONIAL DRILL AS A REVIEW 4-C208.01-1
EO C208.02 – EXECUTE DRILL WITH ARMS 4-C208.02-1

SECTION 9 PO C211A – PARTICIPATE IN COMPETITIVE SUMMER BIATHLON

ACTIVITIES 4-C211A-1

EO C211.01 – IDENTIFY CIVILIAN BIATHLON OPPORTUNITIES 4-C211.01-1

EO C211.02 – RUN ON ALTERNATING TERRAIN 4-C211.02-1
EO C211.03 – FIRE THE CADET AIR RIFLE USING A SLING
FOLLOWING PHYSICAL ACTIVITY 4-C211.03-1
EO C211.04 – PARTICIPATE IN A COMPETITIVE SUMMER BIATHLON
ACTIVITY 4-C211.04-1
EO C211.01 – IDENTIFY CIVILIAN BIATHLON OPPORTUNITIES 4-C211.01-1
EO C211.02 – PARTICIPATE IN RUNNING DRILLS 4-C211.02-1
EO C211.03 – DEMONSTRATE SUMMER BIATHLON MARKSMANSHIP
SKILLS USING THE CADET AIR RIFLE 4-C211.03-1
EO C211.04 – PARTICIPATE IN A COMPETITIVE SUMMER BIATHLON
ACTIVITY 4-C211.04-1

SECTION 10 PO X20 – PARTICIPATE IN CAF FAMILIARIZATION ACTIVITIES 4-X20-1

SECTION 11 PO 230 – DISCUSS CANADIAN AVIATION HISTORY 4-230-1

EO M230.01 – DISCUSS AIRCRAFT FLOWN DURING WWI AND WWII 4-M230.01-1

EO M230.02 – DISCUSS SIGNIFICANT EVENTS IN 20TH CENTURY
CANADIAN MILITARY HISTORY 4-M230.02-1
EO C230.01 – PARTICIPATE IN A PRESENTATION GIVEN BY A
MEMBER OF THE MEMORY PROJECT SPEAKERS BUREAU 4-C230.01-1
EO C230.02 – TOUR A LOCAL AVIATION MUSEUM 4-C230.02-1
EO C230.03 – DISCUSS SIGNIFICANT CANADIAN HISTORICAL
EVENTS RELATIVE TO AVIATION 4-C230.03-1
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SECTION 12 PO 231 – EXPLAIN PRINCIPLES OF FLIGHT 4-231-1

EO M231.01 – IDENTIFY THE FOUR FORCES THAT ACT UPON AN

AIRCRAFT 4-M231.01-1
EO M231.02 – DESCRIBE THE PRODUCTION OF LIFT BY AN
AIRCRAFT WING 4-M231.02-1
EO M231.03 – DESCRIBE THE TYPES OF DRAG THAT ACT UPON AN
AIRCRAFT 4-M231.03-1
EO M231.04 – DESCRIBE THE AXIAL MOVEMENTS OF AN AIRCRAFT 4-M231.04-1
EO M231.05 – DESCRIBE AIRCRAFT CONTROL SURFACES 4-M231.05-1
EO C231.01 – OPERATE AN EXPERIMENTAL WING 4-C231.01-1
EO C231.02 – FLY A PAPER COLDITZ GLIDER 4-C231.02-1
EO C231.03 – TOUR A FLIGHT SCHOOL 4-C231.03-1
EO C231.04 – PARTICIPATE IN A PRESENTATION GIVEN BY A GUEST
SPEAKER FROM THE LOCAL AVIATION COMMUNITY 4-C231.04-1
EO C231.05 – TOUR A FLIGHT SIMULATOR 4-C231.05-1
EO C231.06 – TOUR A LOCAL AIR SHOW 4-C231.06-1

SECTION 13 PO 232 – IDENTIFY CHARACTERISTICS OF PISTON-POWERED

AIRCRAFT 4-232-1

EO M232.01 – IDENTIFY TYPES OF AIRCRAFT ENGINES 4-M232.01-1

EO M232.02 – IDENTIFY THE COMPONENTS OF PISTON-POWERED
INTERNAL COMBUSTION ENGINES 4-M232.02-1
EO M232.03 – EXPLAIN THE CYCLES OF A FOUR-STROKE PISTON-
POWERED ENGINE 4-M232.03-1
EO M232.04 – RECOGNIZE THE FUNCTIONS OF OIL IN A FOUR-
STROKE PISTON-POWERED ENGINE 4-M232.04-1
EO C232.01 – IDENTIFY THE CHARACTERISTICS OF GAS TURBINE
ENGINES 4-C232.01-1
EO C232.02 – IDENTIFY THE CHARACTERISTICS OF ROCKET
ENGINES 4-C232.02-1
EO C232.03 – IDENTIFY THE CHARACTERISTICS OF HELICOPTER
ENGINES 4-C232.03-1

SECTION 14 PO 240 – PARTICIPATE IN AEROSPACE ACTIVITIES 4-240-1

EO M240.01 – EXPLORE CURRENT ADVANCEMENTS IN AEROSPACE

TECHNOLOGY 4-M240.01-1
EO M240.02 – INVENT A SPACE TECHNOLOGY ITEM 4-M240.02-1
EO M240.03 – PARTICIPATE IN A SPACE SURVIVAL SCENARIO 4-M240.03-1
EO C240.01 – PARTICIPATE IN A NON-VERBAL COMMUNICATION
ACTIVITY 4-C240.01-1
EO C240.02 – INVENT A COMMUNICATION SYSTEM FOR SPACE 4-C240.02-1
EO C240.03 – IDENTIFY PARTS OF A ROCKET 4-C240.03-1
EO C240.04 – NAVIGATE WITH A GLOBAL POSITIONING SYSTEM
(GPS) 4-C240.04-1

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EO C240.05 – SIMULATE SURVIVAL IN SPACE 4-C240.05-1

EO C240.06 – DETERMINE DIRECTION USING CONSTELLATIONS ON
A FIELD EXERCISE 4-C240.06-1

SECTION 15 PO 260 – PARTICIPATE IN AERODROME OPERATIONS ACTIVITIES 4-260-1

EO M260.01 – EXPLAIN ASPECTS OF AIR TRAFFIC CONTROL (ATC) 4-M260.01-1

EO M260.02 – IDENTIFY ASPECTS OF BASIC AERODROME
OPERATIONS 4-M260.02-1
EO C260.01 – TOUR AN AERODROME SECURITY FACILITY 4-C260.01-1
EO C260.02 – TOUR AN AIR TRAFFIC CONTROL (ATC) TOWER 4-C260.02-1
EO C260.03 – PARTICIPATE IN A PRESENTATION GIVEN BY AN
EMPLOYEE OF AN AERODROME 4-C260.03-1
EO C260.04 – PERFORM MARSHALLING 4-C260.04-1
EO C260.05 – TOUR AN AERODROME 4-C260.05-1

SECTION 16 PO 270A – DISCUSS AIRCRAFT MANUFACTURING AND

MAINTENANCE 4-270A-1

EO M270.01 – IDENTIFY ASPECTS OF AIRCRAFT MANUFACTURING 4-M270.01-1

EO M270.02 – IDENTIFY REQUIREMENTS FOR AIRCRAFT
MAINTENANCE 4-M270.02-1
EO M270.03 – DISCUSS EDUCATION AND EMPLOYMENT
OPPORTUNITIES IN AIRCRAFT MANUFACTURING AND
MAINTENANCE 4-M270.03-1
EO C270.01 – PARTICIPATE IN A PRESENTATION GIVEN BY AN
EMPLOYEE IN THE AIRCRAFT MANUFACTURING OR MAINTENANCE
INDUSTRY 4-C270.01-1
EO C270.02 – IDENTIFY CANADIAN AVIATION MAINTENANCE
COUNCIL (CAMC) INTERACTIVE MULTIMEDIA LEARNING TOOL (IMLT)
ACTIVITIES 4-C270.02-1
EO C270.03 – TOUR AN AIRCRAFT MANUFACTURING OR
MAINTENANCE FACILITY 4-C270.03-1
EO C270.04 – WATCH WORLD’S BIGGEST AIRLINER: THE AIRBUS
A380 – COMING TOGETHER 4-C270.04-1
EO M270.01 – PARTICIPATE IN A DISCUSSION ON AIRCRAFT
MANUFACTURING 4-M270.01-1
EO M270.02 – PARTICIPATE IN A DISCUSSION ON AIRCRAFT
MAINTENANCE 4-M270.02-1
EO M270.03 – PARTICIPATE IN A DISCUSSION ON EDUCATION AND
EMPLOYMENT OPPORTUNITIES IN AIRCRAFT MANUFACTURING
AND MAINTENANCE 4-M270.03-1
EO C270.01 – PARTICIPATE IN A PRESENTATION GIVEN BY AN
EMPLOYEE IN THE AIRCRAFT MANUFACTURING OR MAINTENANCE
INDUSTRY 4-C270.01-1

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EO C270.02 – IDENTIFY CANADIAN AVIATION MAINTENANCE

COUNCIL (CAMC) INTERACTIVE MULTIMEDIA LEARNING TOOL (IMLT)
ACTIVITIES 4-C270.02-1
EO C270.03 – PARTICIPATE IN A TOUR OF AN AIRCRAFT
MANUFACTURING OR MAINTENANCE FACILITY 4-C270.03-1
EO C270.04 – PARTICIPATE IN A DISCUSSION ON AIRCRAFT
ASSEMBLY 4-C270.04-1

SECTION 17 PO 290 – PARTICIPATE IN A FIELD EXERCISE 4-290-1

EO M290.01 – CONSTRUCT, LIGHT, MAINTAIN AND EXTINGUISH A

SIGNAL FIRE 4-M290.01-1
EO M290.02 – CONSTRUCT A LEAN-TO-STYLE SHELTER 4-M290.02-1
EO M290.03 – CONSTRUCT A SIMPLE SNARE 4-M290.03-1
EO M290.04 – CONSTRUCT GROUND-TO-AIR SIGNALS 4-M290.04-1
EO M290.05 – IDENTIFY HIKING TECHNIQUES 4-M290.05-1
EO M290.06 – OPERATE A HAND-HELD RADIO 4-M290.06-1
EO C290.01 – PARTICIPATE IN A PRESENTATION GIVEN BY A
MEMBER OF A SURVIVAL ORGANIZATION 4-C290.01-1
EO C290.02 – DISCUSS SKINNING AND COOKING A SMALL ANIMAL 4-C290.02-1
EO C290.03 – CONSTRUCT A SNOW CAVE 4-C290.03-1
EO C290.04 – COLLECT DRINKING WATER USING A SOLAR STILL 4-C290.04-1
EO C290.05 – PARTICIPATE IN A HIKE 4-C290.05-1
Annex A – INSTRUCTIONAL METHODOLOGIES AND THEIR
APPLICATIONS 4A-1

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 A-CR-CCP-802/PG-001

CHAPTER 1
GENERAL

AIMS
1. The aim of the Proficiency Level Two Program is to provide an Air Cadet with the basic theoretical
knowledge and practical experience required to participate in cadet squadron activities as a team member.

PROGRAM DESIGN
2. The Proficiency Level Two Program has been designed:
a. assuming that the majority of second year cadets are between 13 and 14 years of age;
b. assuming that the majority of cadets have successfully completed Proficiency Level One;
c. using age-appropriate learning strategies;
d. by providing a programming mix consisting of mandatory and complementary training;
e. to include training which is experiential and skill-based, with a lesser focus on theoretical knowledge;
and
f. assuming that learning will take place through a combination of programmed periods of instruction,
unstructured discussions, teachable moments, and coaching / mentoring opportunities.
3. Each Proficiency Level is composed of performance objectives (POs) subdivided into enabling objectives
(EOs).

PERFORMANCE OBJECTIVES
4. PO numbers are usually made up of three digits:
a. The first digit indicates the proficiency level (eg, ‘X’ represents Proficiency Levels One to Four, ‘1’
represents Proficiency Level One, ‘2’ represents Proficiency Level Two, etc.).
b. The second and third digits indicate the topic area (eg, ‘00’ represents Positive Social Relations for
Youth, ‘01’ represents Citizenship, ‘02’ represents Community Service, etc.).
5. EO numbers are usually made up of six digits (eg, EO M103.01):
a. The first digit is either an ‘M’, which indicates mandatory training, or a ‘C’, which indicates
complementary training.
b. The second, third and fourth digits indicate the PO as per para 4.
c. The fifth and sixth digits indicate the specific EO number (eg, EO M103.01 is the first mandatory
EO in Proficiency Level One leadership).
d. Some EOs have a seventh digit, which indicates there is a selection of EOs to choose from (eg,
EOs MX01.01A, MX01.01B, MX01.01C, etc. indicates squadrons can choose any one of these EOs
to satisfy the requirements of mandatory Citizenship training).
6. Each PO has been developed to contribute directly to the program aim and participant outcomes detailed
in CATO 11-03, Cadet Program Mandate. The following are summaries of the POs common to all elements
of the CP (allocated POs numbered X01to 211) and the POs specific to the Proficiency Level Two Program
(allocated POs numbered 230 to 290):

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a. Citizenship. PO X01 – Participate in Citizenship Activities. The aim of this PO is to introduce

cadets to various aspects of being a good Canadian citizen through a range of fun, interesting and
challenging activities.
b. Community Service. PO X02 – Perform Community Service. The aim of this PO is to encourage
cadets to be active citizens through participation in a community service activity as a member of
a team.
c. Leadership. PO 203 – Demonstrate Leadership Attributes Within a Peer Setting. The aim of this
PO is to introduce cadets to the ways peer leaders are able to influence the behaviour of their group.
d. Personal Fitness and Healthy Living. PO X04 – Track Participation in Physical Activities. The aim
of this PO is to encourage cadets to live a healthy, active lifestyle by meeting the Canadian Physical
Activity Guidelines and Canadian Sedentary Behaviour Guidelines for youth.
e. Physical Activities. PO X05 – Participate in Physical Activities. The aim of this PO is for cadets
to have fun participating in physical activities.
f. Air Rifle Marksmanship. PO 206 – Fire the Cadet Air Rifle During Recreational Marksmanship. The
aim of this PO is to develop the cadets’ marksmanship abilities through participation in recreational
marksmanship.
g. General Cadet Knowledge. PO 207 – Serve in an Air Cadet Squadron. The aim of this PO is
to provide cadets with information on the opportunities inherent in the air cadet program, and
provide them with skills and knowledge that allow them to integrate successfully within the cadet
organization.
h. Drill and Ceremonial. PO 208 – Execute Drill as a Member of a Squad. The aim of this PO is to
provide cadets with drill movements designed to improve the efficiency of a squad on the march.
i. Biathlon. PO 211 – Participate in Competitive Summer Biathlon Activities. The aim of this PO is to
provide cadets with an opportunity to enhance individual marksmanship skills and personal fitness
while introducing cadets to the sport of biathlon.
j. Aviation History. PO 230 –Discuss Canadian Aviation History. The aim of this PO is to engage
cadets in specific aspects of the history of aviation in Canada.
k. Principles of Flight. PO 231 – Explain Principles of Flight. The aim of this PO is to ensure cadets
understand the rudiments of how aircraft fly.
l. Propulsion. PO 232 – Identify Characteristics of Piston-Powered Aircraft. The aim of this PO is to
introduce cadets to propulsions systems used in aviation.
m. Aerospace. PO 240 – Participate in Aerospace Activities. The aim of this PO is to augment the
cadets’ notions of aerospace.
n. Aerodrome Operations. PO 260 – Participate in Aerodrome Operations Activities. The aim of this
PO is to augment the cadets’ knowledge of the operations necessary at most aerodromes and to
further stimulate an interest in ground-based aviation opportunities.
o. Aircraft Manufacturing and Maintenance. PO 270 – Discuss Aircraft Manufacturing and
Maintenance. The aim of this PO is to introduce cadets to specialized aspects of the aviation
industry.
p. Aircrew Survival. PO 290 – Participate in a Field Exercise. The aim of this PO is to further develop
the cadets’ survival skills.

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TRAINING PREREQUISITES
7. To participate in the Proficiency Level Two Program, youths must be members of a cadet squadron, as
specified in A-CR-CCP-950/PT-00, Queen’s Regulations and Orders for the Canadian Cadet Organization,
Article 4.01.

USE OF THE QSP

8. This QSP shall be used as the primary authority governing the development, implementation, conduct
and evaluation of the training and standards to qualify a cadet for Proficiency Level Two. This QSP shall also
be used by D Cdts & JCR as the primary reference for validation of Proficiency Level Two training.
9. Proficiency Level Two shall be conducted using this QSP as the training control document in conjunction
with A-CR-CCP-802/PF-001, Royal Canadian Air Cadets Proficiency Level Two Instructional Guides.

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CHAPTER 2
TRAINING MANAGEMENT DETAILS

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS

1. The Managing Authority for the Air Cadet Proficiency Level Program is D Cdts & JCR. The conduct of
said program is the responsibility of the Regional Cadet Support Units (RCSUs) through authorized Training
Establishments (TEs). These TEs include:
a. Royal Canadian Air Cadet Squadrons (RCACS); and
b. Technical TEs, such as:
(1) Regional Cadet Air Operations (RCAOPS); and
(2) Other zone, detachment or regional TEs as authorized by the RCSU Commanding Officer
(CO).

TRAINING DETAILS
2. In accordance with CATOs 11-04, Cadet Program Outline and 51-01, Air Cadet Program Outline, the
Proficiency Level Program is conducted between 1 September and 30 June of each training year through a
combination of 30 training sessions and 10 supported training days as detailed in Annex A.
3. The Proficiency Level Program is divided into two compulsory components that must be completed by
all cadets. These components are:
a. Mandatory Training. Mandatory training is a scheme of activities that is requisite for squadrons, and
in some instances, specialized TEs, to conduct and for cadets to accomplish in order to complete
the Proficiency Level Program; and
b. Complementary Training. Complementary training is a scheme of activities that is requisite for
squadrons, and in some instances specialized TEs, to conduct and for cadets to accomplish in order
to complete the Proficiency Level Program. These activities complement mandatory activities and
form an integral part of the Proficiency Level Program. COs have the discretion to choose activities
from a range of possibilities, thus allowing them flexibility to tailor the Proficiency Level Program to
match the squadron’s interests and resources.
4. Period Allocation. Periods are 30 minutes in duration with some periods allocated to be delivered
during a mandatory ACS exercise. A detailed period allocation, including details on training days / weekend,
is provided at Annex A, and scheduling guidelines are located at Annex B.
5. Training Days / Weekends.
a. The planning and conduct of training days is the responsibility of the squadron. Day training shall be
conducted at the squadron parade location or, where suitable facilities do not exist at the squadron
parade location, within the local community.
b. The conduct of the familiarization flight and elemental day are normally the responsibility of Technical
TEs (RCAOPS). The planning of these activities is to be done in conjunction with the Area Cadet
Detachment / RCSU and RCAOPS.
c. In accordance with CATO 11-04, Cadet Program Outline, weekend training shall normally be
conducted within three hundred kilometres of the squadron parade location.
d. Where support of mandatory or complementary days / weekends is required, requests shall be
forwarded to the appropriate RCSU. Refer to CATO 51-01, Air Cadet Program Outline, and regional
orders for amplified information on support available from RCSUs.

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A-CR-CCP-802/PG-001

e. Training days and weekends shall be structured, unless otherwise specified in the individual
Proficiency Level QSP, to include cadets from all levels of the Proficiency Level Program.
6. Training Capacity. The training capacity is limited to the ability of the squadron to meet supervision
requirements in accordance with CATO 13-12, Supervision of Cadets, and in some cases, to established
quotas.
7. Training Staff Requirements.
a. Squadron Training Officer (Trg O):

RANK MOSID NUMBER QUALIFICATION

Minimum:
Captain Qualification; or
CIC Intermediate Officer Qualification

Capt 00232-03 1 Preferred:

CIC Training Officer (Corps / Squadron) Qualification;
and
CIC Occupational Specialty Senior Instructor
Qualification

b. Proficiency Level Two Course Officer (PL1 Crse O):

RANK MOSID NUMBER QUALIFICATION

Minimum:
Basic Officer Qualification; or
CIC Basic Military Officer Qualification and Basic
Military Occupational Qualification.
Lt / 2Lt 00232-03 1 Preferred:
Military Occupation Course (Air); or
CIC Basic Military Officer Qualification (Air).
Note: This position may also be filled by an OCdt, should
circumstances warrant.

c. Instructors:

RANK MOSID NUMBER QUALIFICATION

Minimum:
Completion of Proficiency Level Four Program
Cadet FSgt 1 per Preferred:
N/A
and above 10 Cadets
CSTC specialties appropriate for activity requirements
(eg, Survival Instructor to instruct aircrew survival
PO 190).

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8. Technical Specialists. The number of technical specialists required is influenced by policy

documentation specific to the activity (eg, CATOs, Water Safety Orders, Adventure Training Safety Standards,
etc.) and by local circumstances. It is recommended that cadet specialist instructors be used in the delivery of
specialty training where practical. The technical specialists that could support Proficiency Level Two are:
a. Required Specialist Instructors:
(1) Unit Cadet Conflict Management Advisor (UCCMA) to coordinate training delivery and learning
reinforcement for PO 100; and
(2) Range Safety Officer (RSO) in support of POs 206 and 211; and
b. Possible Cadet Specialist Instructors:
(1) Fitness and Sports Instructor(s) as available in support of POs X04 and X05;
(2) Air Rifle Marksmanship Instructor(s) as available in support of POs 206 and 211;
(3) Drill and Ceremonial Instructor(s) as available in support of PO 208;
(4) Advanced Aviation Instructor(s), Glider Pilots and Power Pilots as available in support of
POs 231 and 232;
(5) Advanced Aerospace Instructor(s) as available in support of PO 240;
(6) Aerodrome Operations specialist(s) as available in support of PO 260;
(7) Aircraft Manufacturing and Maintenance specialist(s) as available in support of PO 270; and
(8) Survival Instructor(s) as available in support of PO 290; and
c. guest speaker(s) as required.
9. Resource Requirements. RCSU COs are responsible for ensuring that required equipment and supplies
are available. A list of material required to conduct the training is located at Chapter 2, Annex C.

TRAINING ADMINISTRATION
10. Cadet Evaluation. Details on cadet evaluation are found in Chapter 3.
11. Reports. A training file should be maintained on each cadet to record their progress during the training
year. The training file should consist, as a minimum, of a Proficiency Level Two Qualification Record (Chapter 3,
Annex B). Training files are temporary documents which may be disposed of upon migration of the Proficiency
Level Two Qualification Record to DND 2399, Cadet Personnel Record.

QUALIFICATION
12. The Proficiency Level Two qualification is awarded to cadets upon completion of the requirements
specified in Chapter 3.

RELATED DOCUMENTS
13. This QSP is to be used in conjunction with:
a. CATOs; and
b. A-CR-CCP-802/PF-001 Royal Canadian Air Cadets Proficiency Level Two Instructional Guides.

REFERENCES
14. A list of references used in this QSP is located at Chapter 2, Annex D.

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 A-CR-CCP-802/PG-001
Chapter 2, Annex A

ANNEX A

PROFICIENCY LEVEL FOUR TRAINING SUMMARY AND TIME ALLOCATION

PERIOD ALLOCATION

PO No.
Performance Objective EO No. Enabling Objective
No. of Pd
X01 Participate in Citizenship MX01.01A Participate in a Citizenship Tour -
Activities MX01.01B Attend a Presentation by a Community -
Organization
MX01.01C Attend a Presentation by a Citizen-of- -
Interest
MX01.01D Participate in the Canadian Citizenship -
Challenge
MX01.01E Host a Citizenship Ceremony -
MX01.01F Participate in an Election -
MX01.01G Participate in Heritage Minutes Video -
Activities
MX01.01H Participate in Citizenship Learning Stations -
CX01.01 Participate in Citizenship Activities 18
PO X01 - Total Mandatory 3
PO X01 - Total Complementary 18
X02 Perform Community Service MX02.01 Perform Community Service 9
CX02.01 Perform Community Service 18
PO X02 - Total Mandatory 9
PO X02 - Total Complementary 18
203 Demonstrate Leadership M203.01 Discuss Leadership Within a Peer Setting 1
Attributes M203.02 Discuss the Principles of Leadership 1
M203.03 Discuss Effective Communication in a Peer 1
Setting
M203.04 Demonstrate Positive Group Dynamics 2
M203.05 Discuss Influence Behaviours 1
M203.06 Employ Problem Solving 2
M203.07 Discuss Personal Integrity as a Quality of 1
Leadership
M203.08 Participate in Team-Building Activities 1
Record Entries in a Reflective Journal
C203.01 Record Entries in a Reflective Journal 3

C203.02 Employ Problem Solving 2

C203.03 Discuss Characteristics of a Leader 2
C203.04 Participate in a Presentation Given by a 2
Leader
C203.05 Participate in Trust-Building Activities 1
C203.06 Participate in Problem-Solving Activities 2
PO203 - Total Mandatory 10
PO 203 - Total Complementary 12

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A-CR-CCP-802/PG-001
Chapter 2, Annex A

PO No.
Performance Objective EO No. Enabling Objective
No. of Pd
X04 Track Participation in Physical MX04.01 Participate in 60 Minutes of Moderate- 3
Activities to Vigorous-Intensity Physical Activity
(MVPA) and Track Participation in Physical
Activities
MX04.02 Identify Strategies to Improve Participation 3
in Physical Activities and Participate in the
Cadet Fitness Assessment (CFA)
MX04.03 Participate in the CFA and Identify 3
Strategies for Improving Personal Physical
Fitness
CX04.01 Participate in the CFA and Identify 3
Strategies for Improving Personal Physical
Fitness
CX04.02 Participate in Activities that Reinforce the 3
Three Components of Physical Fitness
CX04.03 Participate in a Cooking Class 3
CX04.04 Attend a Personal Fitness and Healthy 3
Living Presentation
CX04.05 Attend a Local Amateur Sporting Event 3
PO X04 - Total Mandatory 9
PO X04 - Total Complementary 15
X05 Participate in Physical MX05.01 Participate in Physical Activities 9
Activities CX05.01 Participate in Physical Activities 9
CX05.02 Participate in a Tournament 9
PO X05 - Total Mandatory 9
PO X05 - Total Complementary 18
206 Fire the Cadet Air Rifle During M206.01 Participate in a Recreational 3
Recreational Marksmanship Marksmanship Activity
C206.01 Practice Holding Techniques 1
C206.02 Practice Aiming Techniques 2
C206.03 Practice Firing Techniques 1
C106.01 Participate in Recreational Air Rifle 6
Marksmanship
PO 206 - Total Mandatory 3
PO 206 - Total Complementary 10
207 Serve in an Air Cadet M207.01 Identify Proficiency Level Two Training 1
Squadron Opportunities
M207.02 Recognize Historical Aspects of the Royal 1
Canadian Air Cadets (RCAC)
M207.03 Recognize the Role and Responsibilities of 1
the Local Sponsor
M207.04 Identify Year Two CSTC Training 1
Opportunities
C207.01 Identify the Rank Structure of the Royal 1
Canadian Sea and Army Cadets
C207.02 Visit a Royal Canadian Sea / Army Cadet 3
Corps or an Air Cadet Squadron
C207.03 Describe the Affiliated Unit 1

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 A-CR-CCP-802/PG-001
Chapter 2, Annex A

PO No.
Performance Objective EO No. Enabling Objective
No. of Pd
C207.04 Tour the Affiliated Unit 3
C107.04 Participate in an Activity about the History 2
of the Squadron
PO 207 - Total Mandatory 4
PO207 - Total Complementary 10
208 Execute Drill as a Member of M208.01 Execute Left and Right Turns on the March 2
a Squad M208.02 Form Single File From the Halt 1
C208.01 Practice Ceremonial Drill as a Review 2
C208.02 Execute Drill With Arms 8
C108.01 Execute Supplementary Drill Movements 6
PO 208 - Total Mandatory 3
PO 208 - Total Complementary 16
211 Participate in Recreational C211.01 Identify Civilian Biathlon Opportunities 1
Summer Biathlon Activities C211.02 Run on Alternate Terrain 1
C211.03 Fire the Cadet Air Rifle using a Sling 1
Following Physical Activity
C211.04 Participate in a Competitive Summer 6
Biathlon Activity
PO 211 – Total Complementary 9
X20 Participate in CAF MX20.01A Participate in a CAF Activity -
Familiarization Activities MX20.01B Participate in a CAF Familiarization Tour -
MX20.01C Fire the C7 Rifle -
MX20.01D Participate in a Mess Dinner -
MX20.01E Attend a CAF Presentation -
MX20.01F Attend a CAF Commemorative Ceremony -
MX20.01G Participate in CAF Video Activities -
MX20.01H Participate in CAF Learning Stations -
CX20.01 Participate in CAF Familiarization Activities 18
PO X20 - Total Mandatory 6
PO X20 - Total Complementary 18
230 Discuss Canadian Aviation M230.01 Discuss Aircraft Flown During WWI and 1
History WWII
M230.02 Discuss Significant Events in 20th Century 1
Canadian Military History
C230.01 Participate in a Presentation Given by a 2
Member of the Memory Project Speakers
Bureau
C230.02 Tour a Local Aviation Museum 3
C230.03 Discuss Significant Canadian Historical 1
Events Relative to Aviation
C130.03 Watch On Canadian Wings Video 8
PO 230 - Total Mandatory 2
PO 230- Total Complementary 14
231 Explain Principles of Flight M231.01 Identify the Four Forces that Act Upon an 2
Aircraft
M231.02 Describe the Production of Lift by an 2
Aircraft Wing

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A-CR-CCP-802/PG-001
Chapter 2, Annex A

PO No.
Performance Objective EO No. Enabling Objective
No. of Pd
M231.03 Describe the Types of Drag that Act Upon 2
an Aircraft
M231.04 Describe the Axial Movements of an 1
Aircraft
M231.05 Describe Aircraft Control Surfaces 2
C231.01 Operate an Experimental Wing 2
C231.02 Fly a Paper Colditz Glider 2
C231.03 Tour a Flight School 3
C231.04 Participate in a Presentation Given by a 2
Guest Speaker from the Local Aviation
Community
C231.05 Tour a Flight Simulator 3
C231.06 Tour a Local Air Show 6
PO231 - Total Mandatory 9
PO 231 - Total Complementary 18
232 Describe Aero Engine M232.01 Identify Types of Aircraft Engines 1
Systems M232.02 Identify the Components of Piston- 2
Powered Internal Combustion Engines
M232.03 Explain the Cycles of a Four-Stroke Piston- 2
Powered Engine
M232.04 Recognize the Functions of Oil in a Four- 1
Stroke Piston-Powered Engine
C232.01 Identify the Characteristics of Gas Turbine 2
Engines
C232.02 Identify the Characteristics of Gas Turbine 2
Engines
C232.03 Identify the Characteristics of Helicopter 2
Engines
PO232 - Total Mandatory 6
PO 232 - Total Complementary 6
240 Discuss Aerospace Structures M240.01 Explore Current Advancements in 1
Aerospace Technology
M240.02 Invent a Space Technology Item 2
M240.03 Participate in a Space Survival Scenario 1
C240.01 Participate in a Non-Verbal Communication 1
Activity
C240.02 Invent a Communication System for Space 2
C240.03 Identify Parts of a Rocket 1
C240.04 Navigate with a Global Positioning System 3
(GPS)
C240.05 Simulate Survival in Space 2
C240.06 Determine Direction Using Constellations 1
on a Field Exercise
PO 240 - Total Mandatory 4
PO 240 - Total Complementary (Max 9) 10
260 Participate in Aerodrome M260.01 Explain Aspects of Air Traffic Control (ATC) 1
Operations Activities M260.02 Identify Aspects of Basic Aerodrome 1
Operations

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 A-CR-CCP-802/PG-001
Chapter 2, Annex A

PO No.
Performance Objective EO No. Enabling Objective
No. of Pd
C260.01 Tour an Aerodrome Security Facility 3
C260.02 Tour an Air Traffic Control (ATC) Tower 3
C260.03 Participate in a Presentation Given by an 2
Employee of an Aerodrome
C260.04 Perform Marshalling 1
C260.05 Tour an Aerodrome 3
PO260 - Total Mandatory 2
PO260 – Total Complementary 18
270 Discuss Aspects of M270.01 Identify Aspects of Aircraft Manufacturing 2
Aircraft Manufacturing and M270.02 Identify Requirements for Aircraft 2
Maintenance Maintenance
M270.03 Discuss Education and Employment 2
Opportunities in Aircraft Manufacturing and
Maintenance
C270.01 Participate in a Presentation Given by an 2
Employee in the Aircraft Manufacturing or
Maintenance Industry
C270.02 Participate in a Presentation Given by an 1
Employee in the Aircraft Manufacturing or
Maintenance Industry
C270.03 Tour an Aircraft Manufacturing or 3
Maintenance Facility
C270.04 Watch World’s Biggest Airliner: The Airbus 2
A380 – Coming Together
PO 270 – Total Mandatory 6
PO270 – Total Complementary 8
290 M290.01 Construct, Light, Maintain and Extinguish a 2
Signal Fire
M290.02 Construct a Lean-to-Style Shelter 3
M290.03 Construct a Simple Snare 2
M290.04 Construct Ground-to-Air Signals 2
M290.05 Identify Hiking Techniques 2
M290.06 Operate a Hand-Held Radio 1
C290.01 Participate in a Presentation Given by a 2
Member of a Survival Organization
C290.02 Discuss Skinning and Cooking a Small 1
Animal
C290.03 Construct a Snow Cave 3
C290.04 Collect Drinking Water Using a Solar Still 2
C290.05 Participate in a Hike 6
PO 290 – Total Mandatory Field 12
PO290 – Total Complementary 14
N/A Annual Ceremonial Review
(ACR) 3

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A-CR-CCP-802/PG-001
Chapter 2, Annex A

TRAINING DAY / WEEKEND ALLOCATION

MANDATORY

Activity Description Time

Every Proficiency Level Two cadet will be given an
opportunity to experience a familiarization flight in an
aircraft determined by RC Air Ops O. In addition to each
familiarization flight, squadrons should maximize the training
Mandatory Training Periods value of this allocated day by providing additional aviation 2 Days
training, such as EOs M231.01 (Identify the Four Forces
That Act Upon an Aircraft), M260.01 (Explain Aspects of
Air Traffic Control), and M270.02 (Identify Requirements for
Aircraft Maintenance).
One day where cadets will train in and practice various skills
drawn from training, such as EOs MX05.01 (Participate in
Familiarization Flying and Physical Activities), M206.01 (Participate in a Recreational
1 Day
Aviation Day Marksmanship Activity), and M240.02 (Invent a Space
Technology Item). Squadrons may conduct this day with
other squadrons and / or in a competition format.
One day where cadets will train in and practice various skills
drawn from training, such as EOs MX05.01 (Participate in
Physical Activities), M406.01 (Participate in a Recreational
Marksmanship Activity), C431.03 (Fly a Radio-Controlled
Aircraft), C436.03 (Analyze Weather Information), C437.01
Air Cadet Skills Day 1 Day
(Solve Navigation Problems With a Manual Flight Computer),
C440.07 (Operate a Telescope) and C470.04 (Disassemble
and Reassemble a Small Engine). Squadrons may conduct
this day with other squadrons and / or in a competition
format.
One weekend of mandatory support will be provided for
Aircrew Survival Exercise squadrons to participate in an overnight exercise to include 1 Weekend
delivery of PO 290.
Total Mandatory 6 Days

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 A-CR-CCP-802/PG-001
Chapter 2, Annex A

COMPLEMENTARY

Activity Description Time

Eighteen periods of instruction (nine per day) chosen from
Complementary Training
the complementary EOs to be delivered during full days of 2 Days
Periods
training.
PLUS COMBINATION OF TWO DAYS FROM THE FOLLOWING
One day to provide additional aviation training, such as EOs
C230.02 (Tour a Local Aviation Museum), C231.01 (Operate
Aviation Day an Experimental Wing), C260.01 (Tour an Aerodrome 1 Day
Security Facility), and C270.01 (Participate in a Presentation
Given by an Employee of an Aerodrome).
One day where cadets will train in and practice various
skills drawn from training, such as CX05.01 (Participate in
Physical Activities), CX05.02 (Participate in a Tournament),
C106.01 (Participate in a Recreational Marksmanship
Air Cadet Skills Day 1 Day
Activity), C231.02 (Fly a Paper Colditz Glider), and C240.04
(Navigate With a Global Positioning System). Squadrons
may conduct this day with other squadrons and / or in a
competition format.
One or two days or one weekend provided for squadrons 1 or
Aircrew Survival Exercise to conduct additional training and practical experience in 2 Days or
support of PO 290. 1 Weekend
Total Complementary 4 Days

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Chapter 2, Annex A

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 A-CR-CCP-802/PG-001
Chapter 2, Annex B

ANNEX B

SCHEDULING GUIDELINES
1. Schedule those activities that are set dates (eg, Remembrance Day activities, Regionally Directed
Activities, TE activities [eg, gliding], School Breaks).
2. Schedule major and recurring activities (eg, PO X05 [Physical Activities], CO’s Parades, Aircrew Survival
Exercises, Annual Ceremonial Review).
3. Schedule the following training activities early in the training year:
a. PO 100 (Positive Social Relations for Youth),
b. POs 107, 207, 307, 407 and 507 (General Cadet Knowledge),
c. POs 303, 403 and 503 (Leadership), and
d. POs 309 and 409 (Instructional Techniques).
4. Schedule any special considerations, such as:
a. Schedule EO MX04.02 (Identify Strategies to Improve Participation in Physical Activities and
Participate in the Cadet Fitness Assessment) four weeks after EO MX04.01 (Participate in
60 Minutes of Moderate- to Vigorous-Intensity Physical Activity and Track Participation in Physical
Activities);
b. Many EOs can be scheduled during training days / weekends (eg, most of PO X90 should be
scheduled during the Aircrew Survival Exercise, many EOs from POs X30, X40, X60 and X70 can
be scheduled during the Familiarization Flying and Aviation Day, and Air Cadet Skills Day);
c. For the completion of POs 303, 403, and 503 (Leadership), consider leadership assignment
opportunities for Proficiency Levels Three, Four and Five cadets; leadership appointment
opportunities for Proficiency Levels Four and Five cadets; and leadership project opportunities for
Proficiency Level Five cadets; and
d. Schedule each Proficiency Level Four cadet into the Proficiency Level One and Two training
schedules in order to complete EO M409.05 (Instruct a 30-Minute Lesson).
5. Schedule the remaining mandatory training (details located in the lesson specifications in Chapter 4).
6. Schedule selected complementary training.
7. Other considerations when developing the annual training schedule include:
a. the training environment required for each activity:
(1) some activities will require an outdoor environment which requires consideration for seasonal
climate; and
(2) some activities will require the use of a special facility, such as a gymnasium or sports field; and
b. the availability of a technical specialist, if required to conduct the activity;

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A-CR-CCP-802/PG-001
Chapter 2, Annex B

8. Considerations when implementing the training program:

a. Some theory is required for safety purposes and for introducing new material. However, most
material can be taught using practical methods.
b. Training sessions need to be planned in advance to allow instructors adequate time to prepare for
the delivery and conduct of training. This includes reviewing lesson specifications and instructional
guides, and creating instructional materials as required.
c. Take adequate time to allow cadets to reflect upon and be debriefed on experiential training
activities, to include future applications of the experience.

