A curriculum may be defined as a set of courses in an area of specialization offered by an educational institution. A
curriculum for a pilot school usually includes courses for the various pilot certificates and ratings. A syllabus is a brief
or general summary or outline of a course of study. In aviation, the term “training syllabus” is commonly used. In this
context, a training syllabus is a step-by-step, building block progression of learning with provisions for regular review
and evaluations at prescribed stages of learning. The syllabus defines the unit of training, states by objective what the
student is expected to accomplish during the unit of training, shows an organized plan for instruction, and dictates the
evaluation process for either the unit or stages of learning. And, finally, a training course outline, within a curriculum, may
be described as the specific content of a particular course. It normally includes statements of objectives, descriptions of
teaching aids, definitions of evaluating criteria, and indications of desired outcome.
Objectives & Standards
The overall objective of an aviation training course is usually well established, and the general standards are included
in various rules and related publications. For example, eligibility, knowledge, proficiency, and experience requirements
for pilots and AMT learners are stipulated in the regulations, and the standards are published in the applicable Airman
Certification Standards (ACS)/Practical Test Standards (PTS) or oral and practical tests (O&Ps). It should be noted that
ACS/PTS and O&P standards are limited to the specific job tasks or subjects. Certification tests do not represent an entire
training syllabus.
Blocks of Learning
After the overall training objectives have been established, the next step is the identification of the blocks of learning
[Figure 10-14] which constitute the necessary parts of the total objective. Just as in building a pyramid, some blocks are
submerged in the structure and never appear on the surface, but each is an integral and necessary part of the structure.
During the process of identifying the blocks of learning to be assembled for the proposed training activity, the planner must
also examine each carefully to see that it is truly an integral part of the structure.
FIRST SOLO
EMERGENCY
PROCEDURES
PRESOLO
WRITTEN EXAM
ASCENTS,
DESCENTS, AND
MANUEVERING
TAKEOFFS
AND
LANDING
STRAIGHT AND
LEVEL FLIGHT
ASSEMBLY
AND LAYOUT
INFLATION
TECHNIQUES
AIRPORT
OPERATIONS
WEATHER AND
FLIGHT PLANNING
Figure 10-14. The pre-solo stage, or phase, of private training is comprised of several basic building blocks. These blocks of learning,
which should include coordinated ground and flight training, lead up to the first solo.
While determining the overall training objectives is a necessary first step in the planning process, early identification of
the foundation blocks of learning is also essential. Training for any such complicated and involved task as piloting or
maintaining an aircraft requires the development and assembly of many segments or blocks of learning in their proper
relationships. In this way, a learner can master the segments or blocks individually and can progressively combine these
with other related segments until their sum meets the overall training objectives.
Training Syllabus
There are a number of valid reasons why all flight instructors should use a training syllabus. 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 flight 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 & 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.
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,
websites, video, compact discs, exams, briefings, and instructional guides.
How to Use a Training Syllabus
Any practical training syllabus must be flexible, and should be used primarily as a guide. 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 also should be flexible enough so it can be adapted to weather variations and scheduling changes
without disrupting the teaching process or completely suspending training.
Effective use of a syllabus 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, a syllabus should not be
adhered to so stringently that it becomes inflexible or unchangeable. It must be flexible enough to adapt to special needs
of individual students.
A syllabus lesson may include several other items that add to or clarify the objective, content, or standards. A lesson
may specify the recommended class time, reference or study materials, recommended sequence of training, and study
assignment for the next lesson. Both ground and flight lessons may have explanatory information notes added to specific
lessons.
While a syllabus is designed to provide a road map showing how to accomplish the overall objective of a course of training,
it may be useful for other purposes. As already mentioned, it can be used as a checklist to ensure that required training has
successfully been completed. Thus, a syllabus can be an effective tool for recordkeeping. Enhanced syllabi, which also are
designed for recordkeeping, can be very beneficial to the independent instructor.
A recordkeeping function may be facilitated by boxes or blank spaces adjacent to the knowledge areas, procedures, or
maneuvers in a flight lesson, much as the syllabus designed by the Balloon Federation of America does. Most syllabi
introduce each procedure or maneuver in one flight lesson and review them in subsequent lessons. Some syllabi also include
provisions for grading student performance and recording both ground and flight training time. Accurate recordkeeping is
necessary to keep both the student and the instructor informed on the status of training. These records also serve as a basis
for endorsements and recommendations for knowledge and practical tests.
Another benefit of using a syllabus is that it helps in development of lesson plans. A well constructed syllabus already
contains much of the essential information that is required in a lesson plan, including objectives, content, and completion
standards.
Lesson Plans
A lesson plan is an organized outline for a single instructional period. [ Figure 10-15] It is a necessary guide for the
instructor in that it tells what to do, in what order to do it, and what procedure to use in teaching the material of a lesson.
Lesson plans should be prepared for each training period and be developed to show specific knowledge and/or skills to be
taught.
