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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.
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AGE 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 OBJECTIVESIntroduce: 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 PatternsCONTENTCOMPLETION STANDARDSDual—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 learned so far. Many of the knowledge areas are directly or indirectly concerned with safety, ADM, and judgment. Since these subjects are associated with the affective domain of learning (emotion), instructors who find a way to stress safety, ADM, and judgment, along with the traditional aviation subjects, can favorably influence a student’s attitude, beliefs, and values.
Flight training lessons or aviation technical lab sessions also include knowledge areas, but they generally emphasize the psychomotor domain of learning because the student is “doing” something. The lesson plan shown in Figure 6-4 shows the main elements of a ground lesson for a flight student. The affective domain of learning is also important in this type of training; a student’s attitude toward safety, ADM, and judgment, should be a major concern of the instructor.
　
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