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 A-CR-CCP-802/PG-001
Chapter 2, Annex C

ANNEX C

RESOURCE REQUIREMENTS
Quantities are based on a group of 30 cadets.
The resources required for complementary training and POs X01, X02, X04, X05 and X20 depend on the
activities selected by the corps. Refer to A-CR-CCP-802/PF-001, Royal Canadian Air Cadets Proficiency Level
Two Instructional Guides for detailed lists of resources for each selected activity.
The following is a list of key items all corps require access to for the conduct of training.
Item Quantity PO/EO
DVD Player 1 X01/X05
Television 1 X01/X05
CD Player 1 X04
Leger’s 20-m Shuttle Run Test CD 1 X04
Measuring tape 1 X04
Masking tape 1 X04
12-cm measuring strip 15 X04
Pylons 30 X04
Gym mats 15 X04
Cardboard / wooden box approximately 30 cm high 15 X04
Metre stick 15 X04
First Aid Kit 1 X05
Sunscreen - SPF 30 (minimum) 1 X05
Insect Repellent 1 X05
Cadet Air Rifle - Five-shot clip 45 206
Cadet Air Rifle - Rifle 15 206
Cadet Air Rifle - Safety Rod 15 206
Cadet Air Rifle - Single Pellet Adaptor 15 206
Marksmanship mats 15 206
Pellets - .177 calibre Air Rifle (250 Pack) 6 206
Pellets - .177 calibre Cleaning Pellets (80 Pack) 1 206
Pellet container 15 206
Safety goggles/glasses 15 206
Target - Grouping Target CCT2000GRTD 150 206
Target Frame 15 206
Balloon - Round 20 231
Fan - Multispeed Desktop 8 231
Index cards - 100 Pack 1 231
Model - Aircraft with Articulated Control Surfaces and Flaps 1 231
Skewer - Bamboo Large 1/8 inch by 12 inch 2 231
String 2 231
Dice - Set 2 232
Hand Cream 1 232
Tape - Masking 1 inch 1 232
Battery - AA 4 Pack 10 290
Fire Extinguisher - Small Dry Chemical 3 290
Ground Sheet 8 290
Knife with Laynard 4 290
Radio - VHF Handheld 10 290
Shovel 6 290
Tape - Surveyor's 100 m 10 290

2C-1
A-CR-CCP-802/PG-001
Chapter 2, Annex C

Tent Pegs - 8" 100 290

Twine 3 290
Wire - Brass 24 gage 100 foot 1 290

2C-2
 A-CR-CCP-802/PG-001
Chapter 2, Annex D

ANNEX D

REFERENCES
Texts Held by Corps
A-AD-265-000/AG-001 DHH 3-2 (2003). Canadian Forces Dress Instructions. Ottawa, ON: Department of
National Defence.
A-DH-201-000/PT-000 DHH3-2 (2001). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON:
National Defence.
A-CR-CCP-177/PT-001 D Cdts 3. (2001). Canadian cadet movement: cadet marksmanship program reference
manual. Ottawa, ON: Department of National Defence.
A-CR-CCP-263/PT-001 (2000). From the Ground Up. Ottawa, ON: Aviation Publishers Co Ltd.
1-895569-23-0 Schmidt, N (1998). Fabulous paper gliders. New York, NY: Sterling Publishing.
Additional References Used During Development
PO X01
Citizenship and Immigration Canada. (2012). Discover Canada: The rights and responsibilities of citizenship.
Retrieved March 26, 2013 from http://www.cic.gc.ca/english/resources/publications/discover/index.asp.
Citizenship and Immigration Canada. (2011). Host a citizenship ceremony. Retrieved March 26, 2013 from
http://www.cic.gc.ca/english/celebrate/ceremony.asp.
www.elections.ca > teacher > Canada at the Polls! (Elections Canada. (2010). Canada at the Polls! Retrieved
March 13, 2013 from http://elections.ca/content.aspx?section=vot&dir=yth/stu/gui&document=index&lang=e.)
Historica Dominica Institute. (2013). Canadian citizenship challenge. Retrieved March 26, 2013 from http://
www.citizenshipchallenge.ca/.
Historica Dominion Institute. (2013). Heritage minutes videos. Retrieved March 13, 2013 from https://
www.historica-dominion.ca/content/videos.
PO X02
Kaye, Cathryn B. (2010). The complete guide to service learning: Proven, practical ways to engage students
in civic responsibility, academic curriculum, & social action. Minneapolis, MN: Free Spirit Publishing Inc.
PO 203
ISBN 0-02864-207-4 Cole, Kris (2002). The complete idiot's guide to clear communication. USA: Pearson
Education, Inc.
ISBN 0-7852-7440-5) Maxwell, J. (1999). The 21 indispensable qualities of a leader: Becoming the person
others will want to follow. Nashville, TN: Thomas Nelson Publishers
ISBN 0-8407-6744-7 Maxwell, J. C. (1993). Developing the leader within you. Nashville, Tennessee: Thomas
Nelson Inc. Publishers.
ISBN 1-882664-12-4 Karnes, F. A. & Bean, S. M. (1995). Leadership for students: A practical guide for ages
8-18. Waco, Texas: Prufrock Press.
Free the Children. (2007). Craig Kielburger biography. Retrieved 13 March 2007, from http://
www.freethechildren.com/aboutus/craigmarc/craigkielburger.htm.

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Kidz World. (2007). Teen protects white bear. Retrieved 13 March 2007, from http://www.kidzworld.com/
article/1065-teen-protects-white-bear
ISBN 0-7879-4059-3 Van Linden, J. A. & Fertman, C. I. (1998). Youth leadership. San Francisco, California:
Jossey-Bass Inc.
Colver, E. & Reid, M. (2001). Peacebuilders 2: Peer helping. Ottawa, ON: YouCAN.
ISBN 0-07-046513-4 Newstrom, J. & Scannell, E. (1998). The big book of team building games. USA: McGraw-
Hill Companies.
ISBN 0-02-863656-2 Pell, A. R. (1999). The complete idiot’s guide to team building. USA: Alpha Books
A-PA-005-000/AP-004 DND. (2005). Leadership in the Canadian Forces: Conceptual foundations. Ottawa, ON:
Department of National Defence.
A-PA-005-000/AP-003 DND. (2005). Leadership in the Canadian Forces: Doctrine. Ottawa, ON: Department
of National Defence.
A-CR-CCP-121/PT-001 D Cdts 3. (2003). Royal Canadian Army Cadet reference book. Ottawa, ON:
Department of National Defence.
ISBN 0-7645-5176-0 Loeb, M. & Kindel, S. (1999). Leadership for dummies. Indianapolis, Indiana: Wiley
Publishing, Inc.
Wilderdom. (2007). Index to group activities, games, exercises and initiatives: Trust-building activities.
Retrieved 26 April 2007, from http://wilderdom.com/games/descriptions/SliceNDice.html.
ISBN 0-8403-5682-X Ronhke, C. (1984). Silver bullets: A guide to initiative problems, adventures games and
trust activities. USA: Kendall/Hunt Publishing Company.
PO X04
Canadian Society for Exercise Physiology. (2011). Guidelines. Retrieved May 1, 2011, from http://www.csep.ca
CATO 14-18 Director Cadets 3. (2010). Cadet fitness assessment and incentive program. Ottawa, ON:
Department of National Defence.
The Cooper Institute. (n.d.). Fitnessgram / activitygram test administration kit: Fitnessgram 8.0 stand-alone
test kit. Windsor, ON: Human Kinetics.
ISBN 0-662-44467-1 Health Canada. (2007). Canada's food guide. Ottawa, ON: Her Majesty the Queen in
Right of Canada.
Health Canada. (2011). Eat well and be active education toolkit. Retrieved September 29, 2011, from http://hc-
sc.gc.ca/fn-an/food-guide-aliment/educ-comm/toolkit-trousse/plan-3a-eng.php
Health Canada. (2011). Physical activity. Retrieved May 1, 2011 from http://www.phac-aspc.gc.ca/hp-ps/hl-
mvs/pa-ap/index-eng.php
Meredith, M., & Welk, G. (Eds.). (2005). Fitnessgram / activitygram: Test administration manual (3rd ed.).
Windsor, ON: Human Kinetics.
Panicucci, J. (2008). Achieving fitness: An adventure activity guide. Beverly, MA: Project Adventure, Inc
ParticipACTION. (2011). Get moving. Retrieved November 28, 2011 from www.participaction.com/en-us/Get-
Moving/Easy-Ways-To-Start.aspx
ISBN 978-0-316-11350-2 Ratey, J. MD. (2008). Spark: The revolutionary new science of exercise and the brain.
New York, NY: Little, Brown and Company.

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 A-CR-CCP-802/PG-001
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PO X05
A-CR-CCP-150/PT-001 Chapman, J.R. Major, M.B.E. (1968). Orienteering: An aid to training. London,
England: Hillside Printing & Publishing Co.
A-CR-CCP-151/PT-001 Canadian Orienteering Federation (1983). Orienteering level 1 coaching certification.
Ottawa, ON: Canadian Orienteering Federation.
A-PD-050-015/PT-002 Directorate of Physical Education, Recreation and Amenities. (1989). Physical fitness
training in the Canadian Forces (Vol. 2). Ottawa, ON: Department of National Defence.
About ultimate. (2006). Retrieved 27 April 2006, from www.upa.org/ultimate
ISBN 0-936070-22-6 Anderson, B. (2000). Stretching: 20th anniversary (Rev. ed.). Bolinas, CA: Shelter
Publications, Inc.
0-3955-2808-9 Alter, J (1986). Stretch and strengthen. US: Judith Alter.
Body Bar. (2010). Programs & education. Retrieved October 5, 2011, from http://www.bodybar.com/Programs-
Education
Canadian Orienteering Federation (1985). Orienteering level two coaching certification. Ottawa, ON: Canadian
Orienteering Federation.
City of Saskatoon, Community Services Department. (2006). Stretch your limits: A smart guide to stretching
for fitness. Retrieved October 26, 2006, from http://www.in-motion.ca/walkingworkout/plan/flexibility/
0-7360-4602-X Clark, N (2003). Nancy Clark's sports nutrition guidebook. US: Nancy Clark.
ISBN 978-0-7360-6675-4 Corbin, C., & Lindsey, R. (2007). Fitness for life: Updated fifth edition. Windsor, ON:
Human Kinetics.
ISBN 0-88011-807-5 Hanlon, Thomas (1998). The sports rules book: essential rules for 54 sports. USA: Human
Kinetics Publishers.
The HealthCentral Network. (2007). MyDietExcercise.com: Winds sprint your way to fitness. Retrieved April 17,
2007, from http://www.healthcentral.com/diet-exercise/fitness-survival-guides-81076-137.html
Hansen, B. (1999). Moving on the spot: Fun and physical activity: A collection of 5 minute stretch and movement
sessions. Retrieved October 26, 2006, from http://lin.ca/resource/html/dn3.htm#l1
ISBN 0-02-029265-1 Kjellstrom, Bjorn (1994). Be expert with map & compass: The complete orienteering
handbook. New York, NY: Hungry Minds, Inc.
ISBN 0-88962-630-8 LeBlanc, Janet and Dickson, Louise (1997). Straight talk about children and sport: Advice
for parents, coaches, and teachers. Oakville, ON and Buffalo, NY: Mosaic Press.
Livestrong.com. (2011). Beginner’s pilates exercises. Retrieved October 4, 2011, from http://
www.livestrong.com/article/452265-beginner-pilates-exercises/
Men’s Health. (2011). The 5-minute six-pack abs. Retrieved October 5, 2011, from http://
www.menshealth.com.sg/fitness/5-minute-six-pack-abs
ISBN 0-88011-463-0 Nideffer, R. PhD. (1992). Psyched to win: How to master mental skills to improve your
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Norris, G. (Ed.). (1998). National Football Federation: Touch football rule book 2004. Ottawa, ON: National
Football Federation.
Orienteering. (2006). Retrieved 25 May 2006, from www.orienteering.org

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Panicucci, J. (2008). Achieving fitness: An adventure activity guide. Beverly, MA: Project Adventure, Inc.
Popovic, Srdjan. (2011). 10 skipping rope exercises for a better body. Retrieved October 6, 2011, from http://
www.bloomtofit.com/10-skipping-rope-exercises-for-a-better-body
Ringette Canada. (2006). Retrieved 27 April 2006, from www.ringette.ca
Roadcycling.com - Cycling info as it should be. (2006). Retrieved 25 April 2006, from www.roadcycling.com
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Orienteering Association.
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A walking club - Walkablock club of america. (2006). Retrieved 25 April 2006, from www.walkablock.com
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PO 206
CATO 14-41 Director Cadets 4. (2007). Marksmanship, rifles, and ammunitions. Ottawa, ON: Department of
National Defence.
PO 207
CATO 11-03 D Cdts. (2006). Cadet program mandate. Ottawa, ON: Department of National Defence
Cadets Canada. (2007). About Cadets–History. Retrieved 19 February 2007, from http://www.cadets.ca/about-
nous/histo_e.asp.
Air Cadet League. (2007). General – History. Retrieved February 19, 2007, from http://
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2005-113124 D Cdts. (2005). Memorandum of understanding between the DND and the Leagues. Ottawa,
ON: Department of National Defence.
Scott, M. (Ed.). (2003). Clarifying civilian roles in Cadet Corps and Squadrons. Cadence: The Leadership
Magazine of the Canadian Cadet Movement, Issue 11, 30–32.
14-21 D Cdts 3. (2004). Music training and education with the canadian cadet organizations. Ottawa, ON:
Department of National Defence.
CATO 54-20 D Cdts 3. (2000). Summer training directive – Royal Canadian Air Cadets. Ottawa, ON:
Department of National Defence.
CATO 51-01 D Cdts 3. (2006). Air Cadet program outline. Ottawa, ON: Department of National Defence.
A-AD-265-000/AG-001 DHH 3-2. (2001). Canadian Forces dress instructions. Ottawa, ON: The Department
of National Defence.
A-CR-005-001/AG-001 D Cdts 4. (Draft). Royal Canadian Sea Cadets dress instructions. Ottawa, ON:
Department of National Defence.
CATO 40-03 D Cdts 4. (2005). Army Cadet ranks and cadet corps. Ottawa, ON: Department of National
Defence.
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PO 211
Regional Cadet Support Unit (Central). (2007). Cadet marksmanship and firearms safety program. Retrieved
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Milberry, L. and Halliday, H. (1990). The Royal Canadian Air Force at War 1939-1945. Toronto, ON: CANAV
Books.

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National Defence. (2004). Halifax Bomber. Retrieved 22 March 2007, from http://www.airforce.gc.ca/equip/
historical/Halifax_e.asp.
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Brigadier C.N. Barclay. (1968). Armistice 1918. London, UK: Dent, J. M. & Sons LTD.
Squires, C. (1999). On Canadian wings [Series]. Winnipeg, MB: PWGSC.
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ISBN 1-4027-3034-9 Schmidt, N. (2005). Paper Creations Paper Airplanes. New York, NY. Sterling Publishing.
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ISBN 0-7460-0978-X Edom, H., Butterfield, M., Heddle, R. and Unwin, M. (1992). The Usborne book of science
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Canadian Forces. aircraft. (2006). Retrieved 20 November 2006, from http://www.airforce.gc.ca/equip/
equip1_e.asp.
NASA Glenn Research Center. Engines 101. Retrieved 21 February 2007, from http://www.ueet.nasa.gov/
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NASA Glenn Research Center. Engines 101. Retrieved 21 February 2007, from http://www.grc.nasa.gov/
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NASA Glenn Research Center. Propulsion index. Retrieved 21 February 2007, from http://www.grc.nasa.gov/
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NASA Glenn Research Center. Beginner’s guide to rockets. Retrieved 21 February 2007, from http://
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returntoflight/system/system_SSME.html.

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ISBN 0-943210-44-5 Pike, B. and Busse, C. (1995). 101 more games for trainers. Minneapolis, MN: Lakewood
Books.
EG-2003-01-108-HQ NASA. (2003). Rockets: A teacher’s guide with activities in science, mathematics, and
technology. Washington, DC: NASA.
ISBN-10 1-59647-055-0 Sobey, E. (2006). Rocket-powered science. Tucson, AZ: Good Year Books.
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Department of National Defence. (2006). Canada’s Air Force, aircraft main page. Retrieved 11 October 2006,
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Leishman, J.G. (2000). A history of helicopter flight. Retrieved 1 November 2006, from http://
www.glue.umd.edu/~leishman/Aero/history/html.
PO 240
Space.com. (2006). Space on Earth: How technology transfer benefits humanity. Retrieved 27 February 2007,
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ISBN 0-7787-1140-4 Goodman, P. (2002). Arty facts: Space and art activities. St. Catharines, ON. Crabtree
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Lakeland Central School District. (2007). Space survival challenge. Retrieved February 27, 2007, from http://
www.lakelandschools.org/EDTECH/leslie/space.htm.
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Retrieved March 18, 2007, from http://virtualskies.arc.nasa.gov/communication/youDecide/AIM6_4_1.html.

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NASA. (2006). Rocket parts. Retrieved 22 February 2007, from http://exploration.grc.nasa.gov/education/

rocket/rockpart.html#.
ISBN 0-96-522025-7 Ferguson, M. H. (1996). GPS land navigation: A complete guide book for backcountry
users of the NAVSTAR satellite system. Calgary, AB: Glassford Publishing.
ISBN 1-894765-48-6 Letham, L. (2003). GPS made easy. Surrey, BC: Rocky Mountain Books.
ISBN 0-00-265314-7 Wiseman, J. (1999). The SAS survival handbook. Hammersmith, London: HarperCollins
Publishers.
ISBN 0-07-136110-3 Seidman, D. with Cleveland, P. (2001). The essential wilderness navigator. Camden, ME:
Ragged Mountain Press.
PO 260
ISSN 1715-7382 Transport Canada. (2006). Aeronautical information manual. Ottawa, ON: Her Majesty the
Queen in Right of Canada.
U.S. Department of Labour. (2007). Air Traffic Controllers. Retrieved 9 February 2007, from http://www.bls.gov/
oco/ocos108.htm.
Canadian Air Transport Security Authority (CATSA). (2007). Canadian Air Transport Security Authority-
Mandate. Retrieved 19 February 2007, from http://www.catsa-acsta.gc.ca/english/about_propos/.
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www.airportinnovation.com/airport_ground.php.
Marshalling Signals. (2006). Aeronautical information manual. Retrieved 26 September 2006, from http://
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PO 270
British Columbia Institute of Technology. (2007). Programs and courses. Retrieved 8 February 2007, from http://
www.bcit.ca/study/programs/.
ISBN 0 88487 203 3 Jeppesen Sanderson Training Products. (2000). A&P Technician: General. Englewood,
CO: Jeppesen Sanderson Inc.
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Canadian Aviation Maintenance Council. (2006). Careers in aviation and aerospace. Ottawa, ON: Government
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Brisley, T. Pascaud, S. (Executive Producer), and Bowie, B. (Writer/Director), (2003). World’s biggest airliner:
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Canadian Aviation Maintenance Council (CAMC). (2007). CAMC interactive multimedia learning tool (IMLT).
Retrieved 6 March 2007, from http://3da.com/imlt/.
World’s Biggest Airliner: The Airbus A380 – Coming Together [Motion Picture].
PO 290
ISBN 0-517-88783-5 Curtis, R. (1998). The backpacker’s field manual: A comprehensive guide to mastering
backcountry skills. New York, NY: Three Rivers Press.

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Chapter 2, Annex D

ISBN 0-7566-0946-1 Berger, K. (2005). Backpacking & hiking. New York, NY: DK Publishing, Inc.
ISBN 0-00-653140-7 Wiseman, J. (1999). The SAS survival handbook. Hammersmith, London: HarperCollins
Publishers.
ISBN 1-896713-00-9 Tawrell, P. (1996). Camping and wilderness survival: The ultimate outdoors book. Green
Valley, ON: Falcon Distribution.
Wilderness Survival. (2007). Signalling techniques. Retrieved 12 March 2007, from http://www.wilderness-
survival.net/chpt19.php.
D Cdts 3. (1997). CATO 11-08. Environmental protection and stewardship. In CATO Vol. 1 General (pp.1–11).
Ottawa, ON: Department of National Defence.
Wilderness Survival. (2007). Shelters. Retrieved 9 March 2007, from http://www.wilderness-survival.net/
shelters-2.php.
Transport Canada (2007). Ground-to-air signals. Retrieved 9 February 2007, from http://www.tc.gc.ca/
CivilAviation/publications/tp14371/SAS/4-0.htm.
(ISBN 0-684-85909-2) Harvey, M. (1999). The National Outdoor Leadership School’s wilderness guide. New
York, NY: Fireside.
ISBN 0-375-70323-3 Rawlins, C., and Fletcher, C. (2004). The complete walker IV. New York, NY: Alfred A.
Knopf.
ISBN 0-89886-643-X Weiss, H. (1988). Secrets of warmth for comfort or survival. Seattle, WA: The
Mountaineers.
ISBN 0-7627-0476-4 Roberts, H. (1999). Basic essentials, backpacking. Guilford, CT: The Globe Pequot Press.
Motorola Inc. (2004). Talkabout FRS/GMRS recreational two-way radios models T5000, T5500,T5550 user’s
guide. Motorola Inc.
A-CR-CCP-951/PT-002 D Cdts 3. (2006). Royal Canadian Army Cadets adventure training standards. Ottawa,
ON: Department of National Defence.

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CHAPTER 3
CADET EVALUATION

PURPOSE
1. The purpose of this chapter is to outline the specific evaluation requirements for achievement of
Proficiency Level Two qualification.

LEARNER EVALUATION
2. A-P9-050-000/PT-Z01, Manual of Individual Training and Education, Volume 1 defines learner evaluation
as, “the assessment of progress made by participants during an instructional programme (formative evaluation)
and of their achievement at the end of the programme (summative evaluation).”

CADET EVALUATION DESIGN AND DEVELOPMENT

3. Cadet evaluation is designed and developed incorporating contemporary professional practices from the
fields of education and youth development as well as considering best practices in use within the Canadian
Cadet Organizations (CCO).
4. Cadet evaluation is designed and developed so that all cadets are capable of achieving all POs and
associated EOs. To motivate cadets to learn, cadet evaluation builds on success and confidence rather than
demotivating cadets with failure and defeat.

CP DEVELOPMENTAL PERIODS (DPS)

5. The CP is designed across adolescent DPs adapted to suit the CP target population. Outlined in each
DP are specific philosophies and approaches to learning and assessment that influence design, development
and conduct of cadet training and assessment.
6. A DP is a time frame, during a cadet’s progression through the CP, in which the cadet participates in
training and is provided opportunities to develop desired knowledge, skills and attitudes that support the aim
of the CP and contribute to the achievement of the CP outcomes.
7. Progressive training levels, and associated learning objectives, distinguish each DP; ensuring training
is relevant, achievable and age-appropriate for the cadet population. DPs and associated training levels are
designed to be completed in a sequential manner and are also fluid, which allows a cadet to progress to the
next training level or DP while still working on completion of learning objectives from the previous level or DP.
8. The design and development of cadet training and evaluation is based on the basic overview of the DP
characteristics located at Chapter 3, Annex A.

CADET ASSESSMENT OF LEARNING

9. The intent of Proficiency Level Two cadet evaluation is to measure the extent of cadet participation in
the scheduled mandatory and complementary training and make an assessment by comparing the level of
participation to the minimum standard required for qualification.

MONITORING CADET PROGRESS

10. Cadets must meet the standard of behaviour and conduct expected from all cadets. The course officer
during cadet interviews and personal counselling should adopt a proactive approach towards difficulties.
11. The course officer is encouraged to meet formally and informally with cadets throughout the training
year to discuss the cadet’s progress towards Proficiency Level Two qualification and to provide feedback on
overall performance. At a minimum, it is expected that the course officer will meet with each cadet at the end
of the training year to review the completed Chapter 3, Annex B, Proficiency Level Two Qualification Record.
Guidelines for conducting cadet interviews are located at Chapter 3, Annex C.
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12. Frequent absences from mandatory and complementary training that could result in the cadet not meeting
the minimum standard, for Proficiency Level Two qualification, must be addressed in accordance with CATO
15-22, Conduct and Discipline – Cadets.

TRAINING COUNSELLING SESSION

13. A training counselling session is used when a cadet is having difficulties progressing and an intervention is
required to set goals for corrective action and / or remedial instruction. The Trg O is responsible for conducting
training counselling sessions, except in the case of cadet rank promotions for which the CO is responsible.
Guidelines for conducting training counselling sessions are located at Annex E and the Training Counselling
Session Form is located at Annex E, Appendix 1.

ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES

14. No additional cadet evaluations (eg, theory tests, performance checks, etc.) are to be used to determine
Proficiency Level Two qualification eligibility. Therefore, these national standards are not to be supplemented
with regional / local standards.

PROFICIENCY LEVEL TWO QUALIFICATION STANDARD

15. The minimum standard for Proficiency Level Two qualification is:
a. Sixty percent attendance in all scheduled mandatory and complementary training once becoming
a member of the squadron, as calculated by the cadet squadron.
b. Successful completion of each PO as outlined in the Proficiency Level Two Qualification Record
located at Chapter 3, Annex B.

CADETS NOT MEETING THE QUALIFICATION STANDARD

16. Cadets who do not meet the minimum qualification standard shall be given a reasonable opportunity to
complete the training missed. If, by the end of the training year, the cadet still has not successfully attained
any PO, the squadron CO may waive the minimum qualification standard. When waiving any PO requirement,
the squadron CO shall consider:
a. the legitimacy of the cadet’s reason for failing to attain the PO;
b. the cadet’s mandatory and complementary training attendance; and
c. the cadet’s overall behaviour and performance.
17. Any cadet for whom a waiver has been issued will not be granted a Proficiency Level Two Qualification.
However, they will progress to Proficiency Level Three in the third year of their squadron membership. If a
CO has decided to not grant a waiver based on attendance and / or behaviour, a cadet may be held back to
repeat Proficiency Level Two.
18. Cadets who have been granted a waiver of the minimum qualification standard of Proficiency Level
Two and have progressed to Proficiency Level Three in the third year of their squadron membership are
expected to achieve the missing Proficiency Level Two Qualification PO requirements. To facilitate this, cadets
can concurrently receive credit for activities completed in Proficiency Level Three as part of also achieving
Proficiency Level Two.

RECORDING AND REPORTING ACHIEVEMENT

19. The progress of each cadet shall be reported using the Proficiency Level Two Qualification Record,
Annex B, which is also used to determine successful completion of the Proficiency Level Two Qualification.
The results shall be recorded on, and placed in, the cadet’s DND 2399, Cadet Personnel Record.

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PROFICIENCY LEVEL TWO CERTIFICATE OF QUALIFICATION

20. The Cadet Certificate of Qualification, CF 558 (NSN 7530-21-870-7685), shall be awarded to each cadet
upon successful completion of the Proficiency Level Two Qualification.

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Chapter 3, Annex A

ANNEX A

CHARACTERISTICS OF CADET PROGRAM DEVELOPMENTAL PERIODS

Developmental
Developmental Period 1 (DP1) Developmental Period 2 (DP2) Developmental Period 3 (DP3)
Period (DP)
Ages 12 - 14 15 - 16 17 - 18
Years Y1 Y2 Y3 Y4 Y5+
Learning in the CP is designed around three progressive, DPs. The mental, physical, emotional, and social
DP Overview development of a cadet are considered in these age-appropriate DPs. The cadet develops and ultimately refines
higher-level thinking skills (reasoning, reflective thinking, problem solving) as they progress through each DP.
Age-Appropriate
Experience-based Developmental Competency
Learning
The cadet has well-developed automatic The cadet starts developing higher-level The cadet is refining higher level thinking
responses however, the area of the brain thinking skills such as problem-solving skills. Effective learning is interactive
DP Description that processes higher-level thinking is not skills. Effective learning is interactive and and allows for increased individual
yet mature. Effective learning is active and practical, allowing cadets to start making responsibility and independent learning.
interactive with lots of practical experiences. decisions within their learning process.
Assessment
Participatory Baseline Proficiency Enhanced Proficiency
Expectation

• Stimulation and maintenance of an • Development of a broad knowledge base • Development of an enhanced knowledge,
enhanced interest in the CP and skill set as well as introducing reasoning or skill proficiency in a targeted
NOTE: Exposing the cadet to a variety of reasoning proficiency specialty area – related to interest,
training activities and learning opportunities capability and CP requirements
with the assessment expectation focused on • Ongoing determination and development

Assessment participation will help accomplish this.

of specific specialty areas of interest and • Ongoing development of the broad
capability knowledge base and skill set as well as
Purpose
• Exposure to a broad knowledge base and
• Recognition of enhanced proficiency reasoning proficiency
skill set
NOTE: CSTC Summer 2 courses will begin to
achievement • Ongoing recognition of enhanced
proficiency achievement
expose the cadet to some specific specialty • Ongoing stimulation and maintenance of
areas, which will allow the cadet to discover
an enhanced interest in the CP • Ongoing stimulation and maintenance of
an enhanced interest in the CP
possible areas of particular interest.

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Chapter 3, Annex B

ANNEX B

PROFICIENCY LEVEL TWO QUALIFICATION RECORD

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Chapter 3, Annex C

ANNEX C

CADET INTERVIEW GUIDELINES

GENERAL

The purpose of conducting an interview is to discuss the cadet’s expectations, personal goals and learning
progress (assessment for learning), and to provide feedback on overall performance.
Meet with the cadet throughout their training to discuss their progress towards achieving the qualification and
to revise their action plan.

PRE-INTERVIEW INSTRUCTIONS

Gather the required resources, such as the Cadet Interview Form (Appendix 1), training schedules, pen, paper,
etc.
Have the cadets review any support materials so they are able to attend the interview prepared to discuss the
specific topic areas, as well as their expectations and personal goals.
Schedule interviews to allow approximately 10–15 minutes per cadet.

CONDUCT OF AN INTERVIEW

Tips for a successful interview:

• Ask questions that will provoke thought; avoid “yes or no” questions.

• Manage time by ensuring the cadet stays on topic.

• Listen and respond in a way that indicates you have heard and understood the cadet.
This can be done by paraphrasing their ideas.
• Give the cadet time to respond to your questions.

1. Welcome the cadet.

2. Complete the Cadet Interview Form.
3. Have the cadet sign the Cadet Interview Form.
4. Sign the Cadet Interview Form.

POST-INTERVIEW INSTRUCTIONS

Place a copy of the Cadet Interview Form in the cadet’s training file.

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Chapter 3, Annex C, Appendix 1

ANNEX C, APPENDIX 1

CADET INTERVIEW FORM

Name: Rank:

Proficiency Level: Flight:

SECTION 1 – INITIAL INTERVIEW

1. What are your expectations for the proficiency level?

2. Do you have any questions about the training, schedule and / or assessment?
3. What activities are you most excited about?
4. What are your strengths?
5. What are some areas you would like to improve?
6. What personal goals would you like to attain? What steps will you take to achieve those goals?
7. Is there anything we should know to help make your training experience enjoyable (learning needs,
allergies, etc.)?
NOTES

Cadet’s Signature:

Officer’s Signature: Date:

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SECTION 2 – PERFORMANCE INTERVIEW

1. So far, is the proficiency level meeting your expectations? If not, what can we do to meet those
expectations?
2. Are there any areas of excitement or concern you would like to highlight?
3. How do you feel about your progress? *
4. What are some areas you would like to improve?
5. What personal goals would you like to establish?
* Give the cadet feedback on their progress and their overall performance highlighting any gaps that may
exist between their self-assessment and your observations. Points to discuss may include attendance,
participation, etc.

ACTION PLAN
Work with the cadet to make an action plan that takes into consideration their goals and the training
requirements. The action plan is a mutually agreed upon set of steps that the cadet commits to taking to
reach their goals. It should be realistic and achievable and written using positive language.

NOTES

Cadet’s Signature:

Officer’s Signature: Date:

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Chapter 3, Annex C, Appendix 1

SECTION 3 – FINAL INTERVIEW

1. How did you enjoy the Proficiency Level?

2. What were some of your likes and dislikes about the training? How could it be improved?
3. How can you apply what you have learned inside and outside of cadets?
4. What are some new personal goals you want to establish?
5. What upcoming training opportunities interest you?
* Provide the cadet with a copy of their completed Qualification Record and discuss their learning progress
towards course objectives. Where a waiver has been granted, explain to the cadet what this means and
what they will be required to do in the following year to meet the current qualification requirements.

NOTES

Cadet’s Signature:

Officer’s Signature: Date:

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Chapter 3, Annex D

ANNEX D

TRAINING COUNSELLING SESSION GUIDELINES

GENERAL

The purpose of the Training Counselling Session (TCS) is to formally meet with a cadet who is having difficulty
achieving and / or maintaining qualification standards and to create an action plan to assist this cadet.

PRE-COUNSELLING SESSION INSTRUCTIONS

Gather the required resources, such as TCS Form, cadet’s training file, pen, paper, etc.
Review the cadet’s training file and discuss their performance with other staff members as required.
Complete Section 1 of the TCS Form.

CONDUCT OF COUNSELLING SESSION

Tips for a successful interview:

• Ask questions that will provoke thought; avoid “yes or no” questions.

• Manage time by ensuring the cadet stays on topic.

• Listen and respond in a way that indicates you have heard and understood the cadet.
This can be done by paraphrasing their ideas.
• Give the cadet time to respond to your questions.

1. Welcome the cadet.

2. Complete Sections 2 and 3 of the TCS Form.
3. Have the cadet sign the TCS Form.
4. Sign the TCS Form.

POST-COUNSELLING SESSION INSTRUCTIONS

The goal of conducting training counselling is to guide a cadet towards success in the Cadet Program. Following
the training counselling session the Training Officer shall meet with the CO to discuss the outcome of the
session and any further steps required.
The Commanding Officer shall contact the guardian to open the lines of dialogue and include them in the action
plan.

