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airplane. The instructor can plan blocks of instruction that
build on what the student already knows.
Training Syllabus
Aviation instructors use a training syllabus because as
technology advances, training requirements become
more demanding. At the same time, new, and often more
complicated, rules continue to be proposed and implemented.
In addition, the rules for instruction in other than an approved
aviation school are still quite specific about the type and
duration of training. These factors, along with the continuing
growth of aviation, add to the complexity of aviation training
and certification. Instructors need a practical guide to help
them make sure the training is accomplished in a logical
sequence and that all of the requirements are completed and
properly documented. A well organized, comprehensive
syllabus can fulfill these needs.
Syllabus Format and Content
The format and organization of the syllabus may vary, but it
always should be in the form of an abstract or digest of the
course of training. It should contain blocks of learning to
be completed in the most efficient order. Since a syllabus is
intended to be a summary of a course of training, it should
be fairly brief, yet comprehensive enough to cover essential
information. This information is usually presented in an
outline format with lesson-by-lesson coverage. Some syllabi
include tables to show recommended training time for each
lesson, as well as the overall minimum time requirements.
[Figure 6-2]
While many instructors may develop their own training
syllabi, there are many well-designed commercial products
that may be used. These are found in various training
manuals, approved school syllabi, and other publications
available from industry.
Syllabi developed for approved flight schools contain specific
information that is outlined in 14 CFR parts 141 and 142. In
contrast, syllabi designed for training in other than approved
schools may not provide certain details such as enrollment
6-4
Figure 6-2. This excerpt of a ground lesson shows a unit of ground
instruction. In this example, neither the time nor the number of
ground training periods to be devoted to the lesson is specified.
The lesson should include three parts—objective, content, and
completion standards.
STAGE 1 GROUND LESSON 2
Learn important safety of flight considerations.
Become thoroughly familiar with airports, including marking and lighting aids.
Learn the significance of airspace divisions and how to use the radio for
communications.
Understand the capabilities and use of radar and other ATC services.
The student will complete Private Pilot Exercises 2A, 2B, 2C, 2D, and 2E with a
minimum passing score of 80%. The instructor will review each incorrect
response to ensure understanding before the student progresses to Ground
Lesson 3.
LESSON OBJECTIVES
CONTENT
COMPLETION STANDARDS
Introduce:
Section A—Safety of Flight
Visual Scanning
Collision Avoidance Precautions
Blind Spots and Aircraft Design
Right-of-Way Rules
Minimum Safe Altitudes
VFR Cruising Altitudes
Special Safety Considerations
Section B—Airports
Towered and Nontowered Airports
Runway and Taxiway Markings
Airport Signs
Wind Direction Indicators
Segmented Circle
Noise Abatement Procedures
Airport Lighting
Section C—Airspace
Cloud Clearance and Visibility
Special Use and Other Airspace Areas
Section D—Radio Communications
VHF Communications Equipment
Coordinated Universal Time
Radio Procedures
Common Traffic Advisory Frequency
Flight Service Stations
Section E—Radar and ATC Services
Radar
Transponder
FAA Radar Systems
Figure 6-3. The curriculum and training syllabus provide teaching
guidelines.
prerequisites, planned completion times, and descriptions
of checks and tests to measure student accomplishments for
each stage of training.
Since effective training relies on organized blocks of learning,
all syllabi should stress well-defined objectives and standards
for each lesson. Appropriate objectives and standards should
be established for the overall course, the separate ground
and flight segments, and for each stage of training. Other
details may be added to a syllabus in order to explain how
to use it and describe the pertinent training and reference
materials. Examples of the training and reference materials
include textbooks, video, compact disks, exams, briefings,
　
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