To develop the student’s skill in
planning a flight
Observe wind and weather conditions
from the weather channel, radio, and
visually by use of pibal or other autolite
Call flight service station for weather
briefing
Select launch site
Weather information form
Sectional chart and road map
Plotter
Compass
Pibal
Discuss lesson
Obtain weather information
Observe surface winds with pibal
Determine launch site
Locate launch site on chart
Draw dead reckoning line in direction
of flight and mark off distance or time
on the line
Suggest landmarks to verify position
in flight
Airspace considerations
Critique plan
Obtain weather briefing from FSS
(1-800-WX-BRIEF)
Recommend launch site based on
accurate weather information
recorded on form
Draw flight plan approved by instructor
Student should demonstrate ability to
obtain complete weather briefing from
the FAA Flight Service Station and
correlate this information with observed
weather conditions
Locate launch site on chart
Drew proposed course with time ticks
on dead reckoning line
Understands need for flexibility to
adjust flight plan
Selects landmarks in flight to verify
position
Objective:
Elements:
Equipment:
Instructor’s
Action:
Student’s Action:
Completion
Standards:
Lesson 1 Flight Planning
BFA Preflight Training Lesson Plan
Figure 10-15. This ground lesson example 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 key parts—objective, content, and
completion standards.
A mental outline of a lesson is not a lesson plan. A lesson plan should be put into writing. Another instructor should be able
to take the lesson plan and know what to do in conducting the same period of instruction. When putting it in writing, the
lesson plan can be analyzed from the standpoint of adequacy and completeness.
Lesson plans serve many purposes, such as:
• Assure a wise selection of material and the elimination of unimportant details.
• Make certain that due consideration is given to each part of the lesson.
• Aid the instructor in presenting the material in a suitable sequence for efficient learning.
• Provide an outline of the teaching procedure to be used.
• Serve as a means of relating the lesson to the objectives of the course of training.
• Give the inexperienced instructor confidence.
• Promote uniformity of instruction regardless of the instructor or the date on which the lesson is given.
Characteristics of a Well-Planned Lesson
The quality of planning affects the quality of results. Successful professionals understand the price of excellence is hard
work and thorough preparation. The effective instructor realizes that the time and energy spent in planning and preparing
each lesson is well worth the effort in the long run. [Figure 10-16]
Unit 1 Introductory Dual Flight
BFA Inflight Training Lesson Plan
To introduce the student to balloon flight
Flight planning
Balloon layout and inflation
Fundamentals of level flight
Level flight in relation to ground
Ascents and descents
Normal approach to land
Postflight discussion
Balloon Flight Manual
Airworthy balloon
Before flight, discuss lesson objective
by using preflight lesson plans for Flight
Planning, Use of Blast Valve, Layout
and Inflation, and Fundamentals of Level
Flight
Demonstrate all elements of planning,
layout, inflation and flight allowing
student to perform after each demon-
stration and coach student practice
Postflight critique of student
performance and make study
assignment
Student should observe instructor’s
demonstrations and practice activity
with coaching from instructor
Objective:
Elements:
Equipment:
Instructor’s
Action:
Student’s Action:
Flight planning D/E 1 2 3
a. Weather briefing—FSS . . . . . . . . . . . ___
b. Observe surface winds-pibal . . . . . . . . ___
c. Select launch site—landowner permission . ___
d. Plot flight path. . . . . . . . . . . . . . . . ___
e. Weight and pressure . . . . . . . . . . . . ___
Blast valve operation
Layout and inflation
a. Comprehensive checklist . . . . . . . . . . ___
b. Crew briefing . . . . . . . . . . . . . . . . ___
c. Layout direction. . . . . . . . . . . . . . . ___
d. Rig basket and install burner . . . . . . . . ___
e. Fuel system check . . . . . . . . . . . . . ___
f. Fuel quantity . . . . . . . . . . . . . . . . ___
g. Inflation restraint . . . . . . . . . . . . . . ___
h. Instruments—calibrate to elevation or
pressure . . . . . . . . . . . . . . . . . . ___
i. Rig envelope . . . . . . . . . . . . . . . . ___
j. Cold inflation—fan operation . . . . . . . . ___
k. Walk around inspection. . . . . . . . . . . ___
l. Recheck weather and weight . . . . . . . . ___
m.Checklist—hot inflation . . . . . . . . . . . ___
n. Hot inflation . . . . . . . . . . . . . . . . . ___
Launch
a. Equilibrium-launch checklist . . . . . . . . ___
b. Weight-off . . . . . . . . . . . . . . . . . . ___
c. Controlled ascent . . . . . . . . . . . . . . ___
Fundamentals of flight
a. Recognizes vertical direction . . . . . . . . ___
b. Level flight—relation to ground . . . . . . . ___
c. Level flight—with instruments. . . . . . . . ___
d. Ascents and descents with instruments . . ___
e. Use of wings at various altitudes to steer. . ___
f. Navigation. . . . . . . . . . . . . . . . . . ___
g. Normal approach and landing using checklist ___
Deflation
a. Landowner relations . . . . . . . . . . . . ___
b. Supervise crew . . . . . . . . . . . . . . . ___
Refueling . . . . . . . . . . . . . . . . . . . ___
Postflight discussion including use of the
comprehensive . . . . . . . . . . . . . . . . ___
Completion of pilot and aircraft logs . . . . . . ___
____________________ . . . . . . . . . . . ___
____________________ . . . . . . . . . . . ___
Completion
Standards:
Student should have a general under-
standing of a balloon flight and be aware
of standards required to be a competent
pilot
Notes: _____________________________________________
__________________________________________________
__________________________________________________
Key: Instructor’s action: D/E - D = demonstrated
E = explained or discussed
Student’s action: 1 = no assistance required
2 = some assistance required
3 = need help
Student _________________________ Date ____________
Instructor _______________________ Date ____________
Balloon make/model ______________ N#______________
Flight time ______________________
Figure 10-16. An example of an in-flight lesson plan for balloon training.