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Chapter 3, Annex D, Appendix 1

ANNEX D, APPENDIX 1

TRAINING COUNSELLING SESSION FORM

SECTION 1 – BACKGROUND INFORMATION

Name: Rank:

Proficiency Level: Flight:

Circumstances requiring TCS:

Overall training progress (eg, seriousness of failure, performance in related POs, any previous difficulty
and action taken, performance / behaviour, etc.):

SECTION 2 – SESSION FINDINGS

1. Inform the cadet they are not achieving and / or maintaining qualification standards and that you are
meeting to help them correct the situation.
2. Discuss the following:
• Circumstances affecting training progress

• Any previous difficulty and action taken (eg, whether or not help / additional training was provided)

• Overall performance / behaviour of cadet (eg, attendance, effort, motivation, attitude)

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SECTION 3 – SESSION RECOMMENDATIONS (ACTION PLAN)

With the cadet, create an action plan that highlights the actions required for success.

Brief the cadet on the consequences should no improvement be noticed.

Cadet’s Signature:

Training Officer’s Signature: Date:

SECTION 4 – COMMANDING OFFICER REVIEW

Record any discussion with parents regarding the progress of the cadet.

Commanding Officer’s Signature: Date:

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CHAPTER 4
PERFORMANCE OBJECTIVES AND LESSON SPECIFICATIONS

SECTION 1

PO X01 – PARTICIPATE IN CITIZENSHIP ACTIVITIES

This PO and its associated EOs are located in A-CR-CCP-801/PG-001, Royal Canadian Air Cadets Proficiency
Level One Qualification Standard and Plan.

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SECTION 2

PO X02 – PERFORM COMMUNITY SERVICE

This PO and its associated EOs are located in A-CR-CCP-801/PG-001, Royal Canadian Air Cadets Proficiency
Level One Qualification Standard and Plan.

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SECTION 3

PO 203 – DEMONSTRATE LEADERSHIP ATTRIBUTES WITHIN A PEER SETTING

1. Performance: Demonstrate Leadership Attributes Within a Peer Setting
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Any conditions.
3. Standard: In accordance with specified references, the cadet will demonstrate leadership attributes within
a peer setting by:
a. positively contributing to a group;
b. displaying a positive attitude towards learning; and
c. being accountable for personal actions and choices.
4. Remarks: N/A.
5. Complementary Material:
a. Complementary material associated with PO 203 is designed to enhance the cadet’s ability to
demonstrate leadership attributes:
(1) EO C203.01 (Record Entries in a Reflective Journal),
(2) EO C203.02 (Employ Problem Solving),
(3) EO C203.03 (Discuss Characteristics of a Leader),
(4) EO C203.04 (Participate in a Presentation Given by a Leader),
(5) EO C203.05 (Participate in Trust-Building Activities), and
(6) EO C203.06 (Participate in Problem-Solving Activities).
b. Complementary training associated with PO 203 is limited to a total of 11 periods, which may be
conducted during sessions or on a supported day. Squadrons are not required to use all 11 periods.

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EO M203.01 – DISCUSS LEADERSHIP WITHIN A PEER SETTING

1. Performance: Discuss Leadership Within a Peer Setting
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall discuss leadership within a peer
setting.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain leadership within a peer setting, to Interactive 15 min C0-134

include: Lecture
a. responsibilities of a Proficiency Level Two
cadet, to include:
(1) following the chain of command;
(2) setting the example;
(3) being firm, fair and friendly;
(4) being respectful to superiors and
subordinates;
(5) being aware of safety hazards;
(6) displaying initiative; and
(7) setting goals; and
b. squadron specific Proficiency Level Two
cadet responsibilities.

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A-CR-CCP-802/PG-001

TP Description Method Time Refs

TP2 Conduct a goal mapping activity by having the In-Class 10 min C0-022 (pp. 39
cadets record: Activity to 42)
a. short-term goals achievable at the squadron,
such as:
(1) improving their uniform;
(2) improving their drill;
(3) attending all parade nights, etc.;
(4) long-term goals for the training
year, such as;
(a) getting promoted;
(b) achieving perfect
attendance; and
(c) attending summer training,
etc.; and
b. the steps the cadets must take to achieve
these goals.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 15 min
c. In-Class Activity:
10 min
d. Total:
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to orient the cadets to junior leadership, to generate
interest and present basic material.
b. An in-class activity was chosen for TP2 as an interactive way to provoke thought, stimulate an
interest among cadets and present leadership within a peer setting.
7. References:
a. C0-022 (ISBN 0-02864-207-4) Cole, K. (2002). The Complete Idiot’s Guide to Clear Communication.
Indianapolis, IN: Alpha Books.
b. C0-134 (ISBN 0-7852-7440-5) Maxwell, J. (1999). The 21 Indispensable Qualities of a Leader:
Becoming the Person Others Will Want to Follow. Nashville, TN: Thomas Nelson Publishers.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: Goal mapping template located at A-CR-CCP-802/PF-001, Annex A.
10. Test Details: N/A.
11. Remarks: The list of responsibilities in TP1 is not exhaustive. For each squadron Proficiency Level Two
cadet responsibilities may vary.

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EO M203.02 – DISCUSS THE PRINCIPLES OF LEADERSHIP

1. Performance: Discuss the Principles of Leadership
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall discuss the principles of leadership.
4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss the principles of leadership, to include: Interactive 5 min C0-112 (pp. 1
Lecture to 5)
a. leadership is influence;
b. influence can be positive or negative; and
c. leadership can create opportunities in life.
TP2 Share brief narratives of youth who have Interactive 10 min C0-113
influenced the environment or their community in Lecture (pp. 103 and
a positive way and created opportunity for their 107)
future or the future of others.
C0-131
C0-132

TP3 Discuss a peer leader who has influenced the Group 10 min
environment or the community in a positive way. Discussion

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 15 min
c. Group Discussion:
10 min
d. Total:
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP2 to orient the cadets to the principles of leadership,
to generate interest and to present basic material.
b. A group discussion was chosen for TP3 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions and feelings about leaders who display positive influence.

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7. References:
a. A0-010 CATO 11-03 D Cdts 2. (2006). Cadet Program Mandate. Ottawa, ON: Department of
National Defence.
b. C0-112 (ISBN 0-8407-6744-7) Maxwell, J. C. (1993). Developing the Leader Within You. Nashville,
Tennessee: Thomas Nelson Inc. Publishers.
c. C0-113 (ISBN 1-882664-12-4) Karnes, F. A. & Bean, S. M. (1995). Leadership for Students: A
Practical Guide for Ages 8-18. Waco, Texas: Prufrock Press.
d. C0-131 Free the Children. (2007). Craig Kielburger Biography. Retrieved 13 March 2007, from http://
www.freethechildren.com/aboutus/craigmarc/craigkielburger.htm.
e. C0-132 Kidz World. (2007). Teen Protects White Bear. Retrieved 13 March 2007, from http://
www.kidzworld.com/article/1065-teen-protects-white-bear.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: Narratives of youth who have positively influenced the environment or their community.
10. Test Details: N/A.
11. Remarks: Instructors are encouraged to research recent newsworthy articles of youth in the area that
have positively influenced the environment or their community, to share as in-class stories.

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EO M203.03 – DISCUSS EFFECTIVE COMMUNICATION IN A PEER SETTING

1. Performance: Discuss Effective Communication in a Peer Setting
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard:. In accordance with specified references, the cadet shall discuss effective communication in
a peer setting.
4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss how communication is fundamental to Interactive 10 min C0-115 (pp. 43

influencing others, to include: Lecture and 44)
a. effective communication as a skill; C0-144 (p. 18)
b. aspects of non-verbal communication; and
c. sending, receiving, and responding to
messages.
TP2 Explain the three styles of communication, to Interactive 5 min C0-022
include: Lecture (pp. 211 and
212)
a. aggressive communication;
b. passive communication; and
c. assertive communication.
TP3 Discuss assertive communication, to include: Interactive 10 min C0-022
Lecture (pp. 230 to 234)
a. using “I” statements; and
b. active listening skills. C0-144 (p. 13)

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

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6. Substantiation: An interactive lecture was chosen for this lesson to orient the cadets to effective
communication in a peer setting, to generate interest and to present basic material.
7. References:
a. C0-022 (ISBN 0-02864-207-4) Cole, K. (2002). The Complete Idiots Guide to Clear
Communications. USA: Pearson Education, Inc.
b. C0-115 (ISBN 0-7879-4059-3) Van Linden, J. A. & Fertman, C. I. (1998). Youth Leadership. San
Francisco, California: Jossey-Bass Inc.
c. C0-144 (ISBN TBA) Colver, E. & Reid, M. (2001). Peacebuilders 2: Peer Helping. Ottawa, ON:
YouCAN.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO M203.04 – DEMONSTRATE POSITIVE GROUP DYNAMICS

1. Performance: Demonstrate Positive Group Dynamics
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, and while in a peer group setting, the cadet shall
demonstrate positive group dynamics, to include:
a. contributing to group goals;
b. exhibiting trust in the group;
c. creating a safe environment for others to share their opinions;
d. following the leader;
e. finishing the task;
f. displaying esprit de corps; and
g. appreciating others within the group.
4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss positive group dynamics. Group 10 min

Discussion

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TP Description Method Time Refs

TP2 Explain how to display positive group dynamics, Interactive 25 min C0-028
by: Lecture
C0-114 (p. 12)
a. contributing to group discussions by
providing input; C0-115

b. motivating yourself;
c. ensuring your group goals are consistent with
the aims of the CCM;
d. trying new things;
e. being sensitive to other points of view;
f. knowing your teammates’ strengths and
weaknesses;
g. increasing your self-confidence through
positive self-talk;
h. being cooperative;
i. resolving conflicts as quickly as possible at
the lowest and most appropriate level; and
j. celebrating successes.
TP3 Demonstrate positive group dynamics. In-Class 15 min
Activity

5. Time:

a. Introduction / Conclusion: 10 min

b. Group Discussion: 10 min
c. Interactive Lecture:
25 min
d. In-Class Activity:
e. Total: 15 min
60 min

6. Substantiation:
a. A group discussion was chosen for TP1 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions, and feelings about positive group dynamics.
b. An interactive lecture was chosen for TP2 to orient the cadets to positive group dynamics, to
generate interest and to present basic material.
c. An in-class activity was chosen for TP3 as an interactive way to provoke thought and stimulate
interest among cadets.

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7. References:
a. C0-028 (ISBN 0-07-046513-4) Newstrom, J. & Scannell, E. (1998). The Big Book of Team Building
Games. USA: McGraw-Hill Companies.
b. C0-114 (ISBN 0-02-863656-2) Pell, A. R. (1999). The Complete Idiot’s Guide to Team Building.
USA: Alpha Books.
c. C0-115 (ISBN 0-7879-4059-3) Van Linden, J. A. & Fertman, C. I. (1998). Youth Leadership. San
Francisco, California: Jossey-Bass Inc.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: The instructor shall provide a safe learning and team-building environment in which the cadets
will display and demonstrate positive group dynamics.

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EO M203.05 – DISCUSS INFLUENCE BEHAVIOURS

1. Performance: Discuss Influence Behaviours
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall discuss influence behaviours, to
include:
a. the directive approach;
b. the persuasive approach; and
c. the participative approach.
4. Teaching Points:

TP Description Method Time Refs

TP1 Perform in a skit to portray the directive influence In-Class 5 min A0-047
behaviour. Activity
A0-048

TP2 Perform in a skit to portray the persuasive In-Class 5 min A0-047

influence behaviour. Activity
A0-048

TP3 Perform in a skit to portray the participative In-Class 5 min A0-047

influence behaviour. Activity
A0-048

TP4 Discuss situations in which cadets may employ Group 10 min C0-113 (pp. 88
the various influence behaviours in peer group Discussion to 91 and 164)
settings, to include:
C0-115
a. at cadets; and
b. at school, etc.

5. Time:

a. Introduction / Conclusion: 5 min

b. In-Class Activity: 15 min
c. Group Discussion:
10 min
d. Total:
30 min

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6. Substantiation:
a. An in-class activity was chosen for TP1–3 as an interactive way to provoke thought and stimulate
interest among cadets.
b. A group discussion was chosen for TP4 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions, and feelings about influence behaviours.
7. References:
a. A0-047 A-PA-005-000/AP-004 DND. (2005). Leadership in the Canadian Forces: Conceptual
foundations. Ottawa, ON: Department of National Defence.
b. A0-048 A-PA-005-000/AP-003 DND. (2005). Leadership in the Canadian Forces: Doctrine. Ottawa,
ON: Department of National Defence.
c. C0-113 (ISBN 1-882664-12-4) Karnes, F. A. & Bean, S. M. (1995). Leadership for Students: A
Practical Guide for Ages 8-18. Waco, Texas: Prufrock Press.
d. C0-115 (ISBN 0-7879-4059) Van Linden, J.A. & Fertman, C.I. (1998). Youth Leadership. San
Francisco, California: Jossey-Bass Inc.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: Skits found at A-CR-CCP-802/PF-001, Annex A, B and C.
10. Test Details: N/A.
11. Remarks: N/A.

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EO M203.06 – EMPLOY PROBLEM SOLVING

1. Performance: Employ Problem Solving
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall employ problem solving.
4. Teaching Points:

TP Description Method Time Refs

TP1 a. Explain problem-solving, to include: Interactive 20 min A2-036

(1) trial and error analysis; and Lecture
C0-115
(2) logical analysis; and (pp. 45 and 46)
b. steps in the problem-solving process, to C0-135
include: (pp. 221 to 223)
(1) confirming the task;
(2) identifying the problem;
(3) determining the critical factor;
(4) developing alternate solutions;
(5) comparing alternatives;
(6) determining the best solution;
(7) implementing the solution; and
(8) evaluating the plan and the
implementation.
TP2 Conduct a writing activity where cadets solve In-Class 10 min C0-115
problems using the technique from TP1. Activity (pp. 45 and 46)

TP3 Conduct a discussion where cadets explain their Group 20 min C0-115
choices from the problem-solving exercise. Discussion (pp. 45 and 46)

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5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 20 min
c. In-Class Activity:
10 min
d. Group Discussion:
e. Total: 20 min
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to orient the cadets to problem solving.
b. An in-class activity was chosen for TP2 as an interactive way to provoke thought, stimulate interest
among cadets and present problem-solving.
c. A group discussion was chosen for TP3 as it allows the cadets to interact with their peers and share
their knowledge, experiences, and opinions about problem-solving.
7. References:
a. A2-036 A-CR-CCP-121/PT-001 D Cdts 3. (2003). Royal Canadian Army Cadet Reference Book.
Ottawa, ON: Department of National Defence.
b. C0-115 (ISBN 0-7879-4059-3) Van Linden, J. A. & Fertman, C. I. (1998). Youth Leadership. San
Francisco, California: Jossey-Bass Inc.
c. C0-135 (ISBN 0-7645-5176-0) Loeb, M. & Kindel, S. (1999). Leadership for Dummies. Indianapolis,
Indiana: Wiley Publishing, Inc.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Scenarios of problems.
9. Learning Aids: Scenarios of problems.
10. Test Details: N/A.
11. Remarks: N/A.

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EO M203.07 – DISCUSS PERSONAL INTEGRITY AS A QUALITY OF LEADERSHIP

1. Performance: Discuss Personal Integrity as a Quality of Leadership
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall discuss personal integrity as a quality
of leadership.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain personal integrity, to include: Interactive 5 min C0-112 (pp. 35

Lecture to 47)
a. the definition of integrity;
b. that personal integrity is the foundation of
leadership;
c. that personal integrity ensures the leader will
be consistent because the leader’s beliefs
will be mirrored by his actions; and
d. that to earn the trust of others, a leader must
lead by example because their words and
actions must match.
TP2 Conduct an activity where cadets brainstorm In-Class 5 min
where they have seen integrity displayed within Activity
their peer group, to include:
a. honesty;
b. honour;
c. good character;
d. decency;
e. fairness;
f. sincerity; and
g. trustworthiness, etc.
TP3 Conduct an activity where cadets create a poster In-Class 15 min
that shows an example of integrity. The poster Activity
may be in the form of a drawing, map, a saying,
etc.

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 5 min
c. In-Class Activity:
20 min
d. Total:
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to orient the cadets to personal integrity as a quality of
leadership.
b. An in-class activity was chosen for TP2 and TP3 as an interactive way to provoke thought, stimulate
interest among cadets and present personal integrity as a quality of leadership.
7. References:
a. A0-010 CATO 11-03 D Cdts 2. (2006). Cadet Program Mandate. Ottawa, ON: Department of
National Defence.
b. C0-112 (ISBN 0-8407-6744-7) Maxwell, J. C. (1993). Developing the Leader Within You. Nashville,
Tennessee: Thomas Nelson Inc. Publishers.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids:
a. Pencil crayons/felt markers; and
b. 8.5 x 14 inch paper.
10. Test Details: N/A.
11. Remarks: N/A.

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EO M203.08 – PARTICIPATE IN TEAM-BUILDING ACTIVITIES

1. Performance: Participate in Team-Building Activities
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall participate in team-building activities.
4. Teaching Points:

TP Description Method Time Refs

TP1 Conduct team-building activities through trust In-Class 25 min C0-152

games. Activity
C1-006 (pp. 79
to 95)

5. Time:

a. Introduction / Conclusion: 5 min

b. In-Class Activity: 25 min
c. Total:
30 min

6. Substantiation: An in-class activity was chosen for this lesson as it is a fun and challenging way to expand
the cadet’s knowledge of team-building activities and reinforce their appreciation of the fundamentals of
leadership.
7. References:
a. C0-152 Wilderdom. (2007). Index to Group Activities, Games, Exercises and Initiatives: Trust-
Building Activities. Retrieved 26 April 2007, from http://wilderdom.com/games/descriptions/
SliceNDice.html.
b. C1-006 (ISBN 0-8403-5682-X) Ronhke, C. (1984). Silver Bullets: A Guide to Initiative Problems,
Adventures Games and Trust Activities. USA: Kendall/Hunt Publishing Company.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C203.01 – RECORD ENTRIES IN A REFLECTIVE JOURNAL

1. Performance: Record Entries in a Reflective Journal
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with Karnes, F. A. & Bean, S. M., Leadership For Students: A Practical Guide
for Ages 8-18, Prufrock Press, the cadet shall record entries in a reflective journal after a specific training
activity, by writing, mapping, or drawing.
4. Teaching Points:

TP Description Method Time Refs

TP1 Conduct an activity during which cadets record In-Class 25 min C0-113
their thoughts on the leadership they displayed Activity (pp. 122 to 131)
and the leadership they observed on a specific
training activity.

5. Time:

a. Introduction / Conclusion: 5 min

b. In-Class Activity: 25 min
c. Total:
3 x 30 min

6. Substantiation: An in-class activity was chosen for this lesson to reinforce leadership principles and
characteristics and to provoke thought. It also allows the cadets to interact with their peers and share
their knowledge, experiences, opinions and feelings about a recent team-building or training activity.
7. References: C0-113 (ISBN 1-882664-12-4) Karnes, F. A. & Bean, S. M. (1995). Leadership for Students:
A Practical Guide for Ages 8-18. Waco, Texas: Prufrock Press.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: Template of questions for reflection.
10. Test Details: N/A.
11. Remarks:
a. This EO should follow a significant practical activity such as a tour, a field exercise or EO M203.08
(Participate in Team-building Activities).
b. This EO has been allocated three periods. Squadrons may conduct this training more than once
a year.

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EO C203.02 – EMPLOY PROBLEM SOLVING

1. Performance: Employ Problem Solving
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, and as a member of a group of no more than four,
the cadet shall demonstrate problem solving by:
a. completing the activities, scenarios or simulations provided; and
b. peer sharing:
(1) the decision made; and
(2) the reason for the decision.
4. Teaching Points:

TP Description Method Time Refs

TP1 Conduct an activity where cadets solve problems In-Class 25 min C0-115 (pp. 45
using logical analysis by: Activity and 46)
a. confirming the task; A2-036
b. identifying the problem;
c. determining the critical factor;
d. developing an alternate solution;
e. comparing alternate solutions;
f. determining the best solution;
g. implementing the solution; and
h. evaluating the plan and implementation.
TP2 Conduct a group discussion where cadets Group 25 min
explain their choices from the problem-solving Discussion
exercise.

5. Time:

a. Introduction / Conclusion: 10 min

b. In-Class Activity: 25 min
c. Group Discussion:
25 min
d. Total:
60 min

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6. Substantiation:
a. An in-class activity was chosen for TP1 as an interactive way to provoke thought and stimulate
interest among cadets.
b. A group discussion was chosen for TP2 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions and feelings about problem solving.
7. References:
a. A2-036 A-CR-CCP-121/PT-001 D Cdts 3. (2003). Royal Canadian Army Cadet Reference Book.
Ottawa, ON: Department of National Defence.
b. C0-115 (ISBN 0-7879-4059-3) Van Linden, J. A. & Fertman, C. I. (1998). Youth Leadership. San
Francisco, California: Jossey-Bass Inc.
c. C0-135 (ISBN 0-7645-5176-0) Loeb, M. & Kindel, S. (1999). Leadership for Dummies. Indianapolis,
Indiana: Wiley Publishing, Inc.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Scenarios of problems.
9. Learning Aids: Scenarios of problems.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C203.03 – DISCUSS CHARACTERISTICS OF A LEADER

1. Performance: Discuss Characteristics of a Leader
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with Karnes, F. A. & Bean, S. M., Leadership for Students: A Practical Guide
for Ages 8-18, Prufrock Press, the cadet shall discuss the characteristics of a leader, to include:
a. choosing a specific leader; and
b. sharing the characteristics of their leader.
4. Teaching Points:

TP Description Method Time Refs

TP1 In a group of no more than four, cadets discuss In-Class 30 min C0-113
their study of a specific leader. Activity (pp. 162 to 166)

TP2 Conduct a group discussion where cadets Group 20 min C0-113

volunteer to share their study of a specific leader Discussion (pp. 162 to 166)
with the entire group.

5. Time:

a. Introduction / Conclusion: 10 min

b. In-Class Activity: 30 min
c. Group Discussion:
20 min
d. Total:
60 min

6. Substantiation:
a. An in-class activity was chosen for TP1 to reinforce leadership principles to provoke thought.
b. A group discussion was chosen for TP2 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions and feelings about characteristics of a leader.

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7. References: C0-113 (ISBN 1-882664-12-4) Karnes, F. A. & Bean, S. M. (1995). Leadership for Students:
A Practical Guide for Ages 8-18. Waco, Texas: Prufrock Press.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:. Cadets will need to research a specific leader of their choice (a military person, political leader,
pastor, teacher, etc.), in advance, and bring information or knowledge about that person to the class.

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EO C203.04 – PARTICIPATE IN A PRESENTATION GIVEN BY A LEADER

1. Performance: Participate in a Presentation Given by a Leader
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough for the entire group.
3. Standard: The cadet shall participate in a presentation given by a leader.
4. Teaching Points: The leadership guest speaker is asked to:
a. describe their leadership characteristics, to include:
(1) their principles of leadership; and
(2) their qualities as a leader; and
b. facilitate a question and answer period.
5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 50 min
c. Total:
60 min

6. Substantiation: An interactive lecture was chosen for this lesson to review, clarify, emphasize and
summarize the teaching points.
7. References: N/A.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. This EO is not to be conducted by squadron personnel so as to expose cadets to other leaders.
b. This EO may be duplicated by using a variety of leaders during optional periods in the training
schedule.
c. Required training aids should be determined by contacting the speaker prior to the presentation.
d. There is no instructional guide for the lesson.

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EO C203.05 – PARTICIPATE IN TRUST-BUILDING ACTIVITIES

1. Performance: Participate in Trust-Building Activities
2. Conditions:
a. Given:
(1) a blindfold;
(2) supervision; and
(3) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with Ronhke, C., Silver Bullets: A Guide to Initiative Problems, Adventures
Games and Trust Activities, Kendall/Hunt Publishing Company, the cadet shall participate in team-building
activities, using problem-solving techniques and reflective thinking skills.
4. Teaching Points:

TP Description Method Time Refs

TP1 Conduct team-building activities through trust Experiential 25 min C1-006 (pp. 79
games. to 95)

5. Time:

a. Introduction / Conclusion: 5 min

b. Experiential: 25 min
c. Total:
30 min

6. Substantiation: An experiential approach was chosen for this lesson as it allows the cadets to acquire
new skills through a direct experience. This approach allows cadets to experience trust-building activities
and define that experience on a personal level.
7. References: C1-006 (ISBN 0-8403-5682-X) Ronhke, C. (1984). Silver Bullets: A Guide to Initiative
Problems, Adventures Games and Trust Activities. USA: Kendall/Hunt Publishing Company.
8. Training Aids: A blindfold.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C203.06 – PARTICIPATE IN PROBLEM-SOLVING ACTIVITIES

1. Performance: Participate in Problem-Solving Activities
2. Conditions:
a. Given:
(1) a stopwatch;
(2) supervision; and
(3) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with Ronhke, C., Silver Bullets: A Guide to Initiative Problems, Adventures
Games and Trust Activities, Kendall/Hunt Publishing Company, the cadet shall participate in team-building
activities, using problem-solving techniques and reflective thinking skills.
4. Teaching Points:

TP Description Method Time Refs

TP1 Conduct team-building activities through Experiential 25 min C1-006

problem-solving games. (pp. 110 to 123)

5. Time:

a. Introduction / Conclusion: 10 min

b. Experiential: 50 min
c. Total:
60 min

6. Substantiation: An experiential approach was chosen for this lesson as it allows the cadets to acquire
new skills through a direct experience. This approach allows cadets to experience trust-building activities
and define that experience on a personal level.
7. References: C1-006 (ISBN 0-8403-5682-X) Ronhke, C. (1984). Silver Bullets: A Guide to Initiative
Problems, Adventures Games and Trust Activities. USA: Kendall/Hunt Publishing Company.
8. Training Aids: A stopwatch.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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SECTION 4

PO X04 – TRACK PARTICIPATION IN PHYSICAL ACTIVITIES

This PO and its associated EOs are located in A-CR-CCP-801/PG-001, Royal Canadian Air Cadets Proficiency
Level One Qualification Standard and Plan.

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SECTION 5

PO X05 – PARTICIPATE IN PHYSICAL ACTIVITIES

This PO and its associated EOs are located in A-CR-CCP-801/PG-001, Royal Canadian Air Cadets Proficiency
Level One Qualification Standard and Plan.

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SECTION 6

PO 206 – FIRE THE CADET AIR RIFLE DURING RECREATIONAL MARKSMANSHIP

1. Performance: Fire the Cadet Air Rifle During Recreational Marksmanship
2. Conditions:
a. Given:
(1) cadet air rifle;
(2) cadet air rifle safety rod;
(3) safety glasses/goggles;
(4) approved air rifle pellets;
(5) target frame;
(6) suitable target;
(7) local Range Standing Orders;
(8) supervision; and
(9) assistance as required.
b. Denied: N/A.
c. Environmental: Air rifle range constructed IAW A-CR-CCP-177/PT-001, Canadian Cadet
Movement: Cadet Marksmanship Program Reference Manual, Chapter 1, Section 8.
3. Standard: In accordance with specified references, the cadet will fire the cadet air rifle while participating
in recreational marksmanship by:
a. carrying out safety precautions;
b. applying basic marksmanship techniques; and
c. following the rules of and commands given on a range.
4. Remarks: All range practices must be conducted by a Range Safety Officer (RSO).
5. Complementary Material:
a. Complementary material associated with PO 206 is designed to enhance the cadet’s air rifle
marksmanship experience, to include:
(1) EO C206.01 (Practice Holding Techniques);
(2) EO C206.02 (Practice Aiming Techniques); and
(3) EO C206.03 (Practice Firing Techniques).
b. Some complementary training offered in Proficiency Level One may be selected as complementary
training in Proficiency Level Two, specifically EO C106.01 (Participate in Recreational Air Rifle
Marksmanship).
c. When selecting complementary material from the Proficiency Level One, training staff shall review
the applicable performance objective, lesson specification, and instructional guide.

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d. Complementary training associated with PO 206 is limited to a total of ten periods conducted during
sessions or on a supported day. No more than four periods in total shall be used to support EOs
C206.01 to C206.03, marksmanship techniques. Squadrons are not required to use all ten periods.
e. It is not necessary to conduct these EOs in sequential order; however, squadrons choosing to
capitalize on marksmanship training should complete EOs C206.01 to C206.03, marksmanship
techniques, prior to conducting EO C106.01 (Participate in Recreational Air Rifle Marksmanship).

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EO M206.01 – PARTICIPATE IN A RECREATIONAL MARKSMANSHIP ACTIVITY

1. Performance: Participate in a Recreational Marksmanship Activity
2. Conditions:
a. Given:
(1) cadet air rifle;
(2) cadet air rifle safety rod;
(3) safety glasses/goggles;
(4) approved air rifle pellets;
(5) target frame;
(6) suitable target;
(7) shooting mat;
(8) local range standing orders;
(9) supervision; and
(10) assistance as required.
b. Denied: N/A.
c. Environmental: Air rifle range constructed IAW A-CR-CCP-177/PT-001, Chapter 1, Section 8.
3. Standard: In accordance with specified references, the cadet shall participate in a recreational
marksmanship activity.
4. Teaching Points:

TP Description Method Time Refs

TP1 Conduct a range briefing, to include: Interactive 5 min A0-027

Lecture (p. 1-3-4 and
a. explaining pertinent sections of range pp. 1-8-1 to
standing orders; 1-8-4)
b. reviewing general rules observed on all
ranges;
c. reviewing commands used on an air rifle
range;
d. describing the layout of the range; and
e. reviewing hand-washing procedures on
completion of firing.

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TP Description Method Time Refs

TP2 Supervise the cadets’ participation in a Practical 75 min

recreational marksmanship activity, choosing Activity
from the following categories:
a. classification;
b. fun activities;
c. timed activities; or
d. progressive skill achievement activities; or
e. competitive team/individual activities.

5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 5 min
c. Practical Activity:
75 min
d. Total:
90 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to present important information about the marksmanship
activity.
b. A practical activity was chosen for TP2 as it is an interactive way to allow cadets to experience
recreational marksmanship in a safe, controlled environment. This activity contributes to the
development of marksmanship skills and knowledge in a fun and challenging setting.
7. References:
a. A0-027 A-CR-CCP-177/PT-001 D Cdts (2001). Canadian Cadet Movement: Cadet Marksmanship
Program Reference Manual. Ottawa, ON: Department of National Defence.
8. Training Aids:
a. Cadet air rifle;
b. Cadet air rifle safety rod;
c. Safety glasses/goggles;
d. Approved air rifle pellets;
e. Target frame;
f. Suitable target;
g. Shooting mat;
h. Flags (red and green); and
i. Local range standing orders.

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9. Learning Aids:
a. Cadet air rifle;
b. Cadet air rifle safety rod;
c. Safety glasses/goggles;
d. Approved air rifle pellets;
e. Target frame;
f. Suitable targets; and
g. Shooting mat.
10. Test Details: N/A.
11. Remarks: Cadets must successfully complete the cadet air rifle handling test (found at Chapter 3,
Annex C) prior to firing pellets or cleaning pellets on an air rifle range.

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EO C206.01 – PRACTICE HOLDING TECHNIQUES

1. Performance: Practice Holding Techniques
2. Conditions:
a. Given:
(1) cadet air rifle;
(2) cadet air rifle sling;
(3) supervision; and
(4) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facility and/or an air rifle range constructed IAW A-CR-CCP-177/
PT-001, Chapter 1, Section 8.
3. Standard: IAW A-CR-CCP-177/PT-001, the cadet shall practice holding techniques, to include:
a. adopting the prone position; and
b. holding the cadet air rifle, using the cadet air rifle sling for support.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain and demonstrate adopting the prone Demonstration 5 min A0-027 (p. 2-7)
position, ensuring:
a. the bodyweight is equally distributed;
b. the position is consistent throughout the
relay;
c. the body forms a 5–20 degree angle to the
line of sight;
d. the body and spine are straight;
e. the left leg is parallel with the spine;
f. the right foot is straight out or turned to the
right;
g. the left foot is straight behind on the toe or
pointed to the right; and
h. the right knee is brought up so the thigh forms
a 30–45 degree angle with the left leg.

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TP Description Method Time Refs

TP2 Explain and demonstrate holding techniques Demonstration 10 min A0-027

using the cadet air rifle sling, to include: (pp. 2-7 and
2-8)
a. assembling the sling;
b. positioning the sling on the arm;
c. adjusting the arm loop;
d. attaching the sling to the cadet air rifle;
e. adjusting the rifle loop.
TP3 Conduct a holding technique activity to include: Performance 10 min
a. the prone position; and
b. the use of a sling.

5. Time:

a. Introduction / Conclusion: 5 min

b. Demonstration: 15 min
c. Performance:
10 min
d. Total:
30 min

6. Substantiation:
a. Demonstration was chosen for TP1 and TP2 as it allows the instructor to explain and demonstrate
the holding techniques that the cadet is expected to acquire.
b. Performance was chosen for TP3 as it provides an opportunity for the cadets to practice holding
techniques under supervision.
7. References: A0-027 A-CR-CCP-177/PT-001 D Cdts 3. (2001). Canadian Cadet Movement: Cadet
Marksmanship Program Reference Manual. Ottawa, ON: Department of National Defence.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Cadet air rifle;
c. Cadet air rifle sling; and
d. Shooting mat (if available).
9. Learning Aids:
a. Cadet air rifle;
b. Cadet air rifle sling; and
c. Shooting mat (if available).

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10. Test Details: N/A.

11. Remarks:
a. Instructions may be modified for left-handed cadets (e.g. switching left hand/foot when instructions
call for right hand/foot).
b. This EO is intended to enhance and further develop techniques taught in EO M106.03 (Apply Basic
Marksmanship Techniques).

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EO C206.02 – PRACTICE AIMING TECHNIQUES

1. Performance: Practice Aiming Techniques
2. Conditions:
a. Given:
(1) cadet air rifle;
(2) suitable target;
(3) supervision; and
(4) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facility and/or an air rifle range constructed IAW A-CR-CCP-177/
PT-001, Chapter 1, Section 8.
3. Standard: IAW A-CR-CCP-177/PT-001, the cadet shall practice aiming techniques, to include:
a. determining the proper eye usage;
b. identifying aspects of aiming; and
c. applying breathing techniques.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain, demonstrate and have cadets practice Demonstration 15 min A0-027
proper eye usage, to include: and (p. 2-10)
Performance
a. determining the master eye;
b. firing with both eyes open; and
c. avoiding fixed vision.
TP2 Identify and explain aspects of aiming, to include: Interactive 25 min A0-027
Lecture (p. 2-11)
a. the sight system of the cadet air rifle, to
include:
(1) the front sight; and
(2) the rear sight, to include:
(a) peep sight;
(b) elevation; and
(c) windage.
b. natural head position; and
c. eye relief.
Note: Explain that elevation is the up and down
movement, and windage is the left and right
movement of the rear sights. Adjusting sights will
not be covered at this time.

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TP Description Method Time Refs

TP3 Explain, demonstrate and have cadets practice Demonstration 15 min A0-027
marksmanship-related breathing, to include: and (p. 2-12)
Performance
a. discussing the importance of controlled
breathing in marksmanship; and
b. achieving a controlled breathing sequence.

5. Time:

a. Introduction / Conclusion: 5 min

b. Demonstration and Performance: 30 min
c. Interactive Lecture:
25 min
d. Total:
60 min

6. Substantiation:
a. Demonstration and performance was chosen for TP1 and TP3 as it allows the instructor to explain
and demonstrate aiming techniques while providing an opportunity for the cadets to practice these
skills under supervision.
b. An interactive lecture was chosen for TP2 to introduce the aspects of aiming.
7. References: A0-027 A-CR-CCP-177/PT-001 D Cdts 3. (2001). Canadian Cadet Movement: Cadet
Marksmanship Program Reference Manual. Ottawa, ON: Department of National Defence.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Cadet air rifle;
c. Cadet air rifle sling;
d. Suitable target; and
e. Shooting mat (if available).
9. Learning Aids:
a. Cadet air rifle;
b. Cadet air rifle sling;
c. Suitable target; and
d. Shooting mat (if available).
10. Test Details: N/A.
11. Remarks: N/A.

