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6.4  The terminal objectives of pre-OJT should be fully stated and should be justified in terms of what the student/trainee must know and be able to do, prior to commencing OJT.
6.5  At some units, such as small, relatively quiet aerodromes, there will be no pre-OJT and students/trainees will go directly from transitional training to OJT. They will apply and integrate the procedures, learned during the transitional phase, while training in the live environment.
6.6  The quality of any simulator will determine the extent to which it may be used in the training plan. Simulators for pre-OJT must be able to generate the operational environment to the extent that all ATC procedures relating to a particular operational position or sector can be applied at the same time. This does not necessarily mean that the simulator must be a faithful representation of an operational position, but it must enable the student/trainee to meet the stated terminal objectives of this phase of training.
6.7  A simulator for ground movement control could be a 2-D plan view of an aerodrome. During the transitional phase, it may be used to meet a specific training objective, such as requiring a student/trainee to give arriving aircraft the appropriate taxiway routing to their allocated stands when a specific runway is in use. In the pre-OJT phase, it could be used to assess, at the same time, other training objectives, for example, requiring the student/trainee to taxi departing aircraft to the departure runway holding points in the appropriate order for departure. Similarly, surveillance simulators which do not use the same display or communications equipment or visual displays as operational equipment, but which accurately replicate the airspace, aircraft types and traffic loadings could be used for pre-OJT.
6.8  It is important to note that simulators used during pre-OJT should not result in students/trainees learning routines that they are subsequently required to unlearn during OJT. Any such limitations will result in a corresponding limitation in the use of the simulator for pre-OJT.

7  On-the-Job Training (OJT)
7.1  During this phase students/trainees will be providing an air traffic control service under the supervision of an On-the-Job Training Instructor (OJTI) who must hold a valid rating appropriate to the service being provided.
7.2  All phases of training must be reported upon and assessed before the student/trainee commences the next phase, and particularly OJT. Reports of these assessments must be included in the student/trainee records and be available for audit by the CAA.

8  Unit Training
8.1  Starting Point for Unit Training
The starting point for a unit developing its first training plan will be the terminal objectives of the initial rating training courses conducted by providers of initial training. Units should therefore familiarise themselves with the knowledge and skills the initial training providers require a successful candidate to have demonstrated. CAP 624 contains the terminal objectives which detail the standards to be achieved by students at the end of each rating course. Additionally, such familiarisation may be enhanced by visiting an initial training provider while training is in progress, particularly during the latter stages of a course.

8.2  Unit Training prior to OJT
8.2.1  Although the unit training conducted before OJT does not directly impinge on safety, it should provide a sound basis on which the safety critical OJT will be built. Your unit will need to assess what students/trainees must know and be able to do before they are allowed to start OJT. This assessment will determine the training objectives and establish whether it will consist of transitional training alone, or transitional and pre-OJT training. The objectives of this phase (or phases) of training must be documented to ensure that the students/trainees are aware of what they have to achieve before commencing OJT and to enable the OJTIs to be confident about what students/ trainees know and are able to do.
　
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