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and instructional guides.
How To Use a Training Syllabus
Any practical training syllabus must be flexible and should be
used primarily as a guide. [Figure 6-3] When necessary, the
order of training can and should be altered to suit the progress
of the student and the demands of special circumstances. For
example, previous experience or different rates of learning
often require some alteration or repetition to fit individual
students. The syllabus should also be flexible enough so it
can be adapted to weather variations, aircraft availability, and
scheduling changes without disrupting the teaching process
or completely suspending training.
In departing from the order prescribed by the syllabus,
however, it is the responsibility of the instructor to consider
how the relationships of the blocks of learning are affected.
For example, if the student is having a difficult time with
normal approaches and landings, the instructor might decide
to delay adding short field landings, which were originally
to be the next step in his block of instruction. To prevent
the student from becoming frustrated with his or her poor
landing technique, the instructor may choose to review the
block on slow flight, which offers the student a chance to
do well and regain confidence. This exercise also builds the
skills necessary for the student to master approaches and
normal landings.
Each approved training course provided by a certificated
aviation school should be conducted in accordance with
a training syllabus specifically approved by the FAA. At
certificated schools, the syllabus is a key part of the training
course outline. The instructional facilities, airport, aircraft,
and instructor personnel must be able to support the course
of training specified in the syllabus. Compliance with the
appropriate, approved syllabus is a condition for graduation
from such courses. Therefore, effective use of a syllabus
6-5
Figure 6-4. A flight training lesson, like a ground training lesson,
should include an objective, content, and completion standards.
More than one objective could, and often does, apply to a single
flight lesson.
STAGE 1 FLIGHT LESSON 4
Practice the maneuvers listed for review to gain additional proficiency and
demonstrate the ability to recognize and recover from stalls.
The student will also receive instruction and practice in the maneuvers and
procedures listed for introduction, including emergency operations and
additional practice of airplane control by instrument reference (IR).
Instructor may demonstrate secondary, accelerated maneuver, crossed
control, and elevator trim stalls.
Emphasis will be on procedures related to airport operations, steep turns,
slow flight, stalls, and stall recovery.
Displays increased proficiency in coordinated airplane attitude control during
basic maneuvers.
Performs unassisted takeoffs.
Demonstrates correct communications and traffic pattern procedures.
Completes landings with instructor assistance.
Demonstrates basic understanding of steep turns, slow flight, stalls, stall
recovery, and emergency operations.
Completes demonstrated stalls.
Indicates basic understanding of airplane control by use of the flight
instruments.
Note: A view-limiting device is required for 0.2 hours of dual instrument time
allocated to Flight Lesson 4.
LESSON OBJECTIVES
Introduce:
Systems and Equipment Malfunctions
Emergency Procedures
Emergency Descent
Emergency Approach and Landing
Emergency Equipment and Survival Gear
Climbing and Descending Turns (VR)(IR)
Review:
Airport and Runway Markings and Lighting
Airspeed and Configuration Changes
Flight at Approach Speed
Flight at Various Airspeeds From Cruise to Slow Flight
Maneuvering During Slow Flight
Power-Off Stalls
Power-On Stalls
Normal Takeoffs and Landings
Collision Avoidance Precautions
Traffic Patterns
CONTENT
COMPLETION STANDARDS
Dual—Local (1.0)
requires that it be referred to throughout the entire course
of training. Both the instructor and the student should have
a copy of the approved syllabus. However, as previously
mentioned, adherence to a syllabus should not be so stringent
that it becomes inflexible or unchangeable. It must be flexible
enough to adapt to the special needs of individual students.
Ground training lessons and classroom lectures concentrate
on the cognitive domain of learning. A typical lesson might
include defining, labeling, or listing what the student has
　
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