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EO C206.03 – PRACTICE FIRING TECHNIQUES

1. Performance: Practice Firing Techniques
2. Conditions:
a. Given:
(1) cadet air rifle;
(2) supervision; and
(3) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facility and/or an air rifle range constructed IAW A-CR-CCP-177/
PT-001, Chapter 1, Section 8.
3. Standard: IAW A-CR-CCP-177/PT-001, while holding the cadet air rifle in the prone position, the cadet
shall practice firing techniques, to include:
a. practicing natural alignment;
b. demonstrating trigger control; and
c. defining follow-through.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain, demonstrate and have the cadets Demonstration 15 min A0-027
practice natural alignment by: and (p. 1-5-7)
Performance
a. adopting a comfortable prone position;
b. acquiring a sight picture;
c. closing both eyes;
d. taking several normal breaths to relax the
muscles;
e. looking through sights when comfortable;
f. adjusting body position until a proper sight
picture is achieved; and
g. proceeding with firing.
TP2 Demonstrate and explain trigger control, to Demonstration 5 min A0-027
include: (pp. 1-5-9 and
1-5-10)
a. position of the hand on the rifle;
b. trigger finger position; and
c. squeezing the trigger.
TP3 Define follow-through as the act of remaining Interactive 5 min A0-027
in a stable prone position for two seconds and Lecture (p. 1-5-10)
reacquiring the sight picture after firing the air
rifle.

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5. Time:

a. Introduction / Conclusion: 5 min

b. Demonstration and Performance: 15 min
c. Demonstration:
5 min
d. Interactive Lecture:
e. Total: 5 min
30 min

6. Substantiation:
a. Demonstration and performance was chosen for TP1 as it allows the instructor to explain and
demonstrate firing techniques while providing an opportunity for the cadets to practice these skills
under supervision.
b. Demonstration was chosen for TP2 as it allows the instructor to explain and demonstrate trigger
control.
c. An interactive lecture was chosen for TP3 to present basic material on follow-through.
7. References: A0-027 A-CR-CCP-177/PT-001 D Cdts 3. (2001). Canadian Cadet Movement: Cadet
Marksmanship Program Reference Manual. Ottawa, ON: Department of National Defence.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Cadet air rifle;
c. Cadet air rifle sling;
d. Suitable target; and
e. Shooting mat (if available).
9. Learning Aids:
a. Cadet air rifle;
b. Cadet air rifle sling;
c. Suitable target; and
d. Shooting mat (if available).
10. Test Details: N/A.
11. Remarks: N/A.

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SECTION 7

PO 207 – SERVE IN AN AIR CADET SQUADRON

1. Performance: Serve in an Air Cadet Squadron
2. Conditions:
a. Given:
(1) Supervision, and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Any conditions.
3. Standard: In accordance with specified references, the cadet will participate in a discussion on serving
in a Royal Canadian Air Cadet Squadron, to include:
a. identifying training opportunities available in year two;
b. recognizing significant historical aspects related to the Royal Canadian Air Cadets;
c. recognizing the role and responsibility of the local sponsor; and
d. identifying year two CSTC training opportunities.
4. Remarks:
a. EO M207.01 (Identify Proficiency Level Two Training Opportunities) shall be conducted at the
beginning of the training year.
b. EO M207.04 (Identify Year Two CSTC Training Opportunities) shall be conducted prior to CSTC
application deadlines.
5. Complementary Material:
a. Complementary material associated with PO 207 is designed to enhance the cadet’s knowledge of
serving in an Air Cadet Squadron:
(1) EO C207.01 (Identify the Rank Structure of the Royal Canadian Sea and Army Cadets);
(2) EO C207.02 (Visit a Royal Canadian Sea/Army Cadet Corps or an Air Cadet Squadron);
(3) EO C207.03 (Describe the Affiliated Unit); and
(4) EO C207.04 (Tour the Affiliated Unit).
b. Complementary material associated with PO 207 is limited to a total of 8 periods, which may be
conducted during sessions or on a supported day. Squadrons are not required to use all 8 periods.

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EO M207.01 – IDENTIFY PROFICIENCY LEVEL TWO TRAINING OPPORTUNITIES

1. Performance: Identify Proficiency Level Two Training Opportunities
2. Conditions:
a. Given:
(1) Handout of Performance Objectives (POs) and Enabling Objectives (EOs) of Proficiency Level
Two training opportunities;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify Proficiency Level Two training
opportunities, to include:
a. mandatory; and
b. complementary.
4. Teaching Points:

TP Description Method Time Refs

TP1 Identify Proficiency Level Two mandatory training, In-Class 15 min A0-010
to include: Activity
a. training common to the sea, Army, and air
elements of the CCO, to include:
(1) citizenship;
(2) community service;
(3) leadership;
(4) personal fitness and healthy living;
(5) recreational sports;
(6) air rifle marksmanship;
(7) general cadet knowledge; and
(8) drill.
b. air elemental training, to include:
(1) aviation;
(2) aviation technologies;
(3) aerospace; and
(4) aircrew survival.
TP2 Identify Proficiency Level Two complementary Interactive 5 min See Remarks
training opportunities. Lecture para. 11

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TP Description Method Time Refs

TP3 Conduct an activity on Proficiency Level Two In-Class 5 min

training opportunities. Activity

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 5 min
c. In-Class Activity:
20 min
d. Total:
30 min

6. Substantiation:
a. An in-class activity was chosen for TPs 1 and 2 as it is an interactive way to provoke thought and
stimulate interest among cadets.
b. An interactive lecture was chosen for TP2 to orient the cadets to and generate interest in Proficiency
Level Two training opportunities.
7. References: A0-010 CATO 11-03 D Cdts 2. (2006). Cadet Program Mandate. Ottawa, ON: Department
of National Defence.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Handout of the EOs and POs for Proficiency Level Two training located at A-CR-CCP-802/PF-001,
Annex A; and
c. Tape.
9. Learning Aids: Handout of POs and EOs for Proficiency Level Two training opportunities located at A-
CR-CCP-802/PF-001, Annex A.
10. Test Details: N/A.
11. Remarks:
a. For Proficiency Level Two complementary training opportunities in TP2, refer to the squadron’s
annual training plan.
b. This EO should be scheduled as early as possible in the training year. See sample schedule
attached to Chapter 2, Annex C of the QSP.

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EO M207.02 – RECOGNIZE HISTORICAL ASPECTS OF THE ROYAL CANADIAN AIR CADETS (RCAC)
1. Performance: Recognize Historical Aspects of the Royal Canadian Air Cadets (RCAC)
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall recognize historical aspects of the
RCAC, to include:
a. significant events in the Air Cadet Program;
b. uniforms; and
c. the Air Cadet League of Canada.
4. Teaching Points:

TP Description Method Time Refs

TP1 Introduce historical aspects of the Air Cadet In-Class 15 min A0-045
Program, to include: Activity
C3-077
a. significant events in the Air Cadet Program,
to include:
(1) the world wars;
(2) the post-war period;
(3) unification of the Canadian Forces;
and
(4) girls in the Cadet Program;
b. changes in the Air Cadet uniform; and
c. significant dates in the Air Cadet League, to
include:
(1) the early days;
(2) the inauguration;
(3) the post-war period; and
(4) the post-unification years from
1968 to 2000.
TP2 Discuss historical aspects of the RCAC, to Group 10 min
include: Discussion
a. topics that were of interest; and
b. why the topic was interesting.

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5. Time:

a. Introduction / Conclusion: 5 min

b. In-Class Activity: 15 min
c. Group Discussion:
10 min
d. Total:
30 min

6. Substantiation:
a. An in-class activity was chosen for TPs 1 as it is an interactive way to present the content and
stimulate interest among cadets.
b. A group discussion was chosen for TP2 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions, and feelings about the history of the Air Cadet Program.
7. References:
a. A0-045 Cadets Canada. (2007). About Cadets – History. Retrieved February 19, 2007, from http://
www.cadets.ca/about-nous/histo_e.asp.
b. C3-077 Air Cadet League. (2007). General – History. Retrieved February 19, 2007, from http://
www.aircadetleague.com/General/history_e.html.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: After the introduction, the class shall be divided into three groups. Each group will begin at a
separate learning station. Each group will rotate to a new learning station after approximately five minutes.

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EO M207.03 – RECOGNIZE THE ROLE AND RESPONSIBILITIES OF THE LOCAL SPONSOR

1. Performance: Recognize the Role and Responsibilities of the Local Sponsor
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall recognize the role and responsibilities
of the local sponsor.
4. Teaching Points:

TP Description Method Time Refs

TP1 Define sponsor and sponsoring committee. Interactive 5 min A0-040 p. 6/40
Lecture

TP2 Describe the local sponsoring body, to include: Interactive 10 min

Lecture
a. identifying the local sponsoring body, such
as:
(1) the Navy League;
(2) the Air Force Association;
(3) the Rotary Club;
(4) the Legion; and
(5) a parents committee, etc.; and
b. identifying positions and members of the local
sponsoring body.
TP3 Explain the role and responsibilities of the Interactive 10 min A0-040
sponsoring committee, to include: Lecture
A0-046
a. recruiting cadets;
b. attracting officers to the squadron;
c. screening volunteers; and
d. providing adequate office and training
facilities.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

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6. Substantiation: The interactive lecture was chosen for this lesson to orient the cadets to the role and
responsibilities of the local sponsor and to present basic material.
7. References:
a. A0-040 (2005-113124) Memorandum of Understanding Between the DND and the Leagues (2005).
Ottawa, ON. Department of National Defence.
b. A0-046 Scott, M. (Ed.). (2003). Clarifying Civilian Roles in Cadet Corps and Squadrons. Cadence:
The Leadership Magazine of the Canadian Cadet Movement, Issue 11, 30–32.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. This EO may be delivered by a member of the local sponsoring body.
b. The guest speaker shall be briefed on the TPs prior to the lesson.

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EO M207.04 – IDENTIFY YEAR TWO CSTC TRAINING OPPORTUNITIES

1. Performance: Identify Year Two CSTC Training Opportunities
2. Conditions:
a. Given:
(1) CATO 51-01, Air Cadet Program Outline;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify year two CSTC training
opportunities, to include:
a. areas of interest;
b. courses within each area of interest; and
c. prerequisites for the courses within each area of interest.
4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss the areas of interest of CSTC Group 10 min A0-010

programming, to include: Discussion
A0-033
a. sports and fitness;
A3-029
b. music;
c. marksmanship;
d. leadership;
e. aviation;
f. aviation technology;
g. aerospace; and
h. aircrew survival.
TP2 Discuss selection of year two summer courses, to Interactive 15 min A0-010
include: Lecture
A0-033
a. all three-week courses offered within each
area of common interest; A3-003

b. all the three-week courses offered within A3-029

each elementally-specific area; and
c. prerequisites for each three-week course.

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5. Time:

a. Introduction / Conclusion: 5 min

b. Group Discussion: 10 min
c. Interactive Lecture:
15 min
d. Total:
30 min

6. Substantiation:
a. A group discussion was chosen for TP1 as it allows the cadets to interact with their peers and share
their experiences, opinions, and feelings about year two CSTC training opportunities.
b. An interactive lecture was chosen for TP2 to orient the cadets to year two CSTC training
opportunities and to generate interest.
7. References:
a. A0-010 CATO 11-03 D Cdts 2. (2006). Cadet Program Mandate. Ottawa, ON: Department of
National Defence.
b. A0-033 CATO 14-21 D Cdts 3. (2004). Music Training and Education With the Canadian Cadet
Organizations. Ottawa, ON: Department of National Defence.
c. A3-003 CATO 54-20 D Cdts 3. (2000). Summer Training Directive – Royal Canadian Air Cadets.
Ottawa, ON: Department of National Defence.
d. A3-029 CATO 51-01 D Cdts 3. (2006). Air Cadet Program Outline. Ottawa, ON: Department of
National Defence.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. This EO should be conducted before the summer training application deadline is reached.
b. It is strongly recommended that the summer training application forms be completed during a
training session after this EO has been conducted.

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EO C207.01 – IDENTIFY THE RANK STRUCTURE OF THE ROYAL CANADIAN SEA AND ARMY
CADETS
1. Performance: Identify the Rank Structure of the Royal Canadian Sea and Army Cadets
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify the rank structure of:
a. the Royal Canadian Sea Cadets; and
b. the Royal Canadian Army Cadets.
4. Teaching Points:

TP Description Method Time Refs

TP1 Identify: Interactive 10 min A0-001

Lecture
a. Sea Cadet rank structure, to include: A1-003
(1) Ordinary Seaman (OS); A2-030
(2) Able Seaman (AB);
(3) Leading Seaman (LS);
(4) Master Seaman (MS);
(5) Petty Officer Second Class (PO2);
(6) Petty Officer First Class (PO1);
(7) Chief Petty Officer Second Class
(CPO2);
(8) Chief Petty Officer First Class
(CPO1); and
b. Army Cadet rank structure, to include:
(1) Cadet;
(2) Private (Pte);
(3) Corporal (Cpl);
(4) Master Corporal (MCpl);
(5) Sergeant (Sgt);
(6) Warrant Officer (WO);
(7) Master Warrant Officer (MWO);
and
(8) Chief Warrant Officer (CWO).

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TP Description Method Time Refs

TP2 Conduct an activity to familiarize cadets with the Game 15 min

Sea and Army Cadet rank structure.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 10 min
c. Game:
15 min
d. Total:
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to orient the cadets to the sea and Army Cadet rank
structure, to generate interest and to present basic material.
b. A game was chosen for TP2 as it is an interactive way to provoke thought and stimulate interest
among cadets.
7. References:
a. A0-001 A-AD-265-000/AG-001 DHH 3-2. (2001). Canadian Forces Dress Instructions. Ottawa, ON:
The Department of National Defence.
b. A1-003 A-CR-005-001/AG-001 D Cdts 4. (Draft). Royal Canadian Sea Cadets Dress Instructions.
Ottawa, ON: Department of National Defence.
c. A2-030 CATO 40-03 D Cdts 4. (2005). Army Cadet Ranks and Cadet Corps. Ottawa, ON:
Department of National Defence.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Photocopies of annexes; and
c. Tape.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C207.02 – VISIT A ROYAL CANADIAN SEA/ARMY CADET CORPS OR AN AIR CADET SQUADRON
1. Performance: Visit a Royal Canadian Sea/Army Cadet Corps or an Air Cadet Squadron
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine the conditions suitable for this
training.
3. Standard: The cadet shall visit a cadet corps or squadron to identify:
a. the intra- and inter-elemental differences in cadet training;
b. the history and traditions of the following:
(1) the corps/squadron;
(2) the affiliated unit; and
(3) the sea/army element; and
c. trips/exchanges in which the corps/squadron has participated.
4. Teaching Points: The instructor is asked to:
a. conduct a tour of facilities of the corps/squadron;
b. identify the number of staff and cadets; and
c. describe the following:
(1) elemental mandatory training;
(2) history and traditions of:
(a) the element;
(b) the corps/squadron; and
(c) the affiliated unit; and
(3) some trips or exchanges in which the corps/squadron has participated.
5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 80 min
c. Total:
90 min

6. Substantiation: A field trip was chosen for this lesson as it will reinforce the cadet’s knowledge of material
previously taught in EO M207.01 (Identify Proficiency Level Two Training Opportunities), EO M207.02

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(Recognize Historical Aspects of the Royal Canadian Air Cadets (RCAC)) and EO C107.04 (Participate
in an Activity About the History of the Squadron) through participation in a tour.
7. References: N/A.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. If this EO is chosen as complementary training, it is recommended that EO C207.01 (Identify the
Rank Structure of the Royal Canadian Sea and Army Cadets) be conducted before this tour.
b. This field trip can be completed on a supported day or during a complementary session.
c. There is no instructional guide for the lesson.

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EO C207.03 – DESCRIBE THE AFFILIATED UNIT

1. Performance: Describe the Affiliated Unit
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: The cadet shall describe the affiliated unit.
4. Teaching Points:

TP Description Method Time Refs

TP1 Describe the affiliated unit, to include: Interactive 25 min

Lecture
a. its size;
b. its location;
c. its role within the broader CF mandate;
d. its formation date;
e. the building(s) it occupies;
f. selected affiliated unit traditions;
g. previous and future deployments;
h. any special awards/medals awarded to its
members; and
i. other interesting facts.
TP2 Conduct an activity on the affiliated unit. In-Class 10 min
Activity

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. In-Class Activity:
10 min
d. Total:
40 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to orient the cadets to the history of the affiliated unit
and to generate interest.
b. An in-class activity was chosen for TP2 as it is an interactive way to provoke thought and stimulate
interest in the history of the affiliated unit among cadets.

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7. References: N/A.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. The instructor for this lesson may be a member of the squadron or the affiliated unit.
b. If the affiliated unit has access to promotional materials, these may be used as references and/or
training/learning aids.
c. Topics found in TP1 may differ for each affiliated unit. The instructor should determine interesting
facts of the affiliated unit prior to the lesson.
d. The posters created during this lesson may be used in a display at the annual ceremonial review.

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EO C207.04 – TOUR THE AFFILIATED UNIT

1. Performance: Tour the Affiliated Unit
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine conditions suitable for this
training.
3. Standard: The cadet shall tour the affiliated unit to gain an awareness of the Canadian Forces’ (CF)
responsibility for supporting the Cadet Program.
4. Teaching Points: The tour guide is asked to explain:
a. the size of the affiliated unit;
b. the role the affiliated unit plays within the broader CF mandate;
c. the formation date of the affiliated unit;
d. the building(s) occupied by the affiliated unit;
e. any deployments in which the affiliated unit has participated;
f. any special awards/medals awarded to members of the affiliated unit; and
g. any other interesting facts.
5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 80 min
c. Total:
90 min

6. Substantiation: A field trip was chosen for this lesson as it will enhance the cadet’s knowledge of the
broader mandate of the Canadian Forces.
7. References: N/A.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. This EO is only to be conducted by squadrons with an affiliated unit that is located within the local
training location as described in para 4b(1) in CATO-11-04, Cadet Program Outline.

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b. Cadet squadron personnel are to determine whether a guide will escort the group or if an instructor
from the squadron will be responsible for conducting the tour. If an instructor from the squadron will
conduct the tour, all teaching points are to be researched in advance.
c. This field trip can be completed on a supported day or during a complementary session.
d. If the affiliated unit has access to promotional materials, these may be used as references and/
training/learning aids.
e. There is no Instructional Guide for the lesson.

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SECTION 8

PO 208 – EXECUTE DRILL AS A MEMBER OF A SQUAD

1. Performance: Execute Drill as a Member of a Squad
2. Conditions:
a. Given:
(1) words of command;
(2) supervision; and
(3) assistance as required.
b. Denied: N/A.
c. Environmental: A drill hall or outdoor parade square in favourable weather.
3. Standard: In accordance with A-PD-201-000/PT-000, The Canadian Forces Manual of Drill and
Ceremonial, the cadet will execute drill as a member of a squad, to include:
a. executing turns to the left and right on the march;
b. as a squad in threes, forming single file from the halt; and
c. as a squad in line, forming single file from the halt.
4. Remarks: Instructors are advised to conduct the EOs as listed, as subsequent EOs are dependent on
previous EOs.
5. Complementary Material:
a. Complementary material associated with PO 208 is designed to allow additional opportunities for
cadet squadrons with an interest in drill to develop the cadet’s skills in this area specifically:
(1) EO C208.01 (Practice Ceremonial Drill as a Review) provided to allow practice of Proficiency
Level One mandatory training; and
(2) EO C208.02 (Execute Drill With Arms).
b. Some complementary training offered in the Proficiency Level One Program may be selected as
complementary training in the Proficiency Level Two Program, specifically EO C108.01 (Execute
Supplementary Drill Movements). Drill movements will be selected from A-PD-201-000/PT-000,
Chapters 2 or 3.
c. Complementary training associated with PO 208 is limited to a total of nine periods, of which a
maximum of six periods may be used in support of EO C108.01 (Execute Supplementary Drill
Movements) and EO C208.01 (Practice Ceremonial Drill as a Review), to be conducted during
sessions or on a supported day. Squadrons are not required to use all nine periods.

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EO M208.01 – EXECUTE LEFT AND RIGHT TURNS ON THE MARCH

1. Performance: Execute Left and Right Turns on the March
2. Conditions:
a. Given:
(1) words of command;
(2) supervision; and
(3) assistance as required.
b. Denied: N/A.
c. Environmental: A drill hall, or outdoor parade square in favourable weather.
3. Standard: In accordance with A-PD-201-000/PT-000, and as a member of a squad, the cadet shall
execute left and right turns on the march.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain, demonstrate, and allow cadets time to Demonstration 25 min A0-002
practice left turns on the march. and (pp. 3-29 and
Performance 3-30)

TP2 Explain, demonstrate, and allow cadets time to Demonstration 25 min A0-002
practice right turns on the march. and (p. 3-31)
Performance

5. Time:

a. Introduction / Conclusion: 10 min

b. Demonstration and Performance: 50 min
c. Total:
60 min

6. Substantiation: Demonstration and performance was chosen for this lesson as it allows the instructor to
explain and demonstrate turning on the march while providing an opportunity for the cadets to practice
turning on the march under supervision.
7. References: A0-002 A-PD-201-000/PT-000 Directorate of History and Heritage 3-2. (2005). The
Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: The Department of National Defence.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. It is recommended that ongoing feedback be provided during drill practices, weekly parade nights,
and ceremonial parades.
b. Assistant instructors may be required for this lesson.
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EO M208.02 – FORM SINGLE FILE FROM THE HALT

1. Performance: Form Single File from the Halt
2. Conditions:
a. Given:
(1) words of command;
(2) supervision; and
(3) assistance as required.
b. Denied: N/A.
c. Environmental: A drill hall, or outdoor parade square in favourable weather.
3. Standard: In accordance with A-PD-201-000/PT-000, and as a member of a squad, the cadet shall form
single file from the halt, to include:
a. forming single file from the halt as a squad in threes; and
b. forming single file from the halt as a squad in line.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain, demonstrate, and allow cadets to Demonstration 15 min A0-002

practice forming single file from the halt as a and (pp. 3-43 and
squad in threes. Performance 3-44)

TP2 Explain, demonstrate, and allow cadets to Demonstration 10 min A0-002

practice forming single file from the halt as a and (pp. 3-45 and
squad in line. Performance 3-46)

5. Time:

a. Introduction / Conclusion: 5 min

b. Demonstration and Performance: 25 min
c. Total:
30 min

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6. Substantiation:. Demonstration and performance was chosen for this lesson as it allows the instructor
to explain and demonstrate the skill the cadet is expected to acquire while providing an opportunity for
the cadets to practice forming single file from the halt under supervision.
7. References: A0-002 A-PD-201-000/PT-000 Directorate of History and Heritage 3-2. (2005). The
Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: The Department of National Defence.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. It is recommended that ongoing feedback be provided during drill practices, weekly parade nights,
and ceremonial parades.
b. Assistant instructors may be required for this lesson.

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EO C208.01 – PRACTICE CEREMONIAL DRILL AS A REVIEW

1. Performance: Practice Ceremonial Drill as a Review
2. Conditions:
a. Given:
(1) words of command;
(2) supervision; and
(3) assistance as required.
b. Denied: N/A.
c. Environmental: A drill hall, or outdoor parade square in favourable weather.
3. Standard: In accordance with A-PD-201-000/PT-000, the cadet shall participate in a review of ceremonial
drill, chosen from EOs M108.01 to M108.11.
4. Teaching Points: As per reference.
5. Time:

a. Introduction / Conclusion: 10 min

b. Demonstration and Performance: 50 min
c. Total:
60 min

6. Substantiation: Demonstration and performance was chosen for this lesson as it allows the instructor to
explain and demonstrate ceremonial drill while providing an opportunity for the cadets to practice these
skills under supervision.
7. References: A0-002 A-PD-201-000/PT-000 Directorate of History and Heritage 3-2. (2005). The
Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: The Department of National Defence.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. It is recommended that ongoing feedback be provided during drill practices, weekly parade nights,
and ceremonial parades.
b. A maximum of two periods have been allocated for this EO to review any mandatory drill from EOs
M108.01 to M108.11.
c. Assistant instructors may be required for this lesson.
d. No instructional guide will be provided for this EO.

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EO C208.02 – EXECUTE DRILL WITH ARMS

1. Performance: Execute Drill with Arms
2. Conditions:
a. Given:
(1) words of command;
(2) drill purpose rifle;
(3) supervision; and
(4) assistance as required.
b. Denied: N/A.
c. Environmental: A drill hall, or outdoor parade square in favourable weather.
3. Standard: In accordance with A-CR-CCP-053/PT-001, Royal Canadian Sea Cadets Manual of Drill and
Ceremonial, Chapter 2, and as a member of a squad, the cadet shall execute drill with arms.
4. Teaching Points: As per reference.
5. Time:

a. Introduction / Conclusion: 10 min

b. Demonstration and Performance: 230 min
c. Total:
240 min

6. Substantiation: Demonstration and performance was chosen for this lesson as it allows the instructor
to explain and demonstrate drill with arms while providing an opportunity for the cadets to practice these
skills under supervision.
7. References: A0-038 A-CR-CCP-053/PT-001 D Cdts. (2000). Royal Canadian Sea Cadets Manual of Drill
and Ceremonial. Ottawa, ON: Department of National Defence.
8. Training Aids: Drill purpose rifle.
9. Learning Aids: Drill purpose rifle.
10. Test Details: N/A.
11. Remarks:
a. Assistant instructors may be required to provide demonstrations for this lesson.
b. The recommended basic breakdown of basic drill with arms lessons is as follows:
(1) adopt the positions of attention, stand at ease, and stand easy with arms, to include (one
period):
(a) the position of attention;
(b) stand at ease from attention;
(c) stand easy from stand at ease;

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(d) stand at ease from stand easy; and

(e) attention from stand at ease;
(2) execute ground and take up arms (one period);
(3) execute slope arms from the order and order arms from the slope (one period);
(4) execute dressing a squad with arms (one period);
(5) execute paying compliments with arms at the halt, to include (two periods):
(a) salute at slope arms;
(b) present arms from the slope; and
(c) slope arms from the present; and
(6) march and halt in quick time with arms (one period).
c. No instructional guide will be provided for this EO.

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SECTION 9

PO C211A – PARTICIPATE IN COMPETITIVE SUMMER BIATHLON ACTIVITIES

1. Performance: Participate in Competitive Summer Biathlon Activities
2. Conditions:
a. Given:
(1) cadet air rifle;
(2) safety glasses/goggles;
(3) approved cadet air rifle pellets;
(4) containers to hold pellets;
(5) biathlon Air Rifle Target (BART);
(6) local Range Standing Orders;
(7) supervision; and
(8) assistance as required.
b. Denied: N/A.
c. Environmental:
(1) Air rifle range constructed IAW A-CR-CCP-177/PT-001, Chapter 1, Section 8; and
(2) Established running route of approximately 500-1000 m.
3. Standard: In accordance with specified references and, as a member of a section, the cadet will
participate in competitive summer biathlon activities, to include:
a. running a loop of 500-1000 m;
b. firing eight rounds in an effort to activate all five targets of the BART;
c. running a second loop of 500-1000 m;
d. firing eight rounds in an effort to activate all five targets of the BART;
e. running a final loop of 500-1000 m; and
f. finishing the event.
4. Remarks:
a. Cadets must have completed PO C111 (Participate in a Summer Biathlon Activity) prior to competing
in the competitive summer biathlon activity.
b. Assistance may be given to cadets who have difficulty pumping the cadet air rifle.
c. All range activities must be conducted by a Range Safety Officer (RSO).
5. Complementary Material:
a. PO 211 (Participate in Competitive Summer Biathlon Activities) is a complementary package
designed to provide an opportunity for the cadet to participate in competitive summer biathlon
activities.
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b. Squadrons choosing PO 211 as complementary training may complete EOs C211.01-C211.03 or

the complete package, EOs C211.01-C211.04. Squadrons cannot conduct EO C211.04 (Participate
in a Competitive Summer Biathlon Activity), unless cadets have completed EOs C211.01-C211.03.
c. Complementary training associated with PO 211 is limited to a total of nine periods which may be
conducted during sessions or on a supported day.

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EO C211.01 – IDENTIFY CIVILIAN BIATHLON OPPORTUNITIES

1. Performance: Identify Civilian Biathlon Opportunities
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify civilian biathlon opportunities,
to include:
a. training opportunities; and
b. competitive events.
4. Teaching Points:

TP Description Method Time Refs

TP1 Introduce local, provincial/territorial, national, and Interactive 10 min C0-082

international biathlon training opportunities. Lecture
C0-148
C0-149

TP2 Introduce local, provincial/territorial, national, and Interactive 10 min C0-082

international competitive biathlon opportunities. Lecture
C0-148

TP3 Identify famous biathletes who were introduced to Interactive 5 min A0-049
the sport through the Canadian Cadet Program. Lecture
C0-082
C0-153

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

6. Substantiation: An interactive lecture was chosen for this lesson to orient the cadets to civilian biathlon
opportunities and to generate interest.
7. References:
a. A0-042 Regional Cadet Support Unit (Central). (2007). Cadet Marksmanship and
Firearms Safety Program. Retrieved 18 April 2007, from http://www.central.cadets.ca/events/
biath_cadetmarksman_e.html.

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b. C0-082 Biathlon Canada. (2007). Biathlon Canada. Retrieved 12 February 2007, from http://
www.biathloncanada.ca.
c. C0-148 International Biathlon Union. (2007). International Biathlon Union. Retrieved 18 April 2007,
from http://www.biathlonworld.com.
d. C0-149 Biathlon Canada. (2005). Biathlon Bears: Community Coaching. Ottawa, ON: Biathlon
Canada.
e. C0-153 Library and Archives Canada. (2000). Myriam Bédard. Retrieved 30 April 2007, from http://
www.collectionscanada.ca/women/002026-223-e.html.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C211.02 – RUN ON ALTERNATING TERRAIN

1. Performance: Run on Alternating Terrain
2. Conditions:
a. Given:
(1) supervision; and
(2) assistance as required.
b. Denied: N/A.
c. Environmental: Training area of alternating terrain large enough to set up a running course of
20-40 m.
3. Standard: In accordance with specified references, the cadet shall:
a. participate in a warm-up;
b. practice running on alternating terrain; and
c. participate in a cool-down.
4. Teaching Points:

TP Description Method Time Refs

TP1 Describe running techniques for alternating Interactive 5 min C0-080

terrain, to include: Lecture
a. posture/body alignment;
b. foot position; and
c. endurance.
TP2 Conduct a warm-up session, composed of light Practical 5 min C0-002
cardiovascular exercises, meant to: Activity (pp. 109 to 113)
a. stretch the muscles; C0-089
b. gradually increase respiratory action and
heart rate;
c. expand the muscles’ capillaries to
accommodate the increase in blood
circulation; and
d. raise muscle temperature to facilitate
reactions in muscle tissue.
TP3 Supervise while cadets run on alternating terrain. Practical 5 min
Activity

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TP Description Method Time Refs

TP4 Conduct a cool-down session, composed of light Practical 5 min C0-002

cardiovascular exercises, meant to: Activity (pp. 109 to 113)
a. allow the body time to slowly recover from C0-089
physical activity and to help prevent injury;
b. prepare the respiratory and cardiovascular
systems to return to their normal state; and
c. stretch the muscles.
TP5 Describe how to create and implement a running Interactive 5 min C0-146
schedule. Lecture

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 10 min
c. Practical Activity:
15 min
d. Total:
30 min

6. Substantiation:
a. An interactive lecture was chosen for TPs 1 and 5 to introduce the cadets to running techniques on
alternating terrain and on how to implementing a running program.
b. A practical activity was chosen for TPs 2-4 as it is an interactive way to introduce the cadets to
running on alternating terrain in a safe and controlled environment.
7. References:
a. C0-002 (ISBN 0-88962-630-8) LeBlanc, J. and Dickson, L. (1997). Straight Talk About Children and
Sport: Advice for Parents, Coaches, and Teachers. Oakville, ON and Buffalo, NY: Mosaic Press.
b. C0-057 Martha Jefferson Hospital. (2001). Warm-ups. Retrieved 16 October 2006, from http://
www.marthajefferson.org/warmup.php.
c. C0-058 Webb Physiotherapists Inc. (ND). Running Exercises. Retrieved 26 October 2006 from
http://www.physioline.co.za/conditions/article.asp?id=46.
d. C0-059 Webb Physiotherapists Inc. (ND). Exercise Programme for Squash, Tennis, Softball,
Handball. Retrieved 25 October 2006 from http://www.physioline.co.za/conditions/article.asp?
id=49.
e. C0-060 Impacto Protective Products Inc. (1998). Exercises. Retrieved 25 October 2006, from http://
www.2protect.com/work3b.htm.
f. C0-061 City of Saskatoon, Community Services Department. (ND). Stretch Your Limits: A
Smart Guide to Stretching for Fitness. Retrieved 26 October 2006, from http://in-motion.ca/
walkingworkout/plan/flexibility/.
g. C0-080 Cool Running. (2007). Fitness and Performance. Retrieved 12 February 2007, from http://
www.coolrunning.com/engine/2/2_3/181.shtml.
h. C0-089 (ISBN 0-936070-22-6) Anderson, B. (2000). Stretching: 20th Anniversary (Rev. ed.). Bolinas,
CA: Shelter Publications, Inc.
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i. C0-146 Will-Weber, M. (2006). Runner’s World: Beginner’s: Training: First

Steps. Retrieved 18 April 2007, from http://www.runnersworld.com/article/
printer/1,7124,s6-380-381-386-678-0,00.html.
j. C0-154 Hansen, B. (1999). Moving on the Spot: Fun and Physical Activity: A Collection of 5 Minute
Stretch and Movement Sessions. Retrieved 26 October 2006, from http://lin.ca/resource/html/
dn3.htm#l1.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart) appropriate for the training area; and
b. Whistle.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: Stairs may be used in place of alternating terrain.

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EO C211.03 – FIRE THE CADET AIR RIFLE USING A SLING FOLLOWING PHYSICAL ACTIVITY
1. Performance: Fire the Cadet Air Rifle Using a Sling Following Physical Activity
2. Conditions:
a. Given:
(1) cadet air rifle;
(2) cadet air rifle sling;
(3) biathlon air rifle target (BART);
(4) safety glasses/goggles;
(5) Shooting Mat;
(6) supervision; and
(7) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall fire the cadet air rifle using the cadet
air rifle sling following physical activity.
4. Teaching Points:

TP Description Method Time Refs

TP1 In accordance with EO C206.01 (Practice Interactive 5 min A0-027

Holding Techniques), review holding techniques Lecture (pp. 2-7 and
using the cadet air rifle sling. 2-8)

TP2 Conduct a warm-up session composed of light Practical 5 min C0-002

cardiovascular exercises. Activity (pp. 109 to 113)
C0-089

TP3 Conduct an activity where cadets will fire the Practical 10 min
cadet air rifle using a sling following physical Activity
activity.

TP4 Conduct a cool-down session composed of light Practical 5 min C0-002

cardiovascular exercises. Activity (pp. 109 to 113)
C0-089

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 5 min
c. Practical Activity:
20 min
d. Total:
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to review holding techniques using the cadet air rifle sling.
b. A practical activity was chosen for TP2-4 as it is an interactive way to allow the cadets to experience
firing the cadet air rifle using a sling following physical activity.
7. References:
a. A0-027 A-CR-CCP-177/PT-001 D Cdts 3. (2001). Cadet Marksmanship Program: Reference
Manual. Ottawa, ON: Department of National Defence.
b. C0-002 (ISBN 0-88962-630-8) LeBlanc, J. and Dickson, L. (1997). Straight Talk About Children and
Sport: Advice for Parents, Coaches, and Teachers. Oakville, ON and Buffalo, NY: Mosaic Press.
c. C0-057 Martha Jefferson Hospital. (2001). Warm-ups. Retrieved 16 October 2006, from http://
www.marthajefferson.org/warmup.php.
d. C0-058 Webb Physiotherapists Inc. (ND). Running Exercises. Retrieved 26 October 2006 from
http://www.physioline.co.za/conditions/article.asp?id=46.
e. C0-059 Webb Physiotherapists Inc. (ND). Exercise Programme for Squash, Tennis, Softball,
Handball. Retrieved 25 October 2006 from http://www.physioline.co.za/conditions/article.asp?
id=49.
f. C0-060 Impacto Protective Products Inc. (1998). Exercises. Retrieved 25 October 2006, from http://
www.2protect.com/work3b.htm
g. C0-061 City of Saskatoon, Community Services Department. (2006). Stretch Your Limits: A
Smart Guide to Stretching For Fitness. Retrieved 26 October 2006, from http://in-motion.ca/
walkingworkout/plan/flexibility/.
h. C0-080 Cool Running. (2007). Cool Running. Retrieved 12 February 2007, from http://
www.coolrunning.com/engine/2/2_3/181.shtml.
i. C0-085 Daisy Outdoor Products. (2006). AVANTI competition pellet rifle: Operation manual: AVANTI
legend model 853. Rogers, AR: Daisy Outdoor Products.
j. C0-089 (ISBN 0-936070-22-6) Anderson, B. (2000). Stretching: 20th anniversary (Rev. ed.). Bolinas,
CA: Shelter Publications, Inc.
k. C0-154 Hansen, B. (1999). Moving on the Spot: Fun and Physical Activity: A Collection of 5 Minute
Stretch and Movement Sessions. Retrieved 26 October 2006, from http://lin.ca/resource/html/
dn3.htm#l1.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Shooting mats;
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c. Cadet air rifle; and

d. Cadet air rifle sling.
9. Learning Aids:
a. Cadet air rifle;
b. Biathlon air rifle target (BART);
c. Safety glasses/goggles;
d. Target frames; and
e. Cadet air rifle sling.
10. Test Details: N/A.
11. Remarks: EO C206.01 must be completed prior to this lesson.

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EO C211.04 – PARTICIPATE IN A COMPETITIVE SUMMER BIATHLON ACTIVITY

1. Performance: Participate in a Competitive Summer Biathlon Activity
2. Conditions:
a. Given:
(1) cadet air rifle;
(2) cadet air rifle sling;
(3) safety glasses/goggles;
(4) .177 air rifle pellets;
(5) biathlon air rifle target (BART);
(6) supervision; and
(7) assistance as required.
b. Denied: N/A.
c. Environmental:
(1) Air rifle range constructed IAW A-CR-CCP-177/PT-001; and
(2) Running route of approximately 500-1000 m on alternating terrain.
3. Standard: In accordance with specified references, the cadet shall participate in a recreational summer
biathlon activity, to include:
a. running a route of 500-1000 m;
b. shooting five to eight rounds in an effort to activate all five targets of the BART;
c. running a second route of 500-1000 m;
d. shooting five to eight rounds in an effort to activate all five targets of the BART;
e. running a final route of 500-1000 m; and
f. finishing the race.
4. Teaching Points:
a. Explain the components of the competitive summer biathlon activity, to include:
(1) course layout;
(2) rules and regulations;
(3) scoring;
(4) penalties; and
(5) out of bounds areas.
b. Conduct a warm-up session, composed of light cardiovascular activities, meant to:
(1) stretch the muscles;
(2) gradually increase respiratory action and heart rate;
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(3) expand the muscles’ capillaries to accommodate the increase in blood circulation; and
(4) raise muscle temperature to facilitate reactions in muscle tissue.
c. Conduct a competitive summer biathlon activity in accordance with paragraph 3. Details on course/
range set-up are included in A-CR-CCP-802/PF-001.
d. Conduct a cool-down session, composed of light cardiovascular activities, meant to:
(1) allow the body time to slowly recover from physical activity and to help prevent injury;
(2) prepare the respiratory and cardiovascular systems to return to their normal state; and
(3) stretch the muscles.
5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 15 min
c. Practical Activity:
155 min
d. Total:
180 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to illustrate the application of rules, principles and
concepts of a summer biathlon.
b. A practical activity was chosen for TP2-4 as it is an interactive way to introduce cadets to summer
biathlon. This activity contributes to the development of these skills and knowledge in a fun and
challenging setting.
7. References:
a. A0-027 A-CR-CCP-177/PT-001 D Cdts 3. (2001). Cadet Marksmanship Program: Reference
Manual. Ottawa, ON: Department of National Defence.
b. A0-032 Cadets Canada. (2002). Biathlon Competition Rules And IBU/Cadet Disciplinary Rules.
Ottawa, ON: Department of National Defence.
c. A0-036 Cadets Canada. (ND). Canadian Cadet Movement: Biathlon Championship Series. Ottawa,
ON: Department of National Defence.
d. C0-002 (ISBN 0-88962-630-8) LeBlanc, J. and Dickson, L. (1997). Straight Talk About Children and
Sport: Advice for Parents, Coaches, And Teachers. Oakville, ON and Buffalo, NY: Mosaic Press.
e. C0-057 Martha Jefferson Hospital. (2001). Warm-ups. Retrieved 26 October 2006, from http://
www.marthajefferson.org/warmup.php.
f. C0-058 Webb Physiotherapists Inc. (ND). Running Exercises. Retrieved 26 October 2006, from
http://www.physionline.co.za/conditions/article.asp?id=46.
g. C0-059 Webb Physiotherapists Inc. (ND). Exercise Programme for Squash, Tennis, Softball,
Handball. Retrieved 25 October 2006, from http://www.physionline.co.za/conditions/article.asp?
id=49.
h. C0-060 Impacto Protective Products Inc. (1998). Exercises. Retrieved 25 October 2006, from http://
www.2protect.com/work3b.htm.

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i. C0-061 City of Saskatoon, Community Services Department. (2006). Stretch Your Limits: A
Smart Guide to Stretching For Fitness. Retrieved 26 October 2006, from http://www.in-motion.ca/
walkingworkout/plan/flexibility/.
j. C0-089 (ISBN 0-936070-22-6) Anderson, B. (2000). Stretching: 20th Anniversary (Rev. ed.). Bolinas,
CA: Shelter Publications, Inc.
k. C0-154 Hansen, B. (1999). Moving on the Spot: Fun And Physical Activity: A Collection of 5 Minute
Stretch and Movement Sessions. Retrieved 26 October 2006, from http://lin.ca/resource/html/
dn3.htm#l1.
8. Training Aids:
a. Cadet air rifle (one per firing point);
b. Cadet air rifle sling (one per firing point);
c. Safety glasses/goggles (one per firing point);
d. Shooting mat (two per firing point);
e. Target frame (one per firing point);
f. BART (one per firing point);
g. Biathlon scoresheets located at A-CR-CCP-802/PF-001, Annex C;
h. Course control sheets located at A-CR-CCP-802/PF-001, Annex C;
i. Range recording sheets located at A-CR-CCP-802/PF-001, Annex C;
j. Notice board; and
k. Stopwatches.
9. Learning Aids:
a. Cadet air rifle;
b. Cadet air rifle sling;
c. Safety glasses/goggles;
d. Shooting mats;
e. Target frame;
f. .177 air rifle pellets;
g. Container to hold pellets;
h. Target frame; and
i. BART.
10. Test Details: N/A.
11. Remarks:
a. Results should be posted for cadets to review. PO 211 is a complementary training activity. It is
designed to provide an opportunity for the cadets to participate in a competitive summer biathlon
activity.

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b. EOs C111.01 (Participate in a Biathlon Briefing), C111.02 (Run Short Wind Sprints), C111.03
(Introduction to Summer Biathlon Marksmanship Skills Using the Cadet Air Rifle), C211.01 (Identify
Civilian Biathlon Opportunities), C211.02 (Run on Alternating Terrain), and C211.03 (Fire the Cadet
Air Rifle Using the Cadet Air Rifle Sling Following Physical Activity) shall be taught prior to instructing
this lesson.

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SECTION 10

PO X20 – PARTICIPATE IN CAF FAMILIARIZATION ACTIVITIES

This PO and its associated EOs are located in A-CR-CCP-801/PG-001, Royal Canadian Air Cadets Proficiency
Level One Qualification Standard and Plan.

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SECTION 11

PO 230 – DISCUSS CANADIAN AVIATION HISTORY

1. Performance: Discuss Canadian Aviation History
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Any conditions.
3. Standard: In accordance with specified references, the cadet shall discuss Canadian aviation history as
it pertains to:
a. the Battle of Britain;
b. Remembrance Day;
c. the Battle of the Atlantic; and
d. D-Day (Normandy – June 6, 1944).
4. Remarks: Cadets will participate in a discussion to enhance their knowledge of these historical events
prior to the parade dates.
5. Complementary Material:
a. Complementary material associated with PO 230 is designed to enhance the cadet’s knowledge of
historical Canadian aviation events:
(1) EO C230.01 (Participate on Presentation Given by a Member of the Memory Project Speakers
Bureau);
(2) EO C230.02 (Tour a Local Aviation Museum);
(3) EO C230.03 (Discuss Significant Canadian Historical Events Relative to Aviation); and
(4) EO C130.03 (Watch On Canadian Wings Video).
b. Some complementary training offered in Proficiency Level One may be selected as complementary
training in Proficiency Level Two, specifically EO C130.03 (Watch On Canadian Wings Video).
c. Complementary training associated with PO 230 is limited to a total of 6 periods, which may be
conducted during sessions or on a supported day. Squadrons are not required to use all 6 periods.

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EO M230.01 – DISCUSS AIRCRAFT FLOWN DURING WWI AND WWII

1. Performance: Discuss Aircraft Flown During WWI and WWII
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities large enough to accommodate the entire group.
3. Standard: In accordance with specified references, the cadet shall discuss aircraft flown during WWI and
WWII battles, to include:
a. the Battle of the Atlantic; and
b. the Battle of Britain.
4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss the aircraft flown during WWI, to include: Interactive 5 min C3-103
Lecture
a. the Sopwith Triplane; and
b. the Bristol F.2B Fighter “Brisfit”.
TP2 Discuss the importance of the Battle of the Interactive 5 min A3-038
Atlantic, to include: Lecture
A3-039
a. the duration of the battle from Sept 1, 1939–
May 8, 1945; and C3-079

b. the battle between Allied Forces and Axis

powers for control of the sea routes between
the Americas, Europe and Africa.
TP3 Discuss the aircraft flown during the Battle of the Interactive 5 min A3-038
Atlantic, to include: Lecture
A3-039
a. B-24 Liberator Bombers; and
b. the Curtiss Kittyhawk Mk.1 Fighter-Bomber.
TP4 Discuss the importance of the Battle of Britain, to Interactive 5 min C3-078
include: Lecture
a. the duration of the battle fought from
August 8, 1940–October 31, 1940; and
b. the battle between the Allied Forces and Axis
powers.

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TP Description Method Time Refs

TP5 Discuss the aircraft flown during the Battle of Interactive 5 min C3-078
Britain, to include: Lecture
a. the Hawker Hurricane Mark 1; and
b. the Spitfire Mark 1.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

6. Substantiation: An interactive lecture was chosen for this lesson to present background material to the
cadets and promote an interest in aircraft flown during WWI and WWII.
7. References:
a. A3-038 VAC Canada Remembers. (1998). The Battle of the Atlantic. Retrieved 19 February 2007,
from http://www.vac-acc.gc.ca/remember/sub.cfm?source=history/secondwar/canada2/batat1.
b. A3-039 Canada’s Air Force. (2004). World War ll – 1939-45. Retrieved 19 February 2007, from
http://www.airforce.forces.ca/hist/ww_2_e.asp.
c. C3-078 Canadian War Museum. (2004). The Invasion Threat to Britain and the Battle of Britain,
1940. Retrieved 16 February 2007, from http://www.warmuseum.ca/cwm/newspapers/operations/
Britain_e.html.
d. C3-079 Canadian War Museum. (2004). The Battle of the Atlantic. Retrieved 9 February 2007, from
http://www.warmuseum.ca/cwm/newspapers/operations/atlantic_e.html.
e. C3-103 Ace Pilots. (2007). Legendary Aviators and Aircraft of World War One. Retrieved
26 February 2007, from http://www.acepilots.com/wwi/main.html.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: If the squadron is participating in the parades listed in TP2 and TP4 this EO should be
conducted prior to the parade dates.

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EO M230.02 – DISCUSS SIGNIFICANT EVENTS IN 20TH CENTURY CANADIAN MILITARY HISTORY

1. Performance: Discuss Significant Events in 20th Century Canadian Military History
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall discuss significant events in 20th
century Canadian military history, to include:
a. Armistice Day (Remembrance Day); and
b. D-Day.
4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss the importance of Armistice Day Interactive 10 min A3-042

(Remembrance Day), to include: Lecture
C3-080
a. explaining that an annual day of
commemoration for Canada’s war dead C3-081
began after the First World War; C3-126
b. explaining what the term Armistice Day
denotes; and
c. explaining the name change from Armistice
Day to Remembrance Day in 1931. The
term Remembrance Day is a more flexible
and inclusive term which accommodates
the remembrance of war dead from WWI,
WWII, the Korean War, other conflicts, and
peacekeeping.
TP2 Discuss how Canadians commemorate Interactive 5 min C3-081
Remembrance Day by organizing ceremonies Lecture
yearly at cenotaphs in cities and towns across
the country.

TP3 Discuss the importance of D-Day, to include: Interactive 5 min A3-040

Lecture
a. June 6, 1944 - the conflict between the A3-041
Allied Forces and Germany. The Allied forces
landed on the open beaches of Normandy, C3-083
north and west of the city of Caen; and
b. Canadian soldiers landing at Juno beach.

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TP Description Method Time Refs

TP4 Discuss aircraft flown during D-Day, to include: Interactive 5 min A3-033
Lecture
a. Black and white striped MK 1XB; A3-040
b. Halifax LW170; and A3-041
c. RCAF Lancaster.
C3-082

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

6. Substantiation: An interactive lecture was chosen for this lesson to present background material to the
cadets and promote an interest in aircraft flown during significant events in history.
7. References:
a. A3-033 Canada’s Air Force, Aircraft: Historical Aircraft. (2006) Retrieved 31 October 2006, from
http://www.airforce.forces.gc.ca/equip/historical/hist_e.asp.
b. A3-040 Halifax 57 Rescue. (Canada). LW170 Proposal. Retrieved 20 February 2007, from http://
www.57rescuecanada.comLocatingLW170/LW170_Proj_Proposal.htm.
c. A3-041 DND. (2005). D-day. Retrieved 20 February 2007, from http://forces.gc.ca/site/Feature-
Story/2003/jun03/06_f_e.asp.
d. A3-042 Milberry, L. and Halliday, H. (1990). The Royal Canadian Air Force at War 1939-1945.
Toronto, ON: CANAV Books.
e. A3-043 National Defence. (2004). Halifax Bomber. Retrieved 22 March 2007, from http://
www.airforce.gc.ca/equip/historical/Halifax_e.asp.
f. C3-080 Canada War Museum. (2003). Remembrance Day: Armistice Day. Retrieved
19 February 2007, from http://www.warmuseum.ca/cwm/remember/armisticeday_e.html.
g. C3-081 Canada War Museum. (2003). Remembrance Day: Armistice Day Becomes
Remembrance Day. Retrieved 19 February 2007, from http://www.warmuseum.ca/cwm/
remember/1931remembrance_e.html.
h. C3-082 Rich Thistle Studio. (1993). The Fire at Canadian Warplane Heritage Museum. Retrieved
20 February 2007, from http://www.richthistle.com/article_include.php?i=a12_into_the_blue.php.
i. C3-083 Canada War Museum. (2003). D-Day and the Normandy Campaigns.
Retrieved 16 February 2007, from http://www.civilization.ca/cwm/newspapers/operations/
ddaynormandy_e.html.
j. C3-126 Brigadier C.N. Barclay. (1968). Armistice 1918. London, UK: Dent, J. M. & Sons LTD.

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8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: This class should be taught before the Remembrance Day parade so cadets may gain an
appreciation and full understanding of the significance behind this event.

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EO C230.01 – PARTICIPATE IN A PRESENTATION GIVEN BY A MEMBER OF THE MEMORY PROJECT

SPEAKERS BUREAU
1. Performance: Participate in a Presentation Given by a Member of the Memory Project Speakers Bureau
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities large enough to accommodate the entire group.
3. Standard: The cadet shall participate in a presentation given by a member of the Memory Project
Speakers Bureau so that they may further develop their knowledge of Canadian aviation history.
4. Teaching Points: The guest speaker is asked to:
a. present their years of service;
b. describe highlights of their military career;
c. relate anecdotes linking their service to aviation history; and
d. bring items to display, to include:
(1) uniforms;
(2) photographs;
(3) medals;
(4) letters; and
(5) any other items of interest.
5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 55 min
c. Total:
60 min

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6. Substantiation: The interactive lecture was chosen for this lesson to orient the cadets to the topic and
generate an interest in aviation history.
7. References: N/A.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/
presentation area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. Training aids should be determined by contacting the speaker prior to the presentation.
b. There is no instructional guide for this EO.
c. When requesting a speaker, squadrons will use the “Request a Speaker” form on the Dominion
Institute’s Website http://thememoryproject.com/index.asp
d. If resources permit, squadron staff should research and display the digital archives from the
Dominion Institute’s Website.

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EO C230.02 – TOUR A LOCAL AVIATION MUSEUM

1. Performance: Tour a Local Aviation Museum
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer shall determine the conditions suitable for this
training.
3. Standard: The cadet shall tour a local aviation museum to gain knowledge of Canadian aviation history.
4. Teaching Points: The tour guide is asked to explain:
a. aircraft flown during WWl and WWll;
b. aircraft flown during significant events in history, to include:
(1) Battle of the Atlantic; and
(2) Battle of Britain; and
c. the significance of ceremonial parades, to include:
(1) Armistice Day (Remembrance Day); and
(2) D-Day.
5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 80 min
c. Total:
90 min

6. Substantiation: A field trip was chosen for this lesson to reinforce the cadet’s knowledge of material
previously taught in EO M230.01 (Discuss Aircraft Flown During WWI and WWII) and EO M230.02
(Discuss Significant Events in 20th Century Canadian Military History) through participation in a tour.
7. References: N/A.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. Cadet squadron personnel are to determine whether a guide will escort the group or if an instructor
from the squadron will be responsible for conducting the tour, all teaching points are to be
researched in advance.
b. This field trip can be completed on a supported day or during a complementary session.
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c. Any museum with an aviation display would be sufficient for completion of this EO. Contact the
museum in advance to determine conditions for this tour.
d. There is no instructional guide for this EO.

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EO C230.03 – DISCUSS SIGNIFICANT CANADIAN HISTORICAL EVENTS RELATIVE TO AVIATION

1. Performance: Discuss Significant Canadian Historical Events Relative to Aviation
2. Conditions:
a. Given:
(1) On Canadian Wings Video or DVD;
(2) TV;
(3) VCR or DVD player;
(4) Supervision; and
(5) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities large enough to accommodate the entire group.
3. Standard: In accordance with On Canadian Wings [Series], the cadet shall discuss significant Canadian
historical events relative to aviation.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain the purpose of the On Canadian Wings Activity / 25 min C3-039
videos, which assist Canadians in developing an Group
appreciation for Canadian Aviation history and Discussion
significant historical events.
Show a series of video clips, which are relevant
to this particular PO and lead a discussion on the
subject presented in each.

5. Time:

a. Introduction / Conclusion: 5 min

b. Activity / Group Discussion: 25 min
c. Total:
30 min

6. Substantiation:
a. The activity was selected to allow for maximum participation in the learning process.
b. The group discussion method was chosen to allow cadets to share their knowledge, opinions, and
feelings about the subject matter while still allowing the instructor to control the direction of the
discussion. The instructor must ensure that points not brought forth by the class are presented. If
the instructor follows the instructional guide, including the questions posed, this will allow the cadets
to express, in their own words, what they learned from this lesson and how they may apply the
information.

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7. References: C3-039 Squires, C. (1999). On Canadian Wings [Series]. Winnipeg, MB: PWGSC.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. On Canadian Wings videos; and
c. TV/VCR or DVD player.
9. Learning Aids: On Canadian Wings video.
10. Test Details: N/A.
11. Remarks: N/A.

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SECTION 12

PO 231 – EXPLAIN PRINCIPLES OF FLIGHT

1. Performance: Explain Principles of Flight
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Any conditions.
3. Standard: In accordance with specified references, the cadet will explain the principles of flight by:
a. identifying the four forces that act upon an aircraft;
b. describing the production of lift;
c. describing the types of drag;
d. describing aircraft axis movement; and
e. describing aircraft control surfaces.
4. Remarks: N/A.
5. Complementary Material:
a. Complementary material associated with PO 231 is designed to enhance the cadet’s knowledge
of principles of flight:
(1) EO C231.01 (Operate an Experimental Wing);
(2) EO C231.02 (Fly a Paper Colditz Glider);
(3) EO C231.03 (Tour a Flight School);
(4) EO C231.04 (Participate in a Presentation Given by a Guest Speaker from the Local Aviation
Community);
(5) EO C231.05 (Tour a Flight Simulator); and
(6) EO C231.06 (Tour a Local Air Show).
b. Complementary training associated with PO 231 is limited to a total of 12 periods, which may be
conducted during sessions or on a supported day. Squadrons are not required to use all 12 periods.

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EO M231.01 – IDENTIFY THE FOUR FORCES THAT ACT UPON AN AIRCRAFT

1. Performance: Identify the Four Forces That Act Upon an Aircraft
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify the four forces that act upon
an aircraft, to include:
a. weight;
b. drag;
c. thrust; and
d. lift.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain that every aircraft has weight and that a Interactive 5 min C3-116 (p. 22,
glider on tow gains energy as it gains altitude. Lecture p. 34)
C3-090

TP2 Explain that a glider experiences drag from the Interactive 5 min C3-017 (p. 20)
air as it returns to Earth after being released. Lecture

TP3 Fold and fly a simple paper glider. Introduce In-Class 15 min C3-058
Newton’s first law of motion, “an object in motion Activity
tends to stay in motion”, with regard to aircraft. C3-116 (p. 21)

TP4 Explain that a descending glider converts the Interactive 10 min C3-116 (p. 23)
energy of raised weight into forward thrust by Lecture
acting upon the passing air. C3-017 (p. 21)

TP5 Explain that a glider’s wings are designed to Interactive 5 min C3-017 (p. 20)
convert the energy of the glider’s descent from Lecture
downward motion to lift.

TP6 Explain that a powered aircraft has weight and, Interactive 10 min C3-116 (p. 22)
when in flight, also experiences: Lecture
a. drag;
b. thrust; and
c. lift.

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TP Description Method Time Refs

TP7 Explain that thrust and lift allow an aircraft to fly Interactive 5 min C3-116 (p. 21)
by overcoming drag and weight. Lecture

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 40 min
c. In-Class Activity:
15 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP2 and TP4 to TP7 to introduce the forces that act
on an aircraft and give an overview of them.
b. An in-class activity was chosen for TP3 as it is an interactive way to provoke thought and stimulate
interest among cadets.
7. References:
a. C3-017 (ISBN 1-895569-23-0) Schmidt, N. (1998). Fabulous Paper Gliders. New York, NY: Sterling
Publishing.
b. C3-058 (ISBN 1-4027-3034-9) Schmidt, N. (2005). Paper Creations Paper Airplanes. New York,
NY. Sterling Publishing.
c. C3-090 National Aeronautics and Space Administration (NASA). (2007). Virtual Skies. Retrieved
22 February 2007, from http://virtualskies.arc.nasa.gov/aeronautics/tutorial/intro.html
d. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Model of a light fixed-wing aircraft with wing struts, fixed gear and control surface detail.
9. Learning Aids: 8.5 x 11 inch paper.
10. Test Details: N/A.
11. Remarks: It is recommended that the two periods required for this EO be scheduled consecutively.

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EO M231.02 – DESCRIBE THE PRODUCTION OF LIFT BY AN AIRCRAFT WING

1. Performance: Describe the Production of Lift by an Aircraft Wing
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall describe the production of lift by an
aircraft wing, to include:
a. the airfoil camber; and
b. angle of attack.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain that air acts like a fluid insofar as it has: Interactive 5 min C3-116 (p. 21)
Lecture
a. inertia;
b. speed; and
c. pressure.
TP2 Introduce Bernoulli’s Principle, which states that a Interactive 10 min C3-116 (p. 22)
liquid’s pressure drops when its speed increases Lecture
(venturi effect).

TP3 Have the cadets explore Bernoulli’s Principle by In-Class 10 min C3-017 (p. 18)
blowing: Activity
C3-116 (p. 26)
a. over a curved sheet of paper; and
b. between two suspended balloons.
Note: Explain that airfoil camber increases
air speed above the wing, thereby reducing
pressure; the venturi effect.

TP4 Introduce angle of attack. Explain that: Interactive 5 min C3-116 (p. 22)
Lecture
a. when air particles encounter the wing, air
pressure increases under the wing; and
b. the greater the angle of attack and the
greater the wing’s speed, the more lift will be
produced, until the wing stalls.

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TP Description Method Time Refs

TP5 Have each cadet: In-Class 25 min C3-091 (p. 31)

Activity
a. create an airfoil from an index card; and
b. experiment with lift using a fan or hair dryer
to “fly" the airfoil from a "sting” launch pad.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 20 min
c. In-Class Activity:
35 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1, TP2 and TP4 to introduce the production of lift and give
an overview of it.
b. An in-class activity was chosen for TP3 and TP5 as it is an interactive way to provoke thought and
stimulate interest among cadets.
7. References:
a. C3-017 (ISBN 1-895569-23-0) Schmidt, N. (1998). Fabulous Paper Gliders. New York, NY: Sterling
Publishing.
b. C3-058 (ISBN 1-4027-3034-9) Schmidt, N. (2005). Paper Creations Paper Airplanes. New York,
NY: Sterling Publishing.
c. C3-091 (ISBN 1-55652-477-3) Carson, M. K. (2003). The Wright Brothers for Kids: How They
Invented the Airplane. Chicago, IL: Chicago Review Press.
d. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Model of a light fixed-wing aircraft with wing struts, fixed gear and control surface detail; and
c. Electric fan or hairdryer.
9. Learning Aids:
a. Index cards;
b. Tape;
c. Hole punch or sharp pencil;
d. Scissors;
e. Plastic drinking straw;
f. Bamboo skewers or large straightened paper clips;

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g. Styrofoam or corrugated cardboard;

h. Balloons; and
i. String.
10. Test Details: N/A.
11. Remarks: It is recommended that the two periods required for this EO be scheduled consecutively.

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EO M231.03 – DESCRIBE THE TYPES OF DRAG THAT ACT UPON AN AIRCRAFT

1. Performance: Describe the Types of Drag That Act Upon an Aircraft
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall describe the types of drag that act
upon an aircraft, to include:
a. parasite drag; and
b. induced drag.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain that drag is an important and useful force Interactive 5 min C3-116 (p. 23)
which allows a pilot to control the aircraft’s flight. Lecture
Introduce the two types of drag:
a. parasite drag; and
b. induced drag.
TP2 Define the components of parasite drag, Interactive 5 min C3-116 (p. 23)
including: Lecture
a. form drag; and
b. skin friction.
TP3 Demonstrate form drag. In-Class 15 min C3-092 (p. 14)
Activity

TP4 Explain that induced drag results from aircraft Interactive 10 min C3-116 (p. 23)
parts which actively produce lift, such as wings Lecture
and that both drag and lift increase with angle of
attack.

TP5 Conduct an activity to demonstrate induced drag. In-Class 20 min C3-116 (p. 23)
Activity

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 20 min
c. In-Class Activity:
35 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1, TP2 and TP4 to introduce the subject of drag and give
an overview of it.
b. An in-class activity was chosen for TP3 and TP5 as it is an interactive way to provoke thought and
stimulate interest among cadets.
7. References:
a. C3-017 (ISBN 1-895569-23-0) Schmidt, N. (1998). Fabulous Paper Gliders. New York, NY: Sterling
Publishing.
b. C3-058 (ISBN 1-4027-3034-9) Schmidt, N. (2005). Paper Creations Paper Airplanes. New York,
NY. Sterling Publishing.
c. C3-092 (ISBN 0-7460-0978-)X Edom, H., Butterfield, M., Heddle, R. and Unwin, M. (1992). The
Usborne Book of Science Activities: Volume Two. Tulsa OK: EDC Publishing.
d. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Model of a light fixed-wing aircraft with wing struts, fixed gear and control surface detail.
9. Learning Aids:
a. 8.5 x 11 paper;
b. Bristol board; and
c. Tape.
10. Test Details: N/A.
11. Remarks: It is recommended that the two periods required for this EO be scheduled consecutively.

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EO M231.04 – DESCRIBE THE AXIAL MOVEMENTS OF AN AIRCRAFT

1. Performance: Describe the Axial Movements of an Aircraft
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall describe the axial movements of an
aircraft, to include:
a. the three axes of an aircraft; and
b. the three corresponding axial movements.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain that aircraft operate in a three- Interactive 5 min C3-116 (p. 30)
dimensional space. Identify the three axes of Lecture
aircraft movement, to include:
a. the longitudinal axis;
b. the lateral axis; and
c. the vertical axis.
TP2 Using a model aircraft, describe the three Interactive 10 min C3-116 (p. 30)
movements that aircraft make around their three Lecture
axes, to include: C3-017 (p. 22)

a. roll about the longitudinal axis;

b. pitch about the lateral axis; and
c. yaw about the vertical axis.
TP3 Discuss movement that may take place about Group 5 min C3-116
multiple axes simultaneously in a turn. Discussion (pp. 34-35)

TP4 Have the cadets brainstorm how aircraft flight Group 5 min C3-116
might be controlled. Discussion (pp. 14–16)
Note: Explain that the aircraft surfaces which
control these movements will be covered in the
next lesson.

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 15 min
c. Group Discussion:
10 min
d. Total:
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP2 to introduce the subject of axial movement of
an aircraft and give an overview of it.
b. A group discussion was chosen for TP3 and TP4 as it allows the cadets to interact with their peers
and share their knowledge, experiences, opinions, and feelings about axial movement of an aircraft.
7. References:
a. C3-017 (ISBN 1-895569-23-0) Schmidt, N. (1998). Fabulous Paper Gliders. New York, NY: Sterling
Publishing.
b. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Model of a light fixed-wing aircraft with wing struts, fixed gear and control surface detail.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO M231.05 – DESCRIBE AIRCRAFT CONTROL SURFACES

1. Performance: Describe Aircraft Control Surfaces
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with A-CR-CCP-263/PT-001, From the Ground Up: Millennium Edition, the
cadet shall describe aircraft control surfaces, to include:
a. the location, operation and purpose of:
(1) empennage control surfaces;
(2) a main wing’s control surfaces; and
(3) trim tabs; and
b. the method and purpose of balanced controls.
4. Teaching Points:

TP Description Method Time Refs

TP1 Identify the control surfaces of the empennage, to Interactive 5 min C3-116 (pp. 11–
include: Lecture 16)
a. the horizontal/vertical stabilizers;
b. the rudder; and
c. the elevator.
TP2 Explain how stabilizers reduce unwanted axial Interactive 5 min C3-116 (pp. 11–
movement. Lecture 16)

TP3 Explain that the rudder rotates the aircraft about Interactive 5 min C3-116 (pp. 11–
its vertical (yaw) axis by pushing the tail to either Lecture 16)
left or right.

TP4 Explain that the elevator rotates the aircraft about Interactive 5 min C3-116 (pp. 11–
its lateral (pitch) axis by pushing the tail up or Lecture 16)
down.

TP5 Describe the cockpit controls that move the In-Class 5 min C3-116 (pp. 11–
associated empennage control surfaces. Have Activity 16)
the cadets enact control movements with a “pilot”
calling out pedal and stick movements to the
remainder of the class, who then act as pitch and
yaw control surfaces.

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TP Description Method Time Refs

TP6 Identify the wing control surfaces, to include: Interactive 5 min C3-116 (pp. 11–
Lecture 16)
a. ailerons; and
b. flaps.
TP7 Explain that the ailerons lift one wing and lower Interactive 5 min C3-116 (pp. 11–
the opposite wing simultaneously as the one Lecture 16)
cockpit control is operated to control roll.

TP8 Explain that flaps are used to generate lift at the Interactive 5 min C3-116 (pp. 11–
expense of airspeed and that both left and right Lecture 16)
flaps operate simultaneously.

TP9 Explain that trim tabs were developed to hold Interactive 5 min C3-116 (pp. 11–
control surfaces in position without constant Lecture 16)
control pressure from the pilot. Identify common
locations of trim tabs.

TP10 Explain that dynamically balanced control Interactive 5 min C3-116 (pp. 11–
surfaces use air pressure to assist the pilot Lecture 16)
moving the controls by having a portion of the
control surface in front of its hinge to catch the
passing air.

TP11 Colour and label the control surfaces in a drawing In-Class 5 min C3-116 (pp. 11–
of an aircraft. Activity 16)

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 45 min
c. In-Class Activity:
10 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to TP4 and TP6 to TP10 to introduce aircraft control
surfaces and give an overview of them.
b. An in-class activity was chosen for TP5 and TP11 as it is an interactive way to provoke thought and
stimulate an interest among the cadets.
7. References: C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L.
(2000). From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Model of a light fixed-wing aircraft with wing struts, fixed gear and control surface detail.

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9. Learning Aids: Coloured pencils.

10. Test Details: N/A.
11. Remarks: It is recommended that the two periods required for this EO be scheduled consecutively.

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EO C231.01 – OPERATE AN EXPERIMENTAL WING

1. Performance: Operate an Experimental Wing
2. Conditions:
a. Given:
(1) Materials to create airfoils for testing;
(2) Material and plans for constructing a wind tunnel;
(3) Two multi-speed fans;
(4) Supervision; and
(5) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references the cadet shall:
a. build an experimental wing; and
b. operate the experimental wing.
4. Teaching Points:

TP Description Method Time Refs

TP1 Identify the five parts of a wind tunnel, to include: Interactive 5 min C-093
Lecture
a. settling chamber;
b. contraction cone;
c. test section;
d. diffuser; and
e. drive section.
TP2 Have the cadets, working as a team, assemble a In-Class 15 min C-093
wind tunnel. Activity

TP3 Have the cadets, as a member of a group of no In-Class 10 min C3-091 (p. 31)
more than four, form airfoil shapes for testing in Activity
the wind tunnel. C3-116 (p. 21)

TP4 Have the cadets place airfoils in the wind tunnel In-Class 25 min C3-093
and compare lift and drag. Activity

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 5 min
c. In-Class Activity:
50 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to introduce wind tunnels and give an overview of them.
b. An in-class activity was chosen for TP2 to TP4 as it is an interactive way to provoke thought and
stimulate interest among cadets.
7. References:
a. C3-091 (ISBN 1-55652-477-3) Carson, M.K. (2003). The Wright Brothers for Kids: How They
Invented the Airplane. Chicago, IL: Chicago Review Press.
b. C3-093 NASA. (1996). NASA’s Observatorium Teacher’s Guide. Retrieved 12 February 2007, from
http://observe.arc.nasa.gov/nasa/aero/tunnel/tunnel_parts.html.
c. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Cardboard boxes;
c. Blank OHP slides;
d. Duct tape;
e. Two multi-speed fans; and
f. Box cutter.
9. Learning Aids:
a. File folders (letter-size);
b. Tape;
c. Stapler; and
d. Locally available materials for constructing experimental wings.
10. Test Details: N/A.
11. Remarks: It is recommended that the two periods required for this EO be scheduled consecutively.

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EO C231.02 – FLY A PAPER COLDITZ GLIDER

1. Performance: Fly a Paper Colditz Glider
2. Conditions:
a. Given:
(1) Directions and materials required to construct a paper Colditz glider;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental:
(1) Suitable classroom facilities or training area large enough to accommodate the entire group;
and
(2) Suitable area for flying paper gliders.
3. Standard: In accordance with specified references, the cadet shall:
a. construct a paper Colditz glider; and
b. fly the paper Colditz glider.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain the history and design of a paper Colditz Interactive 15 min C3-094
glider, to include: Lecture
C3-058 (pp. 5–
a. history; 9)
b. construction;
c. trimming for flight; and
d. flying tips.
TP2 Supervise the cadets’ construction of a paper In-Class 20 min C3-017
model of the Colditz glider. Activity (pp. 52–56)
C3-058
(pp. 52–55)

TP3 Supervise the cadets flying their paper Colditz In-Class 15 min C3-058 (pp. 9–
gliders. Activity 11)

TP4 Discuss flying paper Colditz gliders. Group 5 min C3-058 (pp. 9–
Discussion 11)

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 15 min
c. In-Class Activity:
35 min
d. Group Discussion:
e. Total: 5 min
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 as it introduces paper gliders, orients the cadets to the
topic and generates interest.
b. An in-class activity was chosen for TP2 and TP3 as it is an interactive way to provoke thought and
stimulate interest among cadets and confirm the cadets’ comprehension of the material.
c. A group discussion was chosen for TP4 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions and feelings about paper gliders.
7. References:
a. C3-017 (ISBN 1-895569-23-0) Schmidt, N. (1998). Fabulous Paper Gliders. New York, NY: Sterling
Publishing.
b. C3-058 (ISBN 1-4027-3034-9) Schmidt, N. (2005). Paper Creations Paper Airplanes. New York,
NY. Sterling Publishing.
c. C3-094 Colditz Museum. (2005). Colditz Glider. Retrieved 23 February 2007, from http://
www.colditz-4c.com/glider.htm.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Completed paper Colditz glider for demonstration purposes;
c. Directions to construct a paper glider located at A-CR-CCP-802/PF-001, Annexes A, B and C; and
d. Materials required to construct a paper glider.
9. Learning Aids:
a. Directions to construct a paper Colditz glider located at A-CR-CCP-802/PF-001, Annexes A, B and
C;
b. Card stock (4 x 5 inch);
c. Glue stick;
d. Scissors;
e. Ruler;
f. Pencil; and
g. Coloured markers.

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10. Test Details: N/A.

11. Remarks:
a. It is recommended that the two periods required for this EO be scheduled consecutively.
b. If the weather is not suitable to fly the paper gliders outdoors, flights may take place indoors.

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EO C231.03 – TOUR A FLIGHT SCHOOL

1. Performance: Tour a Flight School
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine the conditions suitable for this
training.
3. Standard: The cadet shall tour a flight school to identify aspects of flight training.
4. Teaching Points: The tour guide is asked to explain the:
a. length of time for the Ministry of Transport ground school requirement;
b. training schedule at the flight school;
c. topics to be covered during training;
d. availability of training aircraft and instructors;
e. certifications that are offered;
f. costs associated with training; and
g. control surfaces and parts of an airplane using a static example.
5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 80 min
c. Total:
90 min

6. Substantiation: A field trip approach was chosen for this lesson to reinforce cadets’ knowledge of
material previously taught in EO M231.01 (Identify the Four Forces That Act Upon an Aircraft), EO
M231.02 (Describe the Production of Lift by an Aircraft Wing), EO M231.03 (Describe the Types of Drag
That Act Upon an Aircraft), EO M231.04 (Describe the Axial Movements of an Aircraft) and EO M231.05
(Describe Aircraft Control Surfaces) through participation in a tour.
7. References: N/A.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. Cadet squadron personnel are to determine whether a guide will escort the group or if an instructor
from the squadron will be responsible for conducting the tour. If an instructor from the squadron will
conduct the tour, all teaching points are to be researched in advance.
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b. This field trip can be completed on a supported day or during a complementary session.
c. There is no instructional guide for this lesson.

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EO C231.04 – PARTICIPATE IN A PRESENTATION GIVEN BY A GUEST SPEAKER FROM THE LOCAL

AVIATION COMMUNITY
1. Performance: Participate in a Presentation Given by a Guest Speaker From the Local Aviation
Community
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough for the entire group.
3. Standard: The cadet will participate in a presentation, given by a guest speaker from the local aviation
community, to gain exposure to an aspect of aviation.
4. Teaching Points: The guest speaker is asked to:
a. describe the service or facility of which they are a member;
b. describe their duties;
c. explain the role of their service or facility in the community; and
d. facilitate a question and answer period.
5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 50 min
c. Total:
60 min

6. Substantiation: An interactive lecture method was chosen for this lesson to review, clarify, emphasize
and summarize the teaching points.
7. References: N/A.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. Required training aids should be determined by contacting the speaker prior to the presentation.
b. There is no instructional guide for this EO.

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EO C231.05 – TOUR A FLIGHT SIMULATOR

1. Performance: Tour a Flight Simulator
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine the conditions suitable for this
training.
3. Standard: The cadet shall tour a flight simulator to identify aspects of flight training.
4. Teaching Points: The tour guide is asked to explain the:
a. procedure for booking the flight simulator;
b. procedure for operating the flight simulator;
c. availability of the flight simulator;
d. conditions which can be simulated;
e. availability of instructors; and
f. costs associated with using the flight simulator.
5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 80 min
c. Total:
90 min

6. Substantiation: A field trip approach was chosen for this lesson to reinforce cadets’ knowledge of
material previously taught in EO M231.01 (Identify the Four Forces That Act Upon an Aircraft), EO
M231.02 (Describe the Production of Lift by an Aircraft Wing), EO M231.03 (Describe the Types of Drag
That Act Upon an Aircraft), EO M231.04 (Describe the Axial Movements of an Aircraft) and EO M231.05
(Describe Aircraft Control Surfaces) through participation in a tour.
7. References: N/A.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. Cadet squadron personnel are to determine whether a guide will escort the group or if an instructor
from the squadron will be responsible for conducting the tour. If an instructor from the squadron will
conduct the tour, all teaching points are to be researched in advance.

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b. This field trip can be completed on a supported day or during a complementary session.
c. There is no instructional guide for this lesson.

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EO C231.06 – TOUR A LOCAL AIR SHOW

1. Performance: Tour a Local Air Show
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine the conditions suitable for this
training.
3. Standard: The cadet shall tour a local air show to identify aspects of aircraft and aircraft components
that have been described in the classroom.
4. Teaching Points: The tour guide is asked to identify and explain:
a. types of aircraft on display at the show;
b. general aircraft components;
c. aircraft parts that contribute to the development of lift;
d. aircraft parts that contribute to drag;
e. aircraft control surfaces; and
f. types of engines used in aircraft on display at the show.
5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 170 min
c. Total:
180 min

6. Substantiation: A field trip approach was chosen for this lesson to reinforce cadets’ knowledge of
material previously taught in EO M231.01 (Identify the Four Forces That Act Upon an Aircraft), EO
M231.02 (Describe the Production of Lift by an Aircraft Wing), EO M231.03 (Describe the Types of Drag
That Act Upon an Aircraft), EO M231.04 (Describe the Axial Movements of an Aircraft) and EO M231.05
(Describe Aircraft Control Surfaces) through participation in a tour.
7. References: N/A.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. Cadet squadron personnel are to determine whether a guide will escort the group or if an instructor
from the squadron will be responsible for conducting the tour. If an instructor from the squadron will
conduct the tour, all teaching points are to be researched in advance.

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b. This field trip can be completed on a supported day or during a complementary session.
c. There is no instructional guide for this lesson.

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SECTION 13

PO 232 – IDENTIFY CHARACTERISTICS OF PISTON-POWERED AIRCRAFT

1. Performance: Identify Characteristics of Piston-Powered Aircraft
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facility to accommodate the entire group.
3. Standard: In accordance with specified references, the cadet will identify the characteristics of piston-
powered aircraft, to include:
a. types of engines;
b. the components of an internal combustion engine;
c. the four-stroke cycle; and
d. the functions of oil.
4. Remarks: N/A.
5. Complementary Material:
a. Complementary material associated with PO 232 is designed to enhance the cadet’s knowledge
about how other aircraft are powered:
(1) EO C232.01 (Identify the Characteristics of Gas Turbine Engines);
(2) EO C232.02 (Identify the Characteristics of Rocket Engines); and
(3) EO C232.03 (Identify the Characteristics of Helicopter Engines).
b. Complementary training associated with PO 232 is limited to a total of six periods, which may be
conducted during sessions or on a supported day. Squadrons are not required to use all six periods.

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EO M232.01 – IDENTIFY TYPES OF AIRCRAFT ENGINES

1. Performance: Identify Types of Aircraft Engines
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify types of aircraft engines, to
include:
a. rocket engines;
b. gas turbine engines; and
c. piston-powered engines.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain that a powered aircraft needs a means of Interactive 10 min C3-116 (p. 51)
propulsion to overcome drag and allow the wings Lecture
to generate lift. Identify common engine types C3-084
used for propulsion, to include: C3-086
a. rocket engines; C3-087
b. gas turbine jet engines; and
C3-088
c. piston-powered engines.
TP2 Explain combustion in rocket, gas turbine and Interactive 5 min C3-087
piston-powered engines. Lecture

TP3 Explain the oxidization process for the different Interactive 5 min C3-084
types of engines. Lecture
C3-088

TP4 Identify aircraft and associated engine types. Interactive 5 min C3-116
Lecture

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

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6. Substantiation: An interactive lecture was chosen for this lesson to introduce types of aircraft engines
and give an overview of them.
7. References:
a. A3-031 Canadian Forces. Aircraft. (2006). Retrieved 20 November 2006, from http://
www.airforce.gc.ca/equip/equip1_e.asp.
b. C3-084 NASA Glenn Research Center. Engines 101. Retrieved 21 February 2007, from http://
www.ueet.nasa.gov/Engines101.html#Aeronautics.
c. C3-086 NASA Glenn Research Center. Engines 101. Retrieved 21 February 2007, from http://
www.grc.nasa.gov/WWW/K-12/airplane/icengine.html.
d. C3-087 NASA Glenn Research Center. Propulsion Index. Retrieved 21 February 2007, from http://
www.grc.nasa.gov/WWW/K-12/airplane/shortp.html.
e. C3-088 NASA Welcome to the Beginner’s Guide to Rockets. Retrieved 21 February 2007, from
http://exploration.grc.nasa.gov/education/rocket/bgmr.html.
f. C3-116 A-CR-CCP-263/PT-001/(ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
g. C3-120 Pratt & Whitney Canada. (2006). Imagine the Power. Retrieved 18 March 2007, from http://
www.pwc.ca/en/3_0/3_0_3/3_0_3_3_1.asp.
h. C3-121 NASA. (2007). Missions: Space Shuttle Main Engines. Retrieved 18 March 2007, from http://
www.nasa.gov/returntoflight/system/system_SSME.html.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: If a computer and projector are available, software to demonstrate engine operation can be
found at the Websites listed under reference para 7c.

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EO M232.02 – IDENTIFY THE COMPONENTS OF PISTON-POWERED INTERNAL COMBUSTION

ENGINES
1. Performance: Identify the Components of Piston-Powered Internal Combustion Engines
2. Conditions:
a. Given:
(1) List of questions and answers at Annex E;
(2) Coin;
(3) One large die;
(4) Coloured poster board;
(5) Masking tape;
(6) Supervision; and
(7) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify the components of piston-
powered internal combustion engines, to include:
a. stationary engine parts;
b. moving engine parts;
c. timing system components;
d. fuel/air delivery components; and
e. electrical spark distribution system components.
4. Teaching Points:

TP Description Method Time Refs

TP1 Identify and explain the operation of the major Interactive 25 min C3-116
components of a piston-powered four-stroke Lecture (pp. 41–71)
internal combustion engine, to include:
C3-086
a. the cylinder;
b. the piston;
c. the connecting rod;
d. the crankshaft;
e. the camshaft;
f. the distributor;
g. the carburetor; and
h. the oil sump.

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A-CR-CCP-802/PG-001

TP Description Method Time Refs

TP2 Explain that some early aircraft engines used Interactive 5 min C3-087
rotary engines in which the cylinders themselves Lecture
rotated around the central crankshaft. These
were different than the later radial engines in
which the stationary cylinders were arranged
around the rotating crankshaft.

TP3 Describe other piston-powered engine Interactive 10 min C3-116

arrangements that have been used in aircraft, to Lecture
include:
a. engines with in-line cylinders; and
b. engines with horizontally-opposed cylinders.
TP4 Play a game of piston-powered baseball. In-Class 15 min C3-003 (p. 70)
Activity

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 40 min
c. In-Class Activity:
15 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to TP3 to introduce the components of internal combustion
engines and give an overview of them.
b. An in-class activity was chosen for TP4 as it is an interactive way to provoke thought and stimulate
interest among cadets.
7. References:
a. C3-003 (ISBN 0-943210-44-5) Pike, B. and Busse, C. (1995). 101 More Games for Trainers.
Minneapolis, MN: Lakewood Books.
b. C3-086 NASA Glenn Research Center. Engines 101. Retrieved 21 February 2007, from http://
www.grc.nasa.gov/WWW/K-12/airplane/icengine.html.
c. C3-087 NASA Glenn Research Center. Propulsion Index. Retrieved 21 February 2007, from http://
www.grc.nasa.gov/WWW/K-12/airplane/shortp.html.
d. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.

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8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. It is recommended that the two periods required for this EO be scheduled consecutively.
b. If a computer and projector are available, software to demonstrate engine operation can be found
at the Websites listed under reference para 7c.

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EO M232.03 – EXPLAIN THE CYCLES OF A FOUR-STROKE PISTON-POWERED ENGINE

1. Performance: Explain the Cycles of a Four-stroke Piston-powered Engine
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall explain the cycles of a four-stroke
piston-powered engine, to include:
a. the purpose of each stroke;
b. the intake/exhaust valve operations; and
c. the ignition spark timing methods.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain the purposes of the strokes of a four- Interactive 15 min C3-116 (p. 43)
stroke piston, to include: Lecture
C3-086
a. the intake (induction) stroke is responsible
for drawing fuel and air into the combustion
chamber;
b. the compression stroke forces the fuel and air
into the combustion chamber;
c. the power (combustion) stroke transmits the
energy of the exploding fuel to the crankshaft;
and
d. the exhaust stroke cleans the cylinder of
exhaust fumes and prepares it for the next
intake stroke.
TP2 Identify and explain the operation of: Interactive 5 min C3-116 (p. 43)
Lecture
a. valves; and C3-086
b. cam shafts.

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TP Description Method Time Refs

TP3 Explain the timing of electrical ignition spark Interactive 10 min C3-116 (p. 43)
distribution, to include: Lecture
C3-086
a. the time required for the complete
combustion;
b. a unique time for each cylinder’s detonation;
and
c. the mechanical arrangements providing
timing.
TP4 Explain that all the engine operations must Interactive 10 min C3-116 (p. 43)
proceed precisely in order and list those Lecture
operations in order, with emphasis on the C3-086
simultaneous events, to include:
a. fuel and air mixture;
b. intake stroke;
c. intake valve operation;
d. compression stroke;
e. electrical points operation;
f. power stroke;
g. exhaust stroke;
h. exhaust valve operation; and
i. camshaft operation.
TP5 Enact the performance of the four-stroke engine In-Class 15 min C3-086
operation in teams of six. Activity

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 40 min
c. In-Class Activity:
15 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to TP4 to introduce the cycles of a four-stroke piston-
powered engine and give an overview of them.
b. An in-class activity was chosen for TP5 as it is an interactive way to provoke thought and stimulate
interest among the cadets.

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7. References:
a. C3-086 NASA Glenn Research Center. Engines 101. Retrieved 21 February 2007, from http://
www.grc.nasa.gov/WWW/K-12/airplane/icengine.html.
b. C3-087 NASA Glenn Research Center. Propulsion Index. Retrieved 21 February 2007, from http://
www.grc.nasa.gov/WWW/K-12/airplane/shortp.html.
c. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. It is recommended that the two periods required for this EO be scheduled consecutively.
b. If a computer and projector are available, software to demonstrate engine operation can be found
at the Websites listed under reference para 7.b.

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EO M232.04 – RECOGNIZE THE FUNCTIONS OF OIL IN A FOUR-STROKE PISTON-POWERED ENGINE

1. Performance: Recognize the Functions of Oil in a Four-stroke Piston-powered Engine
2. Conditions:
a. Given:
(1) Hand cream;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with A-CR-CCP-263/PT-001, the cadet shall recognize the functions of oil in a
four-stroke piston-powered engine, to include:
a. lubricating;
b. sealing;
c. cooling; and
d. flushing.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain how oil lubricates the engine and aspects Interactive 5 min C3-116
of lubrication, to include: Lecture (pp. 57–59)
a. grades and viscosities of oil; and
b. thinning of oil as temperature increases.
TP2 Allow the cadets to compare the friction and heat. In-Class 5 min C3-116
Activity (pp. 57–59)

TP3 Explain that oil seals the combustion chamber Interactive 5 min C3-116
to prevent the expanding gases from leaking out Lecture (pp. 57–59)
during the power stroke.

TP4 Explain how oil cools hot spots in the engine. Interactive 5 min C3-116
Lecture (pp. 57–59)

TP5 Explain that oil removes and holds particles Interactive 5 min C3-116
harmful to the engine. Lecture (pp. 57–59)

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 20 min
c. In-Class Activity:
5 min
d. Total:
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP3 to TP5 to introduce the functions of oil in a four-
stroke piston-powered engine and to give an overview of them.
b. An in-class activity was chosen for TP2 as it is an interactive way to provoke thought and stimulate
interest among cadets.
7. References: C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L.
(2000). From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Hand cream.
9. Learning Aids: Hand cream.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C232.01 – IDENTIFY THE CHARACTERISTICS OF GAS TURBINE ENGINES

1. Performance: Identify the Characteristics of Gas Turbine Engines
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify the characteristics of gas
turbine engines, to include:
a. describing general gas turbine theory; and
b. identifying various aspects of gas turbines.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain that a jet engine is a reactive engine that Interactive 5 min C3-116 (p. 85)
propels by ejecting material as per Newton’s third Lecture
law of motion.

TP2 Have the cadets explore Newton’s third law of In-Class 15 min C3-016 (p. 29)
motion by making and operating a Pop Can Hero Activity
Engine. C3-057 (p. 11)

TP3 Describe the history of reaction engine Interactive 10 min C3-088

development, to include: Lecture
a. Hero’s aeolipile toy;
b. Chinese gunpowder rockets;
c. Leonardo Da Vinci’s chimney jack;
d. Branca’s stamping mill;
e. Stolze’s first gas turbine engine;
f. Whittle’s gas turbine for jet propulsion;
g. the flight of the Heinkel HE-178;
h. Whittle’s Gloster Meteor turbojet; and
i. Anslem’s axial-flow turbojet.
TP4 Explain the advantages of using a turbine, to Interactive 5 min C3-084
include: Lecture
C3-087
a. compression requirement;
b. running at static conditions; and
c. power to operate ancillary systems.

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TP Description Method Time Refs

TP5 Identify and describe the parts of a gas turbine Interactive 5 min C3-086
turbofan engine, to include: Lecture
a. fan;
b. compressor;
c. combustor;
d. turbine;
e. nozzle; and
f. afterburner.
TP6 Conduct a crossword game based on jet power. In-Class 15 min C0-003 (p. 70)
Activity

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. In-Class Activity:
30 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP3 to TP5 to introduce the characteristics of gas
turbine engines and give an overview of them.
b. An in-class activity was chosen for TP2 and TP6 as it is an interactive way to provoke thought and
stimulate interest among cadets.
7. References:
a. C0-003 (ISBN 0-943210-44-5) Pike, B. and Busse, C. (1995). 101 More Games for Trainers.
Minneapolis, MN: Lakewood Books.
b. C3-016 EG-2003-01-108-HQ NASA. (2003). Rockets: A Teacher’s Guide With Activities in Science,
Mathematics, and Technology. Washington, DC: NASA.
c. C3-057 ISBN-10 1-59647-055-0 Sobey, E. (2006). Rocket-powered Science. Tucson, AZ: Good
Year Books.
d. C3-084 NASA Glenn Research Center. Engines 101 – Ultra-Efficient Engine Technology (UEET).
Retrieved February 21, 2007, from http://www.ueet.nasa.gov/Engines101.html#Aeronautics.
e. C3-086 NASA Glenn Research Center. Engines 101. Retrieved 21 February 2007, from http://
www.grc.nasa.gov/WWW/K-12/airplane/icengine.html.
f. C3-087 NASA Glenn Research Center. Propulsion Index. Retrieved 21 February 2007, from http://
www.grc.nasa.gov/WWW/K-12/airplane/shortp.html.
g. C3-088 NASA Glenn Research Center. Beginner’s Guide to Rockets. Retrieved 21 February 2007,
from http://exploration.grc.nasa.gov/education/rocket/bgmr.html
h. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I.L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Limited.
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8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Coloured marking pens.
9. Learning Aids:
a. Straight pin;
b. Empty pop can;
c. Nail;
d. Scissors; and
e. Pencils with erasers.
10. Test Details: N/A.
11. Remarks: It is recommended that the two periods required for this EO be scheduled consecutively.

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EO C232.02 – IDENTIFY THE CHARACTERISTICS OF ROCKET ENGINES

1. Performance: Identify the Characteristics of Rocket Engines
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify the characteristics of rocket
engines, to include:
a. general rocket theory; and
b. liquid and solid fuel oxidization methods.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain aspects of reactive thrust in various Interactive 5 min C3-087

methods of propulsion, to include: Lecture
C3-016
a. jet systems; (pp. 13–17)
b. propeller systems; C3-037
c. wheeled vehicles; and
d. walking.
TP2 Have the cadets explore Newton’s third law of In-Class 20 min C3-016
motion by staging and operating balloon rockets Activity (pp. 63–64)
on a string, followed by a discussion.
C3-057 (pp. 42)

TP3 Explain how rocket systems operate in space Interactive 5 min C3-016
because they are self-contained and require no Lecture (pp. 18–24)
atmospheric oxygen.

TP4 Explain the differences between solid-fuel and Interactive 10 min C3-016 (pp. 5–
liquid-fuel rocket engine systems, to include: Lecture 12)
a. construction;
b. vehicle applications; and
c. fuels and oxidation.

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TP Description Method Time Refs

TP5 Discuss launch vehicles, to include: Interactive 15 min C3-100

Lecture
a. American; C3-112
b. Russian; C3-113
c. European; and
C3-114
d. Chinese.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 35 min
c. In-Class Activity:
20 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1, TP3, TP4 and TP5 to introduce characteristics of rocket
engines and give an overview of them.
b. An in-class activity was chosen for TP2 as it is an interactive way to provoke thought and stimulate
an interest among cadets.
7. References:
a. C3-016 (ISBN EG-2003-01-108-HQ) NASA. (2003). Rockets: A Teacher’s Guide With Activities in
Science, Mathematics, and Technology. Washington, DC: NASA.
b. C3-037 Space Exploration. (2006). Retrieved 25 May 2006, from http://www.space.gc.ca/asc/eng/
exploration/exploration.asp.
c. C3-057 (ISBN 10-1-59647-055-0) Sobey, E. (2006). Rocket-powered Science. Tucson, AZ. Good
Year Books.
d. C3-087 NASA Glenn Research Center. Propulsion Index. Retrieved 21 February 2007, from http://
www.grc.nasa.gov/WWW/K-12/airplane/shortp.html.
e. C3-088 NASA Glenn Research Center. Beginner’s Guide to Rockets. Retrieved 21 February 2007,
from http://exploration.grc.nasa.gov/education/rocket/bgmr.html.
f. C3-100 China In Space. The Long March Space Rockets. Retrieved 26 February 2007, from http://
www.spacetoday.org/China/ChinaRockets.html.
g. C3-112 Federal Space Agency. Roket1Show. Retrieved 26 February 2007, from http://
www.roscosmos.ru/RoketsMain.asp.
h. C3-113 European Space Agency. ESA Launch Vehicles. Retrieved 26 February 2007, from http://
www.esa.int/esaCP/index.html.
i. C3-114 NASA. Countdown! NASA Launch Vehicles and Facilities. Retrieved 27 February 2007,
from http://www-pao.ksc.nasa.gov/kscpao/nasafact/count1.htm#nasa.

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8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Slides of American, Russian, European and Chinese launch vehicles.
9. Learning Aids:
a. Balloons;
b. String;
c. Straw;
d. Tape; and
e. Paper or Styrofoam cup.
10. Test Details: N/A.
11. Remarks:
a. It is recommended that the two periods required for this EO be scheduled consecutively.
b. Website references should be made available for cadets to explore on their own time.

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EO C232.03 – IDENTIFY THE CHARACTERISTICS OF HELICOPTER ENGINES

1. Performance: Identify the Characteristics of Helicopter Engines
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify the characteristics of
helicopter engines, to include:
a. technical development of early helicopter engines;
b. challenges of rotary-wing flight; and
c. categories of engines in CF helicopters.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain technological developments that made Interactive 5 min C3-061

helicopters viable. Lecture

TP2 Have the cadets make and fly a paper helicopter. In-Class 20 min C3-056
Activity

TP3 Explain why helicopters have a top speed and Interactive 10 min C3-055
why helicopter rotors have constant speed. Lecture

TP4 Explain how lift of the main rotor is changed Interactive 5 min C3-061
during flight. Lecture
C3-054

TP5 Explain that most helicopters use turboshaft Interactive 5 min C3-061
engines. Lecture

TP6 Have the cadets identify the following CF Interactive 10 min C3-050
helicopters and discuss each engine of: Lecture
a. CH-149 Cormorant;
b. CH-148 Cyclone;
c. CH-146 Griffon;
d. CH-139 Jet Ranger; and
e. CH-124 Sea King.

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 35 min
c. In-Class Activity:
20 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP3 to TP6 to introduce characteristics of helicopter
engines and give an overview of them.
b. An in-class activity was chosen for TP2 as it is an interactive way to provoke thought and stimulate
interest among cadets.
7. References:
a. C3-050 Department of National Defence. (2006). Canada’s Air Force, Aircraft Main Page. Retrieved
11 October 2006, from http://www.airforce.forces.gc.ca/equip/equip1_e.asp.
b. C3-054 Frost, M. (2004). Force and Movement: Making a Helicopter. Retrieved 11 October 2006,
from http://www.teacherresourcesgalore.com/physics_files/helicopter.doc.
c. C3-055 University of Sydney. Helicopters. (2006). Retrieved 12 October 2006, from http://
alex.edfac.usyd.edu.au/blp/websites/Machan/heli.htm.
d. C3-056 US Centennial of Flight Commission. Helicopters. (2003). Retrieved 12 October 2006, from
http://www.centennialofflight.gov/essay/Dictionary/helicopter/DI27.htm.
e. C3-061 Leishman, J.G. (2000). A History of Helicopter Flight. Retrieved 1 November 2006, from
http://www.glue.umd.edu/~leishman/Aero/history/html.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Completed paper helicopter for demonstration purposes;
c. Model helicopter with tail-rotor (e.g. Jet Ranger); and
d. Helium-filled balloon.
9. Learning Aids:
a. Directions to construct and fold a paper helicopter (A-CR-CCP-802/PF-001, Annex D); and
b. Materials required to construct a paper helicopter.
10. Test Details: N/A.
11. Remarks: It is recommended that the two periods required for this EO be scheduled consecutively.

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SECTION 14

PO 240 – PARTICIPATE IN AEROSPACE ACTIVITIES

1. Performance: Participate in Aerospace Activities
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Any conditions.
3. Standard: In accordance with specified references, the cadet will participate in aerospace activities, to
include:
a. exploring current advancements in aerospace technology;
b. inventing a space technology item; and
c. participating in a space survival scenario.
4. Remarks: N/A.
5. Complementary Material:
a. Complementary material associated with PO 240 is designed to enhance the cadet’s knowledge
of aerospace technology:
(1) EO C240.01 (Participate in a Non-Verbal Communication Activity);
(2) EO C240.02 (Invent a Communication System for Space);
(3) EO C240.03 (Identify Parts of a Rocket);
(4) EO C240.04 (Navigate With a Global Positioning System [GPS]);
(5) EO C240.05 (Simulate Survival in Space); and
(6) EO C240.06 (Determine Direction Using Constellations on a Field Exercise).
b. Complementary training associated with PO 240 is limited to a total of ten periods, which may be
conducted during sessions or on a supported day. Squadrons are not required to use all ten periods.

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EO M240.01 – EXPLORE CURRENT ADVANCEMENTS IN AEROSPACE TECHNOLOGY

1. Performance: Explore Current Advancements in Aerospace Technology
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities large enough to accommodate the entire group.
3. Standard: In accordance with Space on Earth: How Technology Transfer Benefits Humanity, and in
groups of no more than four, the cadet shall explore current advancements in aerospace technology.
4. Teaching Points:

TP Description Method Time Refs

TP1 Conduct an activity to explore current In-Class 25 min C3-110

advancements in aerospace technology. Cadets Activity
may come up with the following:
a. satellite radio;
b. video image stabilization and registration;
c. satellite TV;
d. DeBakey blood pump;
e. global positioning system;
f. temper foam;
g. advanced communications technology;
h. fire-resistant aircraft seats;
i. excimer angioplasty system; and
j. liquid-cooled garments, etc.
Note: Refer to http://www.space.com for up-to-
date advancements in space technology.

5. Time:

a. Introduction / Conclusion: 5 min

b. In-Class Activity: 25 min
c. Total:
30 min

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6. Substantiation: An in-class activity was chosen for this lesson as it is an interactive way to present
advancements in aerospace technology and stimulate interest among cadets.
7. References: C3-110 Space.com. (2006). Space on Earth: How Technology Transfer Benefits
Humanity. Retrieved 27 February 2007, from http://www.space.com/businesstechnology/technology/
tech_hallofame_030101-1.html.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: Information cards.
10. Test Details: N/A.
11. Remarks: N/A.

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EO M240.02 – INVENT A SPACE TECHNOLOGY ITEM

1. Performance: Invent a Space Technology Item
2. Conditions:
a. Given:
(1) Consumable items for construction;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with Goodman, P., Arty Facts: Space and Art Activities, Crabtree Publishing,
and in groups of no more than four, the cadet shall invent a space technology item, to include:
a. brainstorming ideas about the invention;
b. designing the idea on paper; and
c. constructing the item out of consumable items.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain that there are many challenges Interactive 5 min C3-040 (p. 36)
astronauts encounter while in space, such as: Lecture
a. transportation to and from space; and
b. the living environment.
TP2 Conduct an activity where cadets invent and In-Class 35 min
construct a space technology item. Activity

TP3 Conduct a group discussion where cadets share Group 15 min

their space technology item with the entire group. Discussion

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 5 min
c. In-Class Activity:
35 min
d. Group Discussion:
e. Total: 15 min
60 min

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6. Substantiation:
a. An interactive lecture was chosen for TP1 to orient the cadets to space technology and to give an
overview of it.
b. An in-class activity was chosen for TP2 as it is an interactive way to provoke thought and stimulate
interest among cadets.
c. A group discussion was chosen for TP3 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions and feelings about space technology.
7. References: C3-040 (ISBN 0-7787-1140-4) Goodman, P. (2002). Arty Facts: Space and Art Activities.
St. Catharines, ON. Crabtree Publishing.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: Consumable items for construction.
10. Test Details: N/A.
11. Remarks: N/A.

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EO M240.03 – PARTICIPATE IN A SPACE SURVIVAL SCENARIO

1. Performance: Participate in a Space Survival Scenario
2. Conditions:
a. Given:
(1) Survival kit list;
(2) Survival scenario;
(3) Supervision; and
(4) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with Space Survival Challenge and in groups of no more than four, the cadets
shall participate in a space survival scenario, to include:
a. choosing a limited number of survival items from a given list; and
b. discussing chosen survival items.
4. Teaching Points:

TP Description Method Time Refs

TP1 In groups of no more than four have cadets In-Class 15 min C3-111
choose five items from the following survival list Activity
to survive in space:
a. a box of matches;
b. 2 x 50 kg tanks of oxygen;
c. 20 litre of water;
d. 15 m of nylon rope;
e. a magnetic compass;
f. a stellar map of the Moon’s constellations;
g. a solar-powered receiver-transmitter; and
h. a reconstituted food package.
TP2 Have the cadets explain why they chose their Group 10 min
items for survival. Discussion

5. Time:

a. Introduction / Conclusion: 5 min

b. In-Class Activity: 15 min
c. Group Discussion:
10 min
d. Total:
30 min

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6. Substantiation:
a. An in-class activity was chosen for TP1 as it is an interactive way to provoke thought and stimulate
an interest in space survival among cadets.
b. A group discussion was chosen for TP2 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions, and feelings about the topic.
7. References: C3-111 Lakeland Central School District. (2007). Space Survival Challenge. Retrieved
February 27, 2007, from http://www.lakelandschools.org/EDTECH/leslie/space.htm.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. Survival kit list; and
c. Survival scenario.
9. Learning Aids:
a. Survival kit list; and
b. Survival scenario.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C240.01 – PARTICIPATE IN A NON-VERBAL COMMUNICATION ACTIVITY

1. Performance: Participate in a Non-verbal Communication Activity
2. Conditions:
a. Given:
(1) Cue cards;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with Communication in the Workplace: Non-verbal Communication (Body
Language), the cadet shall participate in a non-verbal communication activity to gain a familiarization with
an alternate method of communication.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain the use of body language as a form of Interactive 5 min C3-104
non-verbal communication. Lecture

TP2 Explain the use of gestures as a form of non- Interactive 5 min C3-104
verbal communication, to include: Lecture
a. waving;
b. making a fist;
c. thumbs up; and
d. pointing.
TP3 Conduct an activity where the cadets name an In-Class 15 min C3-104
emotion that they have shown in the last week, Activity
such as:
a. sorrow;
b. fear;
c. satisfaction;
d. surprise;
e. happiness; and
f. anger.
Note: Have the cadets take turns acting out an
emotion without verbal communication. Have the
group determine the emotion.

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 10 min
c. In-Class Activity:
15 min
d. Total:
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP2 to orient the cadets to the topic, generate interest
and to give an overview of non-verbal communication.
b. An in-class activity was chosen for TP3 as it is an interactive way to provoke thought and stimulate
interest among cadets.
7. References: C3-104 Australian Government, Department of Education, Science and Training.
(2007). Communication in the Workplace: Non-verbal Communication (Body Language). Retrieved
22 February 2007, from http://www.dest.gov.au/nwt/hospitality/comm_non.htm.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Cue cards.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C240.02 – INVENT A COMMUNICATION SYSTEM FOR SPACE

1. Performance: Invent a Communication System for Space
2. Conditions:
a. Given:
(1) Message cue cards;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with Two-way Radio Communication Failure, and in groups of no more than
four, the cadets shall invent a communication system for space.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain that astronauts use radio communication Interactive 5 min C3-135
while in space to communicate with other Lecture
astronauts and ground control.

TP2 Conduct an activity where cadets invent a In-Class 40 min

communication system for space, to include: Activity
a. a system that does not require speech; and
b. a system that does not allow for written
words.
TP3 Conduct a group discussion where cadets share Group 10 min
their communication system invention with the Discussion
entire group.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 5 min
c. In-Class Activity:
40 min
d. Group Discussion:
e. Total: 10 min
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to orient the cadets to space communication, to give an
overview of it and to generate interest in the subject.

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b. An in-class activity was chosen for TP2 as it is an interactive way to present the content and stimulate
an interest among cadets.
c. A group discussion was chosen for TP3 as it allows the cadets to interact with their peers and share
their knowledge, experience, opinions and feelings about space communication.
7. References: C3-135 Virtual Skies. (2007). Two-way Radio Communication Failure (Aeronautical
Information Manual Section 6.4.1). Retrieved March 18, 2007, from http://virtualskies.arc.nasa.gov/
communication/youDecide/AIM6_4_1.html.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: Message cue cards.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C240.03 – IDENTIFY PARTS OF A ROCKET

1. Performance: Identify Parts of a Rocket
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with Rocket Parts, the cadet shall identify parts of a rocket to become familiar
with its components.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain the following parts of a rocket: Interactive 15 min C3-106

Lecture
a. the structure system, to include:
(1) the nose cone;
(2) fuel;
(3) the frame;
(4) the oxidizer;
(5) the pumps;
(6) the nozzle; and
(7) the fin;
b. the propulsion system;
c. the payload system; and
d. the guidance system.
TP2 Conduct an activity naming the parts of a rocket. In-Class 10 min C3-106
Activity

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 15 min
c. In-Class Activity:
10 min
d. Total:
30 min

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6. Substantiation:
a. An interactive lecture was chosen for TP1 to orient the cadets to the parts of a rocket, generate
interest and present basic material.
b. An in-class activity was chosen for TP2 as it is an interactive way to confirm the cadet’s
comprehension of the material.
7. References: C3-106 NASA. (2006). Rocket Parts. Retrieved 22 February 2007, from http://
exploration.grc.nasa.gov/education/rocket/rockpart.html#.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids:
a. Rocket parts puzzle; and
b. Parts of a rocket handout.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C240.04 – NAVIGATE WITH A GLOBAL POSITIONING SYSTEM (GPS)

1. Performance: Navigate With a Global Positioning System (GPS)
2. Conditions:
a. Given:
(1) GPS (one per five cadets) (Type TBD);
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Field setting during the day, large enough to accommodate the entire group.
3. Standard: In accordance with specified references, and in a group of no more than five, the cadet shall
navigate with a GPS on a field exercise.
4. Teaching Points:

TP Description Method Time Refs

TP1 Describe the GPS, to include: Interactive 5 min See Remarks

Lecture para 11.b.
a. what is a GPS;
b. how accurate is a GPS; C3-117
c. the GPS satellite system; and
d. the source of GPS signal errors.
TP2 Explain what a GPS tells the user, to include: Demonstration 10 min See Remarks
and para 11.b.
a. standard features, to include: Performance
(1) your position – coordinates and C3-117
elevation;
(2) distance to a waypoint;
(3) speed of travel;
(4) direction of travel (may not work in
low speeds);
(5) estimated time of arrival; and
(6) cross track error (lateral distance
off a straight line course); and
b. extra features, to include:
(1) built-in maps;
(2) sunrise/sunset;
(3) signal strength indicators;
(4) battery strength indicators;
(5) audible alarm; and
(6) course deviation errors.

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TP Description Method Time Refs

TP3 Operate the GPS, to include: Practical 20 min See Remarks

Activity para 11.b.
a. turn on and initialize the GPS;
b. review the various screens; C3-117
c. identify battery strength;
d. locate your current grid reference;
e. identify your direction of travel;
f. set your current waypoint;
g. set a waypoint (not your current position);
h. set the go-to to a preset waypoint; and
i. turn off the GPS.
TP4 Navigate a route. Practical 50 min
Activity

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 5 min
c. Demonstration and Performance:
10 min
d. Practical Activity:
e. Total: 70 min
90 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to introduce a new subject and give an overview of GPS
navigation.
b. Demonstration and performance was chosen for TP2 as it allows the instructor to explain and
demonstrate navigating with a GPS while providing an opportunity for the cadet to practice the skill
under supervision.
c. A practical activity was chosen for TP3 and TP4 as it is an interactive way to introduce cadets to
navigating with a GPS. This activity contributes to the development of these skills and knowledge
in a fun and challenging setting.
7. References:
a. See Remarks 11.b.
b. C3-117 (ISBN 0-96-522025-7) Ferguson, M. H. (1996). GPS Land Navigation: A Complete Guide
Book for Backcountry Users of the NAVSTAR Satellite System. Calgary, AB: Glassford Publishing.
c. C3-132 (ISBN 1-894765-48-6) Letham, L. (2003). GPS Made Easy. Surrey, BC: Rocky Mountain
Books.
8. Training Aids:
a. GPS (Type TBD); and
b. GPS User’s Guide.
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9. Learning Aids: GPS (one per five cadets) (Type TBD).

10. Test Details: N/A.
11. Remarks:
a. This lesson will be presented during the field exercise associated with PO 290 (Participate in a Field
Exercise).
b. The reference information for this EO will be contained in the User’s Guide for the GPS selected
for training.

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EO C240.05 – SIMULATE SURVIVAL IN SPACE

1. Performance: Simulate Survival in Space
2. Conditions:
a. Given:
(1) a box of matches;
(2) a magnetic compass;
(3) a stellar map of the Moon;
(4) two military water cans (to simulate oxygen tanks);
(5) four two-litre bottles to simulate water;
(6) ten metres of nylon rope;
(7) simulated food boxes;
(8) a radio;
(9) a fire blanket;
(10) a map of the training area;
(11) supervision; and
(12) assistance as required.
b. Denied: N/A.
c. Environmental: Suitable indoor or outdoor training area large enough to accommodate the entire
group.
3. Standard: In accordance with Space Survival Challenge and in groups of no more than four, the cadet
shall simulate survival in space.
4. Teaching Points:

TP Description Method Time Refs

TP1 Conduct an in-class activity where cadets choose In-Class 35 min C3-111
any five of the following items to survive in space: Activity
a. a box of matches;
b. a compass;
c. 2 military water cans (to simulate oxygen
tanks);
d. 4 two-litre bottles to simulate water;
e. 10 metres of nylon rope;
f. simulated food boxes;
g. a radio;
h. a fire blanket; and
i. a map of the training area.

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TP Description Method Time Refs

TP2 Conduct a group discussion and have the groups Group 20 min
explain why they chose their items for survival. Discussion

5. Time:

a. Introduction / Conclusion: 5 min

b. In-Class Activity: 35 min
c. Group Discussion:
20 min
d. Total:
60 min

6. Substantiation:
a. An in-class activity was chosen for TP1 as it is an interactive way to reinforce survival in space,
provoke thought and stimulate an interest among cadets.
b. A group discussion was chosen for TP2 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions, and feelings about survival in space.
7. References: C3-111 Lakeland Central School District. (2007). Space Survival Challenge. Retrieved
27 February 2007, from http://www.lakelandschools.org/EDTECH/leslie/space.htm.
8. Training Aids: N/A.
9. Learning Aids:
a. a box of matches;
b. a magnetic compass;
c. a stellar map of the Moon;
d. two military water cans (to simulate oxygen tanks);
e. four two-litre bottles to simulate water;
f. ten metres of nylon rope;
g. simulated food boxes;
h. a radio;
i. a fire blanket; and
j. a map of the training area.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C240.06 – DETERMINE DIRECTION USING CONSTELLATIONS ON A FIELD EXERCISE

1. Performance: Determine Direction Using Constellations on a Field Exercise
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Field setting during night large enough to accommodate the entire group.
3. Standard: In accordance with specified references, the cadet shall determine direction using
constellations on a field exercise.
4. Teaching Points:

TP Description Method Time Refs

TP1 Determine direction at night using Polaris, to Demonstration 25 min C2-008

include: and (pp. 356–353)
Performance
a. locating Polaris using Cassiopeia and the Big C2-041
Dipper; and (pp. 133–134)
b. determining north using Polaris.

5. Time:

a. Introduction / Conclusion: 5 min

b. Demonstration and Performance: 25 min
c. Total:
30 min

6. Substantiation: Demonstration and performance was chosen for this lesson as it allows the instructor
to explain and demonstrate determining direction while providing an opportunity for the cadet to practice
this skill under supervision.
7. References:
a. C2-008 (ISBN 0-00-265314-7) Wiseman, J. (1999). The SAS Survival Handbook. Hammersmith,
London: HarperCollins Publishers.
b. C2-041 (ISBN 0-07-136110-3) Seidman, D. with Cleveland, P. (2001). The Essential Wilderness
Navigator. Camden, ME: Ragged Mountain Press.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: This lesson is to be conducted at night however the knowledge portion of this lesson can be
conducted during daylight hours.

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SECTION 15

PO 260 – PARTICIPATE IN AERODROME OPERATIONS ACTIVITIES

1. Performance: Participate in Aerodrome Operations Activities
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Any conditions.
3. Standard: In accordance with specified references, the cadet will participate in aerodrome operations
activities, to include:
a. air traffic control; and
b. basic aerodrome operations.
4. Remarks: N/A.
5. Complementary Material:
a. Complementary material associated with PO 260 is designed to enhance the cadet’s knowledge
about aerodrome operations:
(1) EO C260.01 (Tour an Aerodrome Security Facility);
(2) EO C260.02 (Tour an Air Traffic Control [ATC] Tower);
(3) EO C260.03 (Participate in a Presentation Given by an Employee of an Aerodrome);
(4) EO C260.04 (Perform Marshalling); and
(5) EO C260.05 (Tour an Aerodrome).
b. Complementary training associated with PO 260 is limited to a total of twelve periods, which may
be conducted during sessions or on a supported day. Squadrons are not required to use all twelve
periods.

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EO M260.01 – EXPLAIN ASPECTS OF AIR TRAFFIC CONTROL (ATC)

1. Performance: Explain Aspects of Air Traffic Control (ATC)
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall explain aspects of ATC, to include:
a. the role of an air traffic controller;
b. a basic overview of radar technology used in ATC; and
c. NORDO (without radio) procedures at a controlled airport, to include light signals to aircraft on the
ground.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain the role of an air traffic controller in an Interactive 10 min C3-097
aerodrome, to include: Lecture
C3-116 (p. 110)
a. safety as their first concern;
b. directing planes to minimize delays;
c. preventing collisions by coordinating
movement between:
(1) aircraft;
(2) aircraft and obstructions; and
(3) aircraft and vehicles on the
manoeuvring area; and
d. providing authorization for:
(1) arrivals and departures of aircraft
at an aerodrome; and
(2) air traffic through controlled
airspaces.

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TP Description Method Time Refs

TP2 Provide a basic overview of radar technology Interactive 5 min C3-116 (p. 249)
used in ATC, to include: Lecture
a. explaining that the name “RADAR” is an
abbreviation of “radio detection and ranging”;
and
b. the principal uses of radar in aviation, to
include:
(1) ATC;
(2) fixing positions of airplanes in
flight;
(3) detecting thunderstorm activity;
and
(4) approaching and landing guidance
to airplanes.
TP3 Explain NORDO (without radio) procedures at Interactive 10 min C3-116 (p. 98)
a controlled airport, to include the following light Lecture
signals:
a. departing aircraft; and
b. arriving aircraft.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

6. Substantiation: An interactive lecture was chosen for this lesson to orient the cadets to ATC, give an
overview of it, and generate interest.
7. References:
a. C3-096 ISSN 1715-7382 Transport Canada. (2006). Aeronautical Information Manual. Ottawa, ON:
Her Majesty the Queen in Right of Canada.
b. C3-097 U.S. Department of Labour. (2007). Air Traffic Controllers. Retrieved 9 February 2007, from
http://www.bls.gov/oco/ocos108.htm.
c. C3-116 A-CR-CCP-263/PT-001/(ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Ltd.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. NORDO light signal flash cards.

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9. Learning Aids: NORDO light signal flash cards.

10. Test Details: N/A.
11. Remarks: N/A.

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EO M260.02 – IDENTIFY ASPECTS OF BASIC AERODROME OPERATIONS

1. Performance: Identify Aspects of Basic Aerodrome Operations
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify aspects of basic aerodrome
operations at a civilian aerodrome, to include:
a. ground control duties and responsibilities;
b. the ground facilities that assist with aircraft arrivals and departures;
c. airport security; and
d. baggage handling security procedures.
4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss basic aerodrome operations, to include: Interactive 5 min C3-099

Lecture
a. air traffic control;
b. ground control; and
c. airport maintenance.
TP2 Explain that the role of ground controllers Interactive 5 min C3-099
includes: Lecture
a. providing to the pilot precise taxi information
to passenger gates and jetways;
b. providing marshalling personnel to assist
aircraft when arriving and departing from
passenger gates and jetways; and
c. providing clearance for aircraft-to-taxi on the
ground at the aerodrome.

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TP Description Method Time Refs

TP3 Explain that the following ground facilities Interactive 5 min C3-099
and services assist with aircraft arrivals and Lecture
departures, to include:
a. runway maintenance;
b. runway lighting;
c. baggage handling;
d. fuel storage systems; and
e. de-icing/anti-icing.
TP4 Explain what the Canadian Air Transport Security Interactive 10 min C3-098
Authority (CATSA) is and outline its duties. Lecture
a. It is a crown corporation based in the national
capital region and it reports to Parliament
through the Minister of Transport.
b. It works with ground control to protect the
public by securing critical elements of the
air transportation system as assigned by the
government.
c. It ensures passengers are aware of packing
restrictions.
d. Its duties and responsibilities include:
(1) pre-board screening of
passengers and their belongings;
(2) the acquisition, deployment,
operation and maintenance of
explosive detection systems at
airports;
(3) contracting for RCMP policing
services on selected flights and all
flights to Reagan National Airport,
Washington, DC;
(4) the implementation of a restricted
area identification card;
(5) the screening of non-passengers
entering airport restricted areas;
and
(6) making contributions for
supplemental airport policing
services.
Note: Refer to the CATSA Website for an up-to-
date list of packing restrictions for air travellers.

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5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

6. Substantiation: An interactive lecture was chosen for this lesson to orient the cadets to basic aerodrome
operations, to generate interest and to give an overview of it.
7. References:
a. C3-098 Canadian Air Transport Security Authority (CATSA). (2007). Canadian Air Transport
Security Authority-Mandate. Retrieved 19 February 2007, from http://www.catsa-acsta.gc.ca/
english/about_propos/.
b. C3-099 Airport Innovation. (2007). Airport Ground Control Equipment. Retrieved 21 February 2007,
from http://www.airportinnovation.com/airport_ground.php.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: This lesson is complemented by EO C260.05 (Tour an Aerodrome).

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EO C260.01 – TOUR AN AERODROME SECURITY FACILITY

1. Performance: Tour an Aerodrome Security Facility
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine the conditions suitable for this
training.
3. Standard: The cadet shall tour an aerodrome security facility to gain an awareness of security operations
within an aerodrome.
4. Teaching Points: The tour guide is asked to explain:
a. the function of airport security; and
b. baggage handling security procedures.
5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 80 min
c. Total:
90 min

6. Substantiation: A field trip was chosen for this lesson as it will reinforce the cadet’s knowledge of material
previously taught in EO M260.02 (Identify Aspects of Basic Aerodrome Operations) through participation
in a tour.
7. References: N/A.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. This field trip can be completed on a supported day or during a complementary session.
b. There is no instructional guide for this EO.

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EO C260.02 – TOUR AN AIR TRAFFIC CONTROL (ATC) TOWER

1. Performance: Tour an Air Traffic Control (ATC) Tower
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine the conditions suitable for this
training.
3. Standard: The cadet shall tour an active CF/civilian ATC tower to gain an awareness of the importance
of ATC within aerodrome activities.
4. Teaching Points: The tour guide is asked to explain:
a. the role of air traffic controller, to include:
(1) safety as their first concern;
(2) directing planes to minimize delays;
(3) preventing collisions by coordinating movement between:
(a) aircraft;
(b) aircraft and obstructions; and
(c) aircraft and vehicles on the manoeuvring area.
(4) providing authorization for:
(a) arrivals and departures of aircraft at an aerodrome; and
(b) air traffic through controlled airspaces;
b. a basic overview of radar technology used in air traffic control, to include:
(1) explaining that the name radar is an abbreviation of “radio detection and ranging”; and
(2) the principal uses of radar in aviation, to include:
(a) air traffic control;
(b) fixing positions of aircraft in flight;
(c) detecting thunderstorm activity; and
(d) approaching and landing guidance to aircraft; and
c. NORDO (without radio) procedures at a controlled airport, to include the following light signals:
(1) aircraft on the ground; and
(2) aircraft in the air.

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5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 80 min
c. Total:
90 min

6. Substantiation: A field trip was chosen for this lesson to reinforce the cadet’s knowledge of material
previously taught in EO M260.01 (Explain Aspects of Air Traffic Control [ATC]).
7. References: N/A.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. This field trip can be completed on a supported day or during a complementary session.
b. There is no instructional guide for this EO.

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EO C260.03 – PARTICIPATE IN A PRESENTATION GIVEN BY AN EMPLOYEE OF AN AERODROME

1. Performance: Participate in a Presentation Given by an Employee of an Aerodrome
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough for the entire group.
3. Standard: The cadet shall participate in a presentation given by an employee of an aerodrome to develop
an awareness of the various occupational opportunities within aerodrome operations.
4. Teaching Points: The guest speaker is asked to:
a. describe their current occupation at the aerodrome, to include:
(1) their responsibilities in detail;
(2) their working environment; and
(3) the training and educational training required;
b. describe other occupations at the aerodrome; and
c. facilitate a question and answer period.
5. Time:

a. Introduction / Conclusion: 5 min

b. Presentation: 55 min
c. Total:
60 min

6. Substantiation: An interactive lecture method was chosen for this lesson to review, emphasize and
summarize the teaching points.
7. References: N/A.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. Required training aids should be determined by contacting the guest speaker prior to the
presentation.
b. This EO can be conducted in conjunction with EO C260.05 (Tour an Aerodrome).
c. There is no instructional guide for this EO.

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EO C260.04 – PERFORM MARSHALLING

1. Performance: Perform Marshalling
2. Conditions:
a. Given:
(1) Marshalling wands, or lighted hand-held wands;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Darkened work area suitable for practicing marshalling motions.
3. Standard: In accordance with specified references and as a member of a group of no more than four,
the cadet shall perform marshalling movements, to include:
a. stop;
b. move ahead;
c. move back;
d. turn left;
e. turn right;
f. slow down;
g. all clear;
h. cut engines; and
i. start engines.
4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss the importance of marshalling at an Interactive 5 min C0-057

aerodrome, to include: Lecture
C3-133
a. why it is used;
b. when it is used; and
c. where it is used.

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TP Description Method Time Refs

TP2 Demonstrate and allow cadets to practice the Demonstration 10 min C0-057
following marshalling signals: and
Performance C3-116 (p. 98)
a. stop;
C3-133
b. move ahead;
c. move back;
d. turn left;
e. turn right;
f. slowdown;
g. all clear;
h. cut engines; and
i. start engines.
Note: Cadets shall be told that in the real
environment, marshalling signals are to be
executed while positioned forward of the left wing
tip and within view of the pilot.

TP3 Allow cadets to practice the different marshalling Game 10 min

signals, through:
a. role-playing; or
b. playing Simon Says.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 5 min
c. Demonstration and Performance:
10 min
d. Game:
e. Total: 10 min
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to present basic material, to orient the cadets to
marshalling and to generate interest.
b. Demonstration and performance was chosen for TP2 as it allows the instructor to explain and
demonstrate the marshalling skills the cadet is expected to acquire while providing an opportunity
for the cadets to practice marshalling under supervision.
c. A game was chosen for TP3 as it is a fun and challenging way to practice the marshalling skills
taught during the lesson and confirm the cadets’ knowledge of the material.
7. References:
a. C0-057 Marshalling Signals. (2006). Aeronautical Information Manual. Retrieved
26 September 2006, from http://www.tc.gc.ca/CivilAviation/publications/tp1437/AIR/1-1.htm#1-8.

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b. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).

From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Ltd.
8. Training Aids:
a. Flash cards; and
b. Marshalling wands, or lighted hand-held wands.
9. Learning Aids:
a. Flash cards; and
b. Marshalling wands, or lighted hand-held wands.
10. Test Details: N/A.
11. Remarks: Darkened work areas may include the outdoors at night or a darkened classroom during the
day.

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EO C260.05 – TOUR AN AERODROME

1. Performance: Tour an Aerodrome
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine the conditions suitable for this
training.
3. Standard: The cadet shall tour an active CF/civilian aerodrome in order to develop an appreciation for
the aerodrome operations.
4. Teaching Points: The tour guide is asked to identify and give a brief explanation of:
a. the air traffic control facility;
b. baggage handling procedures on and off the aircraft;
c. airport security;
d. the ground facilities that assist with aircraft arrivals and departures; and
e. ground control procedures.
5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 80 min
c. Total:
90 min

6. Substantiation: A field trip was chosen for this lesson as it will reinforce the cadets’ knowledge of material
previously taught in EO M260.02 (Identify Aspects of Basic Aerodrome Operations).
7. References: N/A.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. This field trip can be completed on a supported day or during a complementary session.
b. There is no instructional guide for this EO.

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SECTION 16

PO 270A – DISCUSS AIRCRAFT MANUFACTURING AND MAINTENANCE

1. Performance: Discuss Aircraft Manufacturing and Maintenance
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Any conditions.
3. Standard: In accordance with specified references, the cadet shall discuss aircraft manufacturing and
maintenance and education and employment opportunities in the industry.
4. Remarks: N/A.
5. Complementary Material:
a. Complementary material associated with PO 270 is designed to enhance the cadet’s knowledge of
aircraft manufacturing and maintenance:
(1) EO C270.01 (Participate in a Presentation Given by an Employee in the Aircraft Manufacturing
or Maintenance Industry).
(2) EO C270.02 (Identify Canadian Aviation Maintenance Council [CAMC] Interactive Multimedia
Learning Tool (IMLT) Activities).
(3) EO C270.03 (Tour an Aircraft Manufacturing or Maintenance Facility).
(4) EO C270.04 (Watch World’s Biggest Airliner: The Airbus A380 – Coming Together).
b. Complementary training associated with PO 270 is limited to a total of eight periods, which may
be conducted during sessions or on a supported day. Squadrons are not required to use all eight
periods.

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EO M270.01 – IDENTIFY ASPECTS OF AIRCRAFT MANUFACTURING

1. Performance: Identify Aspects of Aircraft Manufacturing
2. Conditions:
a. Given:
(1) Career information cards;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with specified references, the cadet shall identify aspects of aircraft
manufacturing, to include:
a. aircraft systems;
b. the materials used in aircraft manufacturing; and
c. careers within the aircraft manufacturing industry.
4. Teaching Points:

TP Description Method Time Refs

TP1 Identify aircraft systems, to include: Interactive 15 min C3-108 (p. 7-1,
Lecture p. 8-1, p. 9-1,
a. aircraft instrument systems; p. 11-1, p. 12-1,
b. airframe electrical systems; p. 15-1)
c. hydraulic and pneumatic power systems;
d. aircraft landing gear systems; and
e. aircraft fuel systems.
TP2 Identify the following materials used in aircraft Interactive 15 min C3-108 (p. 7-1)
manufacturing: Lecture
a. non-ferrous metals, to include:
(1) aluminum and its alloys;
(2) titanium;
(3) nickel; and
(4) cooper; and
b. composite fibres, to include:
(1) graphite;
(2) kevlar; and
(3) fibreglass.

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TP Description Method Time Refs

TP3 Discuss careers within the aircraft manufacturing Group 20 min C3-107
industry, to include: Discussion
C3-109
a. aircraft interior technician;
b. aircraft maintenance engineer category
“E” (avionics);
c. aircraft maintenance engineer category
“M” (maintenance);
d. aircraft maintenance engineer category
“S” (structures);
e. aircraft mechanical component technician;
and
f. aircraft gas turbine technician.

5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 30 min
c. Group Discussion:
20 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP2 to introduce aircraft manufacturing and generate
interest.
b. A group discussion method was chosen for TP3 as it allows the cadets to interact with their peers
and share their knowledge, experiences, opinions, and feelings about aircraft manufacturing.
7. References:
a. C3-107 British Columbia Institute of Technology. (2007). Programs and Courses. Retrieved
8 February 2007, from http://www.bcit.ca/study/programs/.
b. C3-108 (ISBN 0 88487 203 3) Jeppesen Sanderson Training Products. (2000). A&P Technician:
General. Englewood, CO: Jeppesen Sanderson Inc.
c. C3-109 (ISBN 1 894777 00 X) Canadian Aviation Maintenance Council (CAMC). (2002). Aviation
Maintenance Orientation Program. Ottawa, ON: CAMC.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Career information sheets.
9. Learning Aids: Career information sheets.
10. Test Details: N/A.
11. Remarks: N/A.

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EO M270.02 – IDENTIFY REQUIREMENTS FOR AIRCRAFT MAINTENANCE

1. Performance: Identify Requirements for Aircraft Maintenance
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom or training facility large enough to accommodate the entire
group.
3. Standard: In accordance with specified references, the cadet shall identify requirements for aircraft
maintenance, to include:
a. maintaining aircraft systems; and
b. aircraft system maintenance, repair and overhaul employers.
4. Teaching Points:

TP Description Method Time Refs

TP1 Introduce aircraft maintenance, overhaul and Interactive 10 min C3-109

repair, to include: Lecture
a. aircraft instrument systems;
b. airframe electrical systems;
c. hydraulic and pneumatic power systems;
d. aircraft landing gear systems; and
e. aircraft fuel systems.
TP2 Discuss the maintenance of aircraft instruments, Interactive 20 min C3-116
to include: Lecture (pp. 39–50)
a. the altimeter;
b. the air speed indicator;
c. the gyroscope;
d. the heading indicator;
e. the attitude indicator;
f. the vertical speed indicator; and
g. the radar altimeter.
TP3 Discuss landing gear maintenance, to include: Interactive 20 min C3-116
Lecture (pp. 12–14)
a. fixed undercarriage;
b. retractable gear;
c. nose wheel; and
d. tail wheel.

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5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 50 min
c. Total:
60 min

6. Substantiation: An interactive lecture was chosen for this lesson to orient the cadets to aircraft
maintenance, generate an interest and present basic material.
7. References:
a. C3-109 (ISBN 1-894777-00-X) Canadian Aviation Maintenance Council (CAMC). (2002). Aviation
Maintenance Orientation Program. Ottawa, ON: CAMC.
b. C3-116 A-CR-CCP-263/PT-001 (ISBN 0-9680390-5-7) MacDonald, A. F. and Peppler, I. L. (2000).
From the Ground Up: Millennium Edition. Ottawa, ON: Aviation Publishers Co. Ltd.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO M270.03 – DISCUSS EDUCATION AND EMPLOYMENT OPPORTUNITIES IN AIRCRAFT

MANUFACTURING AND MAINTENANCE
1. Performance: Discuss Education and Employment Opportunities in Aircraft Manufacturing and
Maintenance
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: In accordance with with the specified references, the cadet shall discuss education and
employment opportunities in the aircraft manufacturing and maintenance industry, to include:
a. employers in Canada;
b. career options; and
c. education and training institutions in Canada.
4. Teaching Points:

TP Description Method Time Refs

TP1 Conduct an in-class activity where cadets are In-Class 50 min C3-101
introduced to the aircraft manufacturing and Activity
maintenance industry, to include: C3-102

a. employers in Canada;
b. careers options; and
c. education and training institutions.

5. Time:

a. Introduction / Conclusion: 10 min

b. In-Class Activity: 50 min
c. Total:
60 min

6. Substantiation: An in-class activity was chosen for this lesson as it is an interactive way to present
education and employment opportunities in the aircraft manufacturing and maintenance industry and to
stimulate an interest among cadets.
7. References:
a. C3-101 Canadian Aviation Maintenance Council. (2006). Careers in Aviation and Aerospace.
Ottawa, ON: Government of Canada’s Sector Council Program.
b. C3-102 Canadian Aviation Maintenance Council. (2007). Index of Corporate Profiles. Retrieved
23 February 2007, from http://www.camc.ca/en/CorporateProflies/.

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8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. Career reference sheets.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C270.01 – PARTICIPATE IN A PRESENTATION GIVEN BY AN EMPLOYEE IN THE AIRCRAFT

MANUFACTURING OR MAINTENANCE INDUSTRY
1. Performance: Participate in a Presentation Given by an Employee in the Aircraft Manufacturing or
Maintenance Industry
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough for the entire group.
3. Standard: The cadet shall participate in a presentation given by an employee in the aircraft manufacturing
or maintenance industry to gain an awareness of the various occupational opportunities.
4. Teaching Points: The guest speaker is asked to:
a. familiarize the cadets with the occupational opportunities within the aircraft manufacturing and
maintenance industry, to include:
(1) identifying the various occupations;
(2) explaining the duties and responsibilities of the various occupations; and
(3) identifying educational institutions that provide training for the various occupations; and
b. facilitate a question and answer period.
5. Time:

a. Introduction / Conclusion: 10 min

b. Presentation: 50 min
c. Total:
60 min

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6. Substantiation: An interactive lecture was chosen for this lesson to review, emphasize and summarize
the teaching points.
7. References: N/A.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training
area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. Required training aids should be determined by contacting the guest speaker prior to the
presentation.
b. If the instructor cannot complete all teaching points in 4a for the various occupations, they can focus
on their own occupation to complete the lesson.
c. There is no instructional guide for this EO.

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EO C270.02 – IDENTIFY CANADIAN AVIATION MAINTENANCE COUNCIL (CAMC) INTERACTIVE

MULTIMEDIA LEARNING TOOL (IMLT) ACTIVITIES
1. Performance: Identify Canadian Aviation Maintenance Council (CAMC) Interactive Multimedia Learning
Tool (IMLT) Activities
2. Conditions:
a. Given:
(1) PowerPoint presentation/handouts;
(2) CAMC IMLT log-on;
(3) Supervision; and
(4) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine the conditions suitable for this
training.
3. Standard: In accordance with CAMC Interactive Multimedia Learning Tool, the cadet shall identify online
interactive activities, to include:
a. aircraft; and
b. aircraft components.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain the following: Interactive 10 min C3-115

Lecture
a. what is CAMC;
b. what is Aviation Maintenance Orientation
Program (AMOP); and
c. what is IMLT.
TP2 Explain the IMLT modules, to include: Interactive 15 min C3-115
Lecture
a. Module 1 – Theory of Flight;
b. Module 2 – Power Plants; and
c. Module 3 – Aircraft Structures.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

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6. Substantiation: An interactive lecture method was chosen for this lesson to review, clarify, emphasize
and summarize the teaching points. An on-line visit to the IMLT will provide an overview of and promote
interest in CAMC activities.
7. References: C3-115 Canadian Aviation Maintenance Council (CAMC). (2007). CAMC Interactive
Multimedia Learning Tool (IMLT). Retrieved 6 March 2007, from http://3da.com/imlt/.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area; and
b. PowerPoint presentation/handout.
9. Learning Aids: PowerPoint presentation/handout.
10. Test Details: N/A.
11. Remarks:
a. Contact your Area Cadet Officer (ACO) to receive a log-on user ID and password.
b. Current instructions for exploring the IMLT are provided at http://3da.com/imlt/.
c. Before proceeding with this lesson, the instructor must become familiar with the procedures
involved. The following procedures are to be researched in advance:
(1) accessing the internet;
(2) logging onto the CAMC IMLT; and
(3) operating the IMLT.

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EO C270.03 – TOUR AN AIRCRAFT MANUFACTURING OR MAINTENANCE FACILITY

1. Performance: Tour an Aircraft Manufacturing or Maintenance Facility
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: The squadron Commanding Officer will determine the conditions suitable for this
training.
3. Standard: The cadet shall tour an aircraft manufacturing or maintenance facility, to identify aspects of:
a. aircraft manufacturing systems;
b. aircraft systems maintenance; and
c. materials used in manufacturing.
4. Teaching Points: The tour guide is asked to explain:
a. aircraft manufacturing systems;
b. avionics;
c. aircraft systems maintenance; and
d. materials used in manufacturing.
5. Time:

a. Introduction / Conclusion: 10 min

b. Field Trip : 80 min
c. Total:
90 min

6. Substantiation: A field trip was chosen for this lesson as it will reinforce the cadet’s knowledge of
material previously taught in EO M270.01 (Identify Aspects of Aircraft Manufacturing), EO M270.02
(Identify Requirements for Aircraft Maintenance) and EO M270.03 (Discuss Education and Employment
Opportunities in Aircraft Manufacturing and Maintenance) through participation in a tour.
7. References: N/A.
8. Training Aids: N/A.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. This field trip can be completed on a supported day or during a complementary session.
b. There is no instructional guide for this EO.

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EO C270.04 – WATCH WORLD’S BIGGEST AIRLINER: THE AIRBUS A380 – COMING TOGETHER
1. Performance: Watch World’s Biggest Airliner: The Airbus A380 – Coming Together
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom or training facility large enough to accommodate the entire
group.
3. Standard: In accordance with World’s Biggest Airliner: The Airbus A380 – Coming Together, the cadet
shall watch the World’s Biggest Airliner: The Airbus A380 – Coming Together, to stimulate an interest in
the aircraft manufacturing industry.
4. Teaching Points:

TP Description Method Time Refs

TP1 Watch and discuss the World’s Biggest Airliner: In-Class 45 min C3-105
The Airbus A380 – Coming Together DVD, to Activity
include:
a. what is involved in manufacturing an aircraft;
and
b. what occupations contribute to the
manufacturing of an aircraft.
TP2 Conduct a group discussion on The Airbus A380. Group 10 min
Discussion

5. Time:

a. Introduction / Conclusion: 5 min

b. In-Class Activity: 45 min
c. Group Discussion:
10 min
d. Total:
60 min

6. Substantiation:
a. An in-class activity was chosen for TP1 as it is an interactive way to provoke thought and stimulate
interest among cadets.
b. A group discussion was chosen for TP2 as it allows the cadet to interact with their peers and share
their knowledge, experience, opinions and feelings about the topic.

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7. References: C3-105 Brisley, T. Pascaud, S. (Executive Producer), and Bowie, B. (Writer/Director),

(2003). World’s Biggest Airliner: The Airbus A380 [Motion Picture]. United States: The Learning Channel.
8. Training Aids:
a. Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/training area;
b. World’s Biggest Airliner: The Airbus A380 – Coming Together DVD;
c. TV; and
d. DVD player.
9. Learning Aids: Handout for each cadet.
10. Test Details: N/A.
11. Remarks: N/A.

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SECTION 17

PO 290 – PARTICIPATE IN A FIELD EXERCISE

1. Performance: Participate in a Field Exercise
2. Conditions:
a. Given:
(1) Personal equipment;
(2) Backpack;
(3) Sleeping bag;
(4) Matches;
(5) Firewood/kindling/tinder;
(6) Fire extinguisher;
(7) Water;
(8) Shovel;
(9) Supervision; and
(10) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable outdoor training area large enough to accommodate the entire group with
a Fire Service rating for lighting fires.
3. Standard: In accordance with specified references, the cadet will participate in a field exercise by:
a. constructing, lighting, maintaining and extinguishing a signal fire;
b. constructing a lean-to-style shelter;
c. constructing a simple snare;
d. constructing ground-to-air signals;
e. participating in a discussion on proper hiking techniques; and
f. operating a hand-held radio.
4. Remarks: Proficiency Level Two cadets are expected to take part in a minimum of one overnight aircrew
survival exercise during the training year:
a. Activities during the exercise shall be structured to be group oriented.
b. PO 290 will be conducted as a supported weekend.

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5. Complementary Material:
a. Complementary material associated with PO 290 is designed to enhance the cadet’s aircrew
survival skills:
(1) EO C190.01 (Participate in a Presentation Given by a Member of a Survival Organization);
(2) EO C290.02 (Participate in a Discussion on Skinning and Cooking a Small Animal);
(3) EO C290.03 (Construct a Snow Cave);
(4) EO C290.04 (Collect Drinking Water Using a Solar Still); and
(5) EO C290.05 (Participate in a Hike).
b. Complementary training associated with PO 290 is limited to a total of 14 periods, which shall be
conducted on a supported day. Squadrons are not required to use all 14 periods.

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EO M290.01 – CONSTRUCT, LIGHT, MAINTAIN AND EXTINGUISH A SIGNAL FIRE

1. Performance: Construct, Light, Maintain and Extinguish a Signal Fire
2. Conditions:
a. Given:
(1) String;
(2) Matches;
(3) Wood/kindling/tinder;
(4) Water;
(5) Fire extinguishing equipment;
(6) Shovel;
(7) Supervision; and
(8) Assistance as required.
b. Denied: N/A.
c. Environmental: Field setting large enough to accommodate the entire group and signal fire
construction with a low to moderate rating under the Canadian Forest Fire Danger Rating System
(CFFDRS).
3. Standard: In accordance with specified references and as a member of a group of no more than 15, the
cadet shall construct, light, maintain, and extinguish a signal fire by:
a. selecting an appropriate site;
b. constructing a signal fire;
c. lighting the signal fire;
d. maintaining the signal fire for five minutes; and
e. extinguishing the signal fire.
4. Teaching Points:

TP Description Method Time Refs

TP1 Determine types of emergency signal fires that Interactive 5 min C3-002
will attract rescue aircraft, to include: Lecture (pp. 504–507)
a. a three fire triangle pattern;
b. a torch tree; and
c. a luminous cone fire.
TP2 Identify a location to be seen from the air, to Interactive 5 min C2-016 (p. 240)
include: Lecture
C3-118
a. elevated ground;
b. highly visible; and
c. a fuel source.

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TP Description Method Time Refs

TP3 Demonstrate and have cadets construct a Demonstration 20 min C2-042

luminous cone signal fire by: and (pp. 194–195)
Performance
a. select and prepare combustible materials,
such as:
(1) tinder;
(2) kindling; and
(3) fuel; and
b. construct a luminous cone signal fire in
groups of no more than 15 and allow for
sufficient ventilation.
TP4 Explain, demonstrate, and have the cadets Demonstration 20 min C2-016
practice lighting, maintaining, and extinguishing and
one signal fire, to include: Performance C3-002
(pp. 268–275)
a. lighting a fire with a match;
C3-003
b. maintaining a fire, to include: (pp. 122–130)
(1) applying an appropriate amount of
fuel;
(2) ensuring an appropriate amount of
ventilation; and
(3) ensuring the fire is contained to a
controllable size; and
c. extinguishing a fire, by:
(1) ensuring that all sparks have been
put out thoroughly by smothering
the fire with wet earth, sand and/or
water; and
(2) filling the fire pit with wet earth or
sand.
Note: Fire safety equipment must be on hand
during this activity. Additional supervision is
required during the lighting of the signal fire.

5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 10 min
c. Demonstration and Performance:
40 min
d. Total:
60 min

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6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP2 to present basic material and give direction on
emergency signal fires.
b. Demonstration and performance was chosen for TP3 and TP4 as it allows the instructor to explain
and demonstrate preparing a signal fire while providing an opportunity for the cadets to practice
this skill under supervision
7. References:
a. C2-016 (ISBN 0-517-88783-5) Curtis, R. (1998). The Backpacker’s Field Manual: A Comprehensive
Guide To Mastering Backcountry Skills. New York, NY: Three Rivers Press.
b. C2-042 (ISBN 0-7566-0946-1) Berger, K. (2005). Backpacking & Hiking. New York, NY: DK
Publishing, Inc.
c. C3-002 (ISBN 0-00-653140-7) Wiseman, J. (1999). The SAS Survival Handbook. Hammersmith,
London: HarperCollins Publishers.
d. C3-003 (ISBN 1-896713-00-9) Tawrell, P. (1996). Camping and Wilderness Survival: The Ultimate
Outdoors Book. Green Valley, ON: Falcon Distribution.
e. C3-118 Wilderness Survival. (2007). Signalling Techniques. Retrieved 12 March 2007, from http://
www.wilderness-survival.net/chpt19.php.
8. Training Aids:
a. Matches;
b. A three fire triangle;
c. A torch tree;
d. A luminous cone fire;
e. Fire extinguishing equipment; and
f. Shovel.
9. Learning Aids:
a. Matches;
b. Signal fires;
c. Wood/kindling/tinder; and
d. Shovel.
10. Test Details: N/A.
11. Remarks:
a. The instructor shall demonstrate lighting the first of the prepared signal fires.
b. Additional supervision is required during the lighting of the signal fires. Fire safety equipment shall
also be present.

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c. Appropriate authorities (e.g. local police, forestry service, and/or airport authority) shall be notified
of the lighting of the signal fire to include:
(1) squadron contact name;
(2) squadron contact number;
(3) location including grid reference;
(4) estimated time of lighting; and
(5) the duration the fire is expected to be lit.

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EO M290.02 – CONSTRUCT A LEAN-TO-STYLE SHELTER

1. Performance: Construct a Lean-to-style Shelter
2. Conditions:
a. Given:
(1) Groundsheets;
(2) Knife;
(3) Shovel;
(4) Pegs;
(5) Rope/twine;
(6) Natural materials;
(7) Supervision; and
(8) Assistance as required.
b. Denied: N/A.
c. Environmental: Field setting during the day and large enough to accommodate the entire group and
shelter construction.
3. Standard: In accordance with specified references and as a member of a group of no more than four,
the cadet shall construct a lean-to-style shelter by:
a. gathering materials;
b. selecting a site; and
c. tying and lashing cross pieces and supports.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain the importance of site selection and Interactive 20 min C3-002
assist cadets in selecting a site for their lean-to- Lecture (pp. 242–243)
style shelter. Review the following:
C3-003 (p. 101)
a. Site selection. Site selection should begin
before dark if possible. The shelter should
be built near a source of water, building
materials (trees, boughs) and fuel.

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TP Description Method Time Refs

b. Land considerations. The following points are

to be kept in mind:
(1) The area must be large enough for
the planned shelter.
(2) The area should not be at the
bottom of a hill. It should be
relatively flat, but slightly sloped to
allow for drainage.
(3) Dry river gullies, canyons and
flood plains should be avoided.
c. Water considerations. The following points
are to be kept in mind:
(1) The shelter should be built away
from the water in order to avoid
insects.
(2) The shelter should be built away
from the source of drinking water.
d. Animal and insect considerations. The
following points are to be kept in mind:
(1) Avoid setting up a shelter where
there are animal trails or water
holes.
(2) Fast flowing streams will have
fewer insects nearby than still
water.
(3) Avoid areas infested with ants or
bees.
e. Other considerations. The following points
are to be kept in mind:
(1) There should be an area nearby to
construct signals.
(2) The entrance of the shelter should
face the sun to add warmth and to
increase morale.
(3) Very thick woods should be
avoided as it will be hard to dry the
shelter or fuel.
(4) Try to find a natural windbreak or a
place that is away from strong wind
currents.
(5) Avoid swampy terrain.
(6) A place for a fire should be located
in front of the opening of the
shelter.

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TP Description Method Time Refs

TP2 Explain and demonstrate the procedure for Demonstration 20 min C3-002 (p. 250)
constructing a lean-to-style shelter, to include:
C3-003 (p. 101)
a. obtaining the appropriate supplies, to include:
C3-118
(1) groundsheets;
(2) knife;
(3) shovel;
(4) pegs;
(5) rope/twine; and
(6) natural materials; and
b. tying and lashing cross-pieces and vertical
supports;
c. checking each groundsheet for fatigue and
holes;
d. tying each end of the groundsheet to cross-
pieces and supports, ensuring they are to
waist height of the tallest person;
e. ensuring the groundsheet is pulled tight
between the cross-pieces and supports;
f. pulling the bottom of the groundsheet out and
pegging each grommet to the ground; and
g. digging small trenches around the shelter to
allow for effective drainage.
TP3 Have the cadets, in groups of no more than Performance 40 min A0-039
four, construct a lean-to-style shelter, taking into
account the site selection considerations.

5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 20 min
c. Demonstration:
20 min
d. Performance:
e. Total: 40 min
90 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to present basic material and give direction on procedures.
b. Demonstration was chosen for TP2 as it allows the instructor to explain and demonstrate the skill
the cadet is expected to acquire.
c. Performance was chosen for TP3 as it provides an opportunity for the cadets to practice building
a lean-to-style shelter under supervision.

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7. References:
a. A0-039 D Cdts 3. (1997). CATO 11-08. Environmental Protection and Stewardship. In CATO
Vol. 1 General (pp.1–11). Ottawa, ON: Department of National Defence.
b. C3-002 (ISBN 0-00-653140-7) Wiseman, J. (1999). The SAS Survival Handbook. Hammersmith,
London: HarperCollins Publishers.
c. C3-003 (ISBN 1-896713-00-9) Tawrell, P. (1996). Camping and Wilderness Survival: The Ultimate
Outdoors Book. Green Valley, ON: Falcon Distribution.
d. C3-118 Wilderness Survival. (2007). Shelters. Retrieved 9 March 2007, from http://www.wilderness-
survival.net/shelters-2.php.
8. Training Aids:
a. Groundsheets;
b. Example of a good shelter site;
c. Example of a poor shelter site;
d. Completed lean-to-style shelter for illustration purposes;
e. Knife;
f. Shovel;
g. Pegs; and
h. Rope/twine.
9. Learning Aids:
a. Groundsheets;
b. Lengths of rope/twine;
c. Shovel;
d. Items found in a natural setting;
e. Tree branches; and
f. Pegs.
10. Test Details: N/A.
11. Remarks:
a. If lean-to-style shelters cannot be constructed, another style shelter (e.g. a bivouac tent, or a
tarpaulin between trees) may be substituted.
b. The directives found in CATO 11-08, Environmental Protection and Stewardship, are to be followed
during this lesson.

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EO M290.03 – CONSTRUCT A SIMPLE SNARE

1. Performance: Construct a Simple Snare
2. Conditions:
a. Given:
(1) Non-ferrous wire;
(2) Supervision; and
(3) Assistance as required.
b. Denied: N/A.
c. Environmental: Field setting during the day large enough to accommodate the entire group and
suitable for snare construction.
3. Standard: In accordance with specified references, and in groups of two, the cadet shall construct a
simple snare by:
a. selecting a site;
b. constructing a simple snare in the selected location; and
c. disassembling the snare when completed.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain and demonstrate the procedure for Demonstration 15 min C3-002
constructing a simple snare, to include: (pp. 186–187)
a. selecting a site; C3-003 (p. 160)
b. making the snare a fist width wide;
c. setting it four fingers above the ground and
one hand’s width from an obstruction on the
trail;
d. checking that it is securely anchored, with
twigs to support the loop in position if
necessary; and
e. setting the snare a hand’s length from a stake
or obstruction on a trail.
TP2 Construct a simple snare. Performance 35 min C3-002
(pp. 186–187)
C3-003 (p. 160)

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5. Time:

a. Introduction / Conclusion: 10 min

b. Demonstration: 15 min
c. Performance:
35 min
d. Total:
60 min

6. Substantiation:
a. Demonstration was chosen for TP1 as it allows the instructor to explain and demonstrate the skill
the cadet is expected to acquire.
b. Performance was chosen for TP2 as it is an interactive way to introduce cadets to constructing a
simple snare.
7. References:
a. C3-002 (ISBN 0-00-653140-7) Wiseman, J. (1999). The SAS Survival Handbook. Hammersmith,
London: HarperCollinsPublishers.
b. C3-003 (ISBN 1-896713-00-9) Tawrell, P. (1996). Camping and Wilderness Survival: The Ultimate
Outdoors Book. Green Valley, ON: Falcon Distribution.
8. Training Aids:
a. Non-ferrous wire; and
b. Example of a simple snare.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: All snares will be disassembled immediately after completion of the practical exercise.

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EO M290.04 – CONSTRUCT GROUND-TO-AIR SIGNALS

1. Performance: Construct Ground-to-air Signals
2. Conditions:
a. Given:
(1) Shovels;
(2) Completed ground-to-air signal for demonstration;
(3) Rope;
(4) Handout of ground-to-air signals;
(5) Supervision; and
(6) Assistance as required.
b. Denied: N/A.
c. Environmental: Field setting during the day large enough to accommodate the entire group and
signal construction.
3. Standard: In accordance with specified references, and as a member of a group of no more than four,
the cadet shall construct a ground-to-air signal, by:
a. selecting a site;
b. constructing one of the following ground-to-air signals:
(1) require assistance;
(2) require medical assistance;
(3) proceeding in this direction;
(4) all is well; or
(5) require food and water; and
c. disassembling the signal when the lesson is completed.

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4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss ground-to-air signals employed to Interactive 15 min C2-044

communicate with aircraft, to include: Lecture
C3-003 (p. 233)
a. signal dimensions;
C3-118
b. creating contrasting shades, or colours; and
c. signals, to include:
(1) require assistance;
(2) require medical assistance;
(3) proceeding in this direction;
(4) all is well; and
(5) require food and water.
TP2 Construct a ground-to-air signal as a member of Practical 35 min
group of no more than four. Activity

5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 15 min
c. Practical Activity:
35 min
d. Total:
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to introduce methods of signalling to the cadets.
b. A practical activity was chosen for TP2 as it is an interactive way to introduce cadets to methods
of signalling and allows the cadets an opportunity to practice. This activity contributes to the
development of survival skills in a fun and challenging setting.
7. References:
a. C2-044 Transport Canada (2007). Ground-to-Air Signals. Retrieved 9 February 2007, from http://
www.tc.gc.ca/CivilAviation/publications/tp14371/SAS/4-0.htm.
b. C3-003 (ISBN 1-896713-00-9) Tawrell, P. (1996). Camping and Wilderness Survival: The Ultimate
Outdoors Book. Green Valley, ON: Falcon Distribution.
c. C3-118 Wilderness Survival. (2007). Signalling Techniques. Retrieved 12 March 2007, from http://
www.wilderness-survival.net/chpt19.php.
8. Training Aids:
a. Shovel;
b. Completed ground to air signal for demonstration;
c. Rope; and
d. Handout.
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9. Learning Aids: N/A.

10. Test Details: N/A.
11. Remarks:
a. All materials used in the construction of ground-to-air signals will be from the surrounding
environment.
b. All ground-to-air signals should be removed and returned to the environment after the completion
of the practical activity.

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EO M290.05 – IDENTIFY HIKING TECHNIQUES

1. Performance: Identify Hiking Techniques
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable indoor or outdoor training area large enough to accommodate the entire
group.
3. Standard: In accordance with specified references, the cadet shall identify hiking techniques, to include:
a. identifying daily water requirements;
b. identifying proper footwear; and
c. identifying proper hiking rhythm.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain potable water requirements for Interactive 15 min C2-009

consumption during a day hike, to include: Lecture (pp. 139–141)
a. daily water requirements, to include:
(1) performance-related water loss;
and
(2) daily water intake by weight; and
b. maintaining safe hydration levels, to include:
(1) pre-hydrating;
(2) drinking small amounts often;
(3) avoiding sugar and caffeine drinks;
and
(4) routinely drinking water.

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A-CR-CCP-802/PG-001

TP Description Method Time Refs

TP2 Explain the optimum characteristics of hiking Interactive 15 min C2-017

footwear, to include: Lecture (pp. 22–25)
a. sturdy and lightweight; C2-012 (p. 26)
b. comfortable (snug fit);
c. sized correctly (can wiggle toes);
d. snug against the heel;
e. equipped with a tongue which rests
comfortably along the top of the toe; and
f. wide enough so that the boot matches the
width of the foot (should have a little extra
room).
TP3 Explain personal hiking rhythm, to include: Interactive 20 min C2-010
Lecture
a. determining stride rhythm and speed through
a fixed pace that can be maintained
throughout the hike, for a period of an hour
at a time;
b. controlling fatigue by stopping for scheduled
rest periods of 10 minutes each,
approximately an hour apart;
c. adjusting rhythm to account for terrain,
weather and weight; and
d. employing full body synchronization, thus
enhancing hiking rhythm.

5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 50 min
c. Total:
60 min

6. Substantiation: An interactive lecture was chosen for TP1 to TP3 to present background material to
the cadets.
7. References:
a. C2-009 (ISBN 0-684-85909-2) Harvey, M. (1999). The National Outdoor Leadership School’s
Wilderness Guide. New York, NY: Fireside.
b. C2-010 (ISBN 0-375-70323-3) Rawlins, C., and Fletcher, C. (2004). The Complete Walker IV. New
York, NY: Alfred A. Knopf.
c. C2-012 (ISBN 0-89886-643-X) Weiss, H. (1988). Secrets of Warmth for Comfort or Survival. Seattle,
WA: The Mountaineers.
d. C2-017 (ISBN 0-7627-0476-4) Roberts, H. (1999). Basic Essentials, Backpacking. Guilford, CT: The
Globe Pequot Press.

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8. Training Aids: N/A.

9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: Examples of hiking footwear should be brought into the class for demonstration purposes.

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EO M290.06 – OPERATE A HAND-HELD RADIO

1. Performance: Operate a Hand-Held Radio
2. Conditions:
a. Given:
(1) Hand-held radio per four cadets;
(2) Batteries;
(3) Assigned network frequencies;
(4) Supervision; and
(5) Assistance as required.
b. Denied: N/A.
c. Environmental: Field setting, day or night, during a field exercise.
3. Standard: In accordance with Talkabout FRS/GMRS Recreational Two-way Radios Models T5000,
T5500,T5550 User’s Guide, the cadet shall operate a hand-held radio, to include:
a. turning the radio on and off;
b. adjusting frequencies;
c. using the push-to-talk button; and
d. changing the batteries.
4. Teaching Points:

TP Description Method Time Refs

TP1 Identify and briefly describe the parts of the radio, Interactive 5 min C0-069
to include: Lecture (pp. 11–12)
a. on-off/volume knob;
b. light emitting diode (LED);
c. push-to-talk button (PTT);
d. speaker;
e. antenna;
f. accessory jack;
g. menu scroll/channel/frequency selector;
h. microphone;
i. battery cover; and
j. battery cover latches.
TP2 Demonstrate and have cadets turn the radio on Demonstration 5 min C0-069 (p. 15)
and off. and
Performance

TP3 Demonstrate adjusting frequencies. Demonstration 5 min C0-069 (p. 16)

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TP Description Method Time Refs

TP4 Demonstrate and allow cadets to practice Demonstration 5 min C0-069

operating the push-to-talk button, to include: and (pp. 17–18)
Performance
a. depressing the button;
b. observing a standard pause;
c. speaking loudly, clearly, and briefly; and
d. releasing the button.
TP5 Demonstrate and allow cadets to practice Demonstration 5 min C0-069
changing batteries, to include: and (pp. 13–14)
Performance See Remarks
a. removing the battery compartment cover; Para 11b.
b. replacing/installing batteries;
c. replacing the battery compartment cover; and
d. safely discarding spent batteries.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 5 min
c. Demonstration:
5 min
d. Demonstration and Performance:
e. Total: 15 min
30 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to introduce a new subject and give direction on new
procedures.
b. Demonstration and performance was chosen for TP2, TP4, and TP5 as it allows the instructor to
explain and demonstrate the skill the cadet is expected to acquire while providing an opportunity
for the cadets to practice the skill under supervision.
c. Demonstration was chosen for TP3 as it allows the instructor to explain and demonstrate the skill
the cadet is expected to acquire.
7. References: C0-069 Motorola Inc. (2004). Talkabout FRS/GMRS Recreational Two-way Radios Models
T5000, T5500,T5550 User’s Guide. Motorola Inc.
8. Training Aids:
a. Hand-held radio; and
b. Batteries.
9. Learning Aids:
a. One hand-held radio per four cadets; and
b. Batteries.

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10. Test Details: N/A.

11. Remarks:
a. Hand-held radio models may vary from region to region. The instructor will be responsible for
consulting the owner’s manual for detailed instructions on radio operation.
b. Dispose/recycle the batteries in accordance with local regulations.

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EO C290.01 – PARTICIPATE IN A PRESENTATION GIVEN BY A MEMBER OF A SURVIVAL

ORGANIZATION
1. Performance: Participate in a Presentation Given by a Member of a Survival Organization
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable classroom facilities or training area large enough to accommodate the
entire group.
3. Standard: The cadet shall participate in a presentation given by a member of a survival organization to
further develop the cadet’s knowledge of survival training.
4. Teaching Points: The guest speaker is asked to:
a. describe the service agency of which they are a member;
b. describe their duties;
c. describe a day in the life of a member of a survival organization;
d. explain their role in the community; and
e. facilitate a question and answer period.
5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 55 min
c. Total:
60 min

6. Substantiation: The interactive lecture was chosen for this lesson to orient the cadets to the topic and
generate an interest in survival.
7. References: N/A.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/
presentation area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks:
a. Training aids should be determined by contacting the speaker prior to the presentation.
b. There is no instructional guide for this EO.

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EO C290.02 – DISCUSS SKINNING AND COOKING A SMALL ANIMAL

1. Performance: Discuss Skinning and Cooking a Small Animal
2. Conditions:
a. Given:
(1) Supervision; and
(2) Assistance as required.
b. Denied: N/A.
c. Environmental: Suitable indoor or outdoor training area large enough to accommodate the entire
group.
3. Standard: In accordance with specified references, the cadet shall discuss skinning and cooking a small
animal.
4. Teaching Points:

TP Description Method Time Refs

TP1 Discuss skinning a small animal, to include: Interactive 15 min C3-003 (p. 146)
Lecture
a. removing urine;
b. cutting a hole in the belly area;
c. pulling the skin apart and removing the guts;
d. cutting the skin around the front and hind
paws;
e. hanging the animal; and
f. removing the skin and dismembering the
animal.
TP2 Discuss cooking a small animal, to include: Interactive 10 min C2-002
Lecture (pp. 283–286)
a. boiling;
b. baking; C3-003 (p. 146)
c. grilling;
d. roasting;
e. steaming; and
f. frying.

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 25 min
c. Total:
30 min

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6. Substantiation: An interactive lecture was chosen for this lesson to present basic material.
7. References:
a. C3-002 (ISBN 0-00-653140-7) Wiseman, J. (1999). The SAS Survival Handbook. Hammersmith,
London: HarperCollinsPublishers.
b. C3-003 1-896713-00-9 Tawrell, P. (1996). Camping and Wilderness Survival: The Ultimate Outdoors
Book. Green Valley, ON: Falcon Distribution.
8. Training Aids: Presentation aids (e.g. whiteboard/flipchart/OHP) appropriate for the classroom/
presentation area.
9. Learning Aids: N/A.
10. Test Details: N/A.
11. Remarks: N/A.

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EO C290.03 – CONSTRUCT A SNOW CAVE

1. Performance: Construct a Snow Cave
2. Conditions:
a. Given:
(1) Shovel;
(2) Groundsheet;
(3) Supervision; and
(4) Assistance as required.
b. Denied: N/A.
c. Environmental: Winter field setting during the day large enough to accommodate the entire group
and the shelter construction.
3. Standard: In accordance with specified references and as a member of a group of no more than four,
the cadet shall construct a snow cave by:
a. selecting a site;
b. constructing the snow cave; and
c. disassembling the snow cave when the exercise is completed.
4. Teaching Points:

TP Description Method Time Refs

TP1 Identify factors to consider in selecting a site for a Interactive 5 min C3-002 (p. 256)
snow cave, to include: Lecture
C3-003 (p. 117)
a. a hard snow drift; or
b. a slope with a firm crust of snow on the
opposite side of the wind; and
c. avoiding a drift that is below a cornice or in
an avalanche area.

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A-CR-CCP-802/PG-001

TP Description Method Time Refs

TP2 Demonstrate appropriate site selection and Demonstration 35 min C3-002 (p. 256)
construct a snow cave, to include:
C3-003 (p. 117)
a. burrowing a small tunnel that is one metre
into the lowest level of the chamber;
b. clearing the chamber of snow at right angles
to the tunnel;
c. clearing the chamber of snow to a height
comfortable for sitting;
d. constructing the outside of the roof to be
well arched without sharp angles, to provide
maximum support;
e. constructing a sleeping and sitting platform
above the level of the entrance;
f. constructing a breathing hole in the roof of the
snow cave; and
g. constructing a door using a block of snow or
a groundsheet.
Note: Ensure cadets enter and observe the
finished snow cave.

TP3 Ensure cadets choose an appropriate site for Performance 35 min

construction of a snow cave and have cadets
construct a snow cave following the directions in
TP1 and TP2.

TP4 Disassemble the snow caves when the exercise Performance 5 min
is completed.

5. Time:

a. Introduction / Conclusion: 10 min

b. Interactive Lecture: 5 min
c. Demonstration:
35 min
d. Performance:
e. Total: 40 min
90 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to present basic material and give direction on procedures.
b. Demonstration was chosen TP2 as it allows the instructor to explain and demonstrate the skill the
cadet is expected to acquire.
c. Performance was chosen TP3 and TP4 as it provides an opportunity for the cadets to practice
building a snow cave under supervision.

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 A-CR-CCP-802/PG-001

7. References:
a. C3-002 (ISBN 0-00-653140-7) Wiseman, J. (1999). The SAS Survival Handbook. Hammersmith,
London: HarperCollinsPublishers.
b. C3-003 1-896713-00-9 Tawrell, P. (1996). Camping and Wilderness Survival: The Ultimate Outdoors
Book. Green Valley, ON: Falcon Distribution.
8. Training Aids: N/A.
9. Learning Aids:
a. Shovel; and
b. Groundsheet.
10. Test Details: N/A.
11. Remarks:
a. Cadets will not sleep in the snow cave.
b. Additional supervision is required during the construction of the snow cave.

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EO C290.04 – COLLECT DRINKING WATER USING A SOLAR STILL

1. Performance: Collect Drinking Water Using a Solar Still
2. Conditions:
a. Given:
(1) Clear plastic bags;
(2) Cup or pail;
(3) Shovel;
(4) Supervision; and
(5) Assistance as required.
b. Denied: N/A.
c. Environmental: Field setting during the day large enough to accommodate the entire group.
3. Standard: In accordance with specified references and as a member of a group of no more than five, the
cadet shall collect drinking water using a solar still by:
a. selecting an appropriate site;
b. constructing the solar still;
c. collecting water (as time allows); and
d. disassembling the solar still.
4. Teaching Points:

TP Description Method Time Refs

TP1 Explain how to find an appropriate collection site Interactive 5 min

by digging a hole in the ground. Lecture

TP2 Demonstrate the construction of a solar still, to Demonstration 15 min C3-002 (p. 42)
include:
C3-003 (p. 151)
a. digging a hole;
b. placing a collecting can in the centre of the
hole;
c. covering the hole with a sheet of plastic
formed into a cone;
d. weighing down the edges of the plastic sheet;
and
e. placing a stone in the centre of the bottom of
the plastic sheet above the collecting can.
TP3 Explain how water condensation from the ground, Interactive 5 min C3-002 (p. 42)
to the underside of the plastic sheet, to the Lecture
collecting can works. C3-003 (p. 151)

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A-CR-CCP-802/PG-001

TP Description Method Time Refs

TP4 Have the cadets in groups of no more than five Performance 25 min
construct a solar still.
Note: The stills can remain overnight to collect
water.

TP5 Disassemble the solar still and fill in the hole. Performance 5 min

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 10 min
c. Demonstration:
15 min
d. Performance:
e. Total: 30 min
60 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 and TP3 to present basic material and give direction on
procedures.
b. Demonstration was chosen for TP2 as it allows the instructor to explain and demonstrate building
a solar still.
c. Performance was chosen for TP4 and TP5 as it provides an opportunity for the cadets to practice
the skill under supervision.
7. References:
a. C3-002 (ISBN 0-00-653140-7) Wiseman, J. (1999). The SAS Survival Handbook. Hammersmith,
London: HarperCollinsPublishers.
b. C3-003 (ISBN 1-896713-00-9) Tawrell, P. (1996). Camping and Wilderness Survival: The Ultimate
Outdoors Book. Green Valley, ON: Falcon Distribution.
8. Training Aids:
a. Clear plastic bags;
b. Cup or pail; and
c. Shovel.
9. Learning Aids:
a. Clear plastic bags;
b. Cup or pail; and
c. Shovel.

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 A-CR-CCP-802/PG-001

10. Test Details: N/A.

11. Remarks: The solar still must remain in place overnight as both the heat from the sun and the cool air
at night are required for the water condensation process to occur. For scheduling purposes, TP1 to TP4
will be done on day one of the schedule and TP5 will occur on day two.

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EO C290.05 – PARTICIPATE IN A HIKE

1. Performance: Participate in a Hike
2. Conditions:
a. Given:
(1) A planned hike of no greater than 3 km in length;
(2) Water supply;
(3) Whistle;
(4) Supervision; and
(5) Assistance as required.
b. Denied: N/A.
c. Environmental: Field setting with Class 1 hiking terrain, during daylight hours.
3. Standard: In accordance with A-CR-CCP-951/PT-002, Royal Canadian Army Cadets Adventure Training
Standards, the cadet shall participate in a 3 km hike by:
a. utilizing proper trail etiquette methods;
b. demonstrating proper trailblazing techniques; and
c. following a leader.
4. Teaching Points:

TP Description Method Time Refs

TP1 Describe trail etiquette methods that accomplish Interactive 10 min

the leave no trace ideologies while hiking, to Lecture
include:
a. identifying trail etiquette; and
b. wearing proper safety equipment, to include:
(1) a whistle;
(2) a hat;
(3) sunscreen; and
(4) appropriate footwear.
TP2 Demonstrate and have the cadets practice Demonstration 60 min A2-001 (p. 7–
trailblazing techniques. and 1/14)
Performance

TP3 Conduct a group discussion and debrief the Group 15 min

cadets on their experiences while on the hike. Discussion

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A-CR-CCP-802/PG-001

5. Time:

a. Introduction / Conclusion: 5 min

b. Interactive Lecture: 10 min
c. Demonstration and Performance:
60 min
d. Group Discussion:
e. Total: 15 min
90 min

6. Substantiation:
a. An interactive lecture was chosen for TP1 to give directions on procedures for the hike.
b. Demonstration and performance was chosen for TP2 as it is an interactive way to allow cadets to
experience hiking in a safe, controlled environment. This activity contributes to the development of
the cadets’ hiking skills and knowledge in a fun and challenging setting.
c. A group discussion was chosen for TP3 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions and feelings about the hike.
7. References: A2-001 A-CR-CCP-951/PT-002 D Cdts 3. (2006). Royal Canadian Army Cadets Adventure
Training Standards. Ottawa, ON: Department of National Defence.
8. Training Aids: N/A.
9. Learning Aids: Flagging tape.
10. Test Details: N/A.
11. Remarks: A whistle will be carried by every cadet as a safety precaution.

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 A-CR-CCP-802/PG-001
Chapter 4, Annex A

INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS

The various methods of instruction commonly accepted as appropriate for cadet training is outlined below.

Developmental Period One Developmental Period Two Developmental Period Three

Method
Ages 12–14 Experience-Based Ages 15–16 Developmental Ages 17–18 Competency

Case Study N/A Applicable Applicable

Demonstration and Performance Applicable Applicable Applicable

Experiential Learning Applicable Applicable Applicable

Field Trip Applicable Applicable Applicable

Game-playing Applicable Applicable Applicable

Group Discussion Applicable Applicable Applicable

Guided Discussion N/A N/A Applicable

In-Class Activity Applicable Applicable Applicable

Interactive Lecture Applicable Applicable Applicable

Lecture Applicable Applicable Applicable

On-the-Job Training (OJT) N/A N/A Applicable

Peer Learning N/A N/A Applicable

Practical Activity Applicable Applicable Applicable

Role-play N/A Applicable Applicable

Self-study N/A N/A Applicable

Simulation N/A N/A Applicable

Tutorial N/A N/A Applicable

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A-CR-CCP-802/PG-001
Chapter 4, Annex A

General information follows on each method for its age-appropriateness, definition, application, advantages and disadvantages.

Method(s) Applications Advantages Disadvantages

DEMONSTRATION AND PERFORMANCE

Cadets observe the instructor performing the task in a demonstration, and rehearse
it under the supervision of the instructor.

Demonstration Method Demonstration Method Demonstration Method Demonstration Method

A method of instruction where the instructor, by actually performing an operation 1. To teach hands- 1. Minimizes damage 1. Requires careful
or doing a job, shows the cadet what to do, how to do it and through explanations on operations or and waste. preparation and
brings out why, where and when it is done. procedures. 2. Saves time. rehearsal.
2. To teach 3. Can be presented to 2. Requires special
troubleshooting. large groups. classroom
3. To illustrate arrangements.
principles. 3. Requires equipment
4. To teach operation and aids.
or functioning of
equipment.
5. To set standards of
workmanship.
6. To teach safety
procedures.
Performance Method Performance Method Performance Method Performance Method

A method in which the cadet is required to perform, under controlled conditions, the 1. To teach hands- 1. Builds confidence. 1. Requires tools and
operations, skill or movement being taught. on operations or 2. Enables learning equipment.
procedures. evaluation. 2. Requires large
2. To teach operations 3. Reduces damage blocks of time.
or functioning of and waste. 3. Requires more
equipment. instructors.
4. Promotes safety.
3. To teach team skills.
4. To teach safety
procedures.

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 A-CR-CCP-802/PG-001
Chapter 4, Annex A

Method(s) Applications Advantages Disadvantages

EXPERIENTIAL LEARNING 1. To teach practical 1. Knowledge is 1. Resource intensive.

skills. shared and created 2. Requires significant
Learning in the Cadet Program is centred on experiential learning. This involves by collectively by all
learning knowledge and skills from direct experience. People learn best from their 2. To learn how to planning,
learn. participants. preparation and
own experiences and can then apply the knowledge and skills in new situations.
The four stages of the cycle may be considered and applied to all activities within 3. To teach 2. Everyone is actively organization prior to
the Cadet Program, regardless of methodology chosen. transferable skills. involved in the activity.
teaching – learning 3. The instructor must
Stage 1: Concrete Experience: Cadets have an experience and take time to 4. To teach a process process.
or principle. master the subject
identify and define what the experience is. Sample activities: direct observations, 3. Appeals to many developed.
simulations, field trips, and reading. 5. To teach problem learning styles.
solving. 4. Instructor needs
Stage 2: Reflective Observation: Cadets need to reflect on and examine what 4. Student centred. very good
they saw, felt and thought while they were having the experience. Sample activities: pedagogical skills.
discussion, journals/logs, and graphs. 5. May not be a good
process for learning
Stage 3: Abstract Conceptualization: Cadets work to understand and make
details.
connections from the experience to new or different situations. Sample activities:
interview, discussion, model building, analogies and planning. 6. The instructor must
be a good facilitator
Stage 4: Active Experimentation: Cadets look ahead to and plan the application to carry out an
of skills and knowledge acquired to future experience. Sample activities include: effective reflective
simulation, fieldwork. session in stage
2 and 3 of this
Note: The cycle is ongoing as each learning experience builds on another. method.
FIELD TRIP 1. To introduce/ 1. Immerses cadets 1. May require
illustrate and in a specific additional staff to
Theoretical knowledge is reinforced through participation in an activity in a real- confirm topics. environment. ensure adequate
life setting. Prior planning helps to ensure all pre-training and safety standards are supervision.
met. Field trip activities are planned and carried out to achieve clear instructional 2. To allow for
objectives that are understood by the cadets. Examples can include trips to areas of familiarization 2. Requires significant
local interest, flying/gliding, hiking or sailing. activities. planning,
preparation and
organization prior to
activity.
3. May have cost
implications.

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A-CR-CCP-802/PG-001
Chapter 4, Annex A

Method(s) Applications Advantages Disadvantages

GAME-PLAYING 1. To introduce a topic. 1. Fun and interesting. 1. May stratify the

2. To discover concepts 2. Creates ownership. group by creating a
Games are used with one or more participants to practice skills, apply strategies winner and a loser.
and enhance teams. It is critical that the game supports learning through the and principles. 3. Highly participative.
provision of a challenging activity that allows for the skill practice or knowledge 3. To review and confirm. 2. May be difficult in
confirmation. providing instructor
feedback.
GROUP DISCUSSION 1. To develop imaginative 1. Increases cadet 1. Requires highly
solutions to problems. interest. skilled instructors.
Cadets discuss issues, share knowledge, opinions and feelings about a topic in
small groups to meet a specified goal. The instructor’s questioning is flexible and 2. To stimulate thinking 2. Increases cadet 2. Time consuming.
minimal, and aims at encouraging cadets to explore their own experiences and and interest and acceptance and 3. Restricts size of
opinions through peer interaction. to secure cadet commitment. group.
participation. 3. Utilizes cadet 4. Requires selective
3. To emphasize main knowledge and group composition.
teaching points. experience.
4. To supplement lectures 4. Results in more
and seminars. permanent learning
5. To determine how because of the
well cadets understand high degree of
the concepts and cadet participation/
principles. cognitive
involvement.
6. To prepare cadets for
application of theory or
procedure.
7. To summarize, clarify
points or review.
8. To prepare cadets for
instruction that will
follow.
9. To determine cadet
progress and
effectiveness of prior
instruction.

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 A-CR-CCP-802/PG-001
Chapter 4, Annex A

Method(s) Applications Advantages Disadvantages

IN-CLASS ACTIVITY 1. To reinforce 1. Provokes thought 1. Difficult to gauge

instructional topics. and stimulates cadet reaction.
In-class activities encompass a wide variety of activity-based learning opportunities interest among 2.
that can be used to reinforce instructional topics or to introduce cadets to new 2. To orient cadets to Takes time to
the subject. cadets. prepare.
experiences. In-class activities should provoke thought and stimulate interest
among cadets, while maintaining relevance to the performance objectives. 3. To give direction on 2. Appeals to
procedures. kinaesthetic
learners
4. To illustrate the
application of rules,
principles or
concepts.
5. To review, clarify,
and/or summarize.
INTERACTIVE LECTURE 1. To orient cadets to 1. Saves time. 1. Difficult to gauge
the subject. 2. Permits flexibility of cadet reaction.
The instructor-driven methodology combines both lecture and interaction to meet
lesson objectives. Lecture portions of the lesson are offset with relevant activities 2. To give instruction class size.
such as videos with discussion, games to confirm and completion of handouts. on procedures. 3. Requires less rigid
3. To illustrate the space requirements.
application of rules, 4. Permits better
principles or control over content
concepts. and sequence.
4. To review, clarify,
and/or summarize.
LECTURE 1. To orient cadets to 1. Proficient oral skills 1. Requires
the subject. are required. preparation and a
This is a formal or semi-formal discourse in which the instructor presents a series of dynamic lecturer.
events, facts, principles, explores a problem or explains relationships. 2. To give instruction 2. Useful for big
on procedures. groups. 2. Cadets may be
3. To illustrate the 3. Saves time because passive and
application of rules, of fewer uninvolved.
principles or interruptions.
concepts.
4. To review, clarify,
and/or summarize.

4A-5
A-CR-CCP-802/PG-001
Chapter 4, Annex A

Method(s) Applications Advantages Disadvantages

PRACTICAL ACTIVITY 1. To introduce a 1. Encourages 1. Requires significant

subject. participation. planning,
Practical activities encompass a wide variety of activity-based learning opportunities preparation and
that can be used to reinforce and practice instructional topics or to introduce cadets 2. To practice skills. 2. Stimulates an
organization.
to new experiences. Practical activities should stimulate interest among cadets 3. To review and/or interest in the
and encourage their participation, while maintaining relevance to the performance reinforce. subject. 2. May require
objectives. 3. Fun and interesting. additional staff to
ensure adequate
4. Creates ownership. supervision.

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