A complete cycle of planning usually includes several steps. After the objective is determined, the instructor must research
the subject as it is defined by the objective. Once the research is complete, the instructor must determine the method of
instruction and identify a useful lesson planning format. Other steps, such as deciding how to organize the lesson and
selecting suitable support material also must be accomplished. The final steps include assembling training aids and writing
the lesson plan outline. One technique for writing the lesson plan outline is to prepare the beginning and ending first. Then,
complete the outline and make revisions as necessary. The following are some of the important characteristics that should
be reflected in all well-planned lessons.
• Unity—each lesson should be a unified segment of instruction. A lesson is concerned with certain limited objectives,
which are stated in terms of desired student learning outcomes. All teaching procedures and materials should be
selected to attain these objectives.
• Content—each lesson should contain new material. However, the new facts, principles, procedures, or skills should
be related to the lesson previously presented. A short review of earlier lessons is usually necessary, particularly in
flight training.
• Scope—each lesson should be reasonable in scope. A person can master only a few principles or skills at a time,
the number depending on complexity. Presenting too much material in a lesson results in confusion; presenting too
little material results in inefficiency.
• Practicality—each lesson should be planned in terms of the conditions under which the training is to be conducted.
Lesson plans for training conducted in a balloon differ from those conducted in a classroom. Also, the kinds and
quantities of instructional aids available have a great influence on lesson planning and instructional procedures.
• Flexibility—although the lesson plan provides an outline and sequence for the training to be conducted, a degree of
flexibility should be incorporated. For example, the outline of content may include blank spaces for add-on material,
if required.
• Relation to course of training—each lesson should be planned and taught so that its relation to the course objectives
are clear to each student. For example, a lesson on short-field takeoffs and landings should be related to both the
certification and safety objectives of the course of training.
• Instructional Steps—every lesson, when adequately developed, lends itself to the four steps of the teaching process:
preparation, presentation, application, and review and evaluation.
How to Use a Lesson Plan Properly
Be Familiar With the Lesson Plan
The instructor should study each step of the plan and should be thoroughly familiar with as much information related to
the subject as possible.
Use the Lesson Plan as a Guide
The lesson plan is an outline for conducting an instructional period. It assures that pertinent materials are at hand and that
the presentation is accomplished with order and unity. Having a plan prevents the instructor from getting off the track,
omitting essential points, and introducing irrelevant material. Students have a right to expect an instructor to give the same
attention to teaching that they give to learning. The most certain means of achieving teaching success is to have a carefully
thought-out lesson plan.
Adapt the Lesson Plan to the Class or Student
In teaching a ground school period, the instructor may find that the procedures outlined in the lesson plan are not leading
to the desired results. In this situation, the instructor should change the approach. There is no certain way of predicting
the reactions of different groups of students. An approach that has been successful with one group may not be equally
successful with another.
Revise the Lesson Plan Periodically
After a lesson plan has been prepared for a training period, a continuous revision may be necessary. This is true for a
number of reasons, including availability or non-availability of instructional aids, changes in regulations, new manuals and
textbooks, and changes in the state-of-the art among others.
Lesson Plan Formats
The format and style of a lesson plan depends on several factors. Certainly the subject matter has a lot to do with how a
lesson is presented and what teaching method is used. Individual lesson plans may be quite simple for one-on-one training,
or they may be elaborate and complicated for large, structured classroom lessons. Preferably, each lesson should have
somewhat limited objectives that are achievable within a reasonable period of time. This principle should apply to both
ground and flight training. As previously noted, aviation training is not simple.
In spite of need for varied subject coverage, diverse teaching methods, and relatively high level learning objectives, most
aviation lesson plans have the common characteristics already discussed. They all should include objectives, content
to support the objectives, and completion standards. Various authorities often divide the main headings into several
subheadings, and terminology, even for the main headings, varies extensively. For example, completion standards may be
called assessment, review and feedback, performance evaluation, or some other related term.
Chapter Summary
It is an unfortunate truth that many commercial balloon pilots are not as qualified and prepared for their instructional
responsibility as they should be. All commercial pilots are required to study the necessary principles of instruction in order
to pass their knowledge test, and must perform a lesson on a flight maneuver as a part of the practical test.
A commercial pilot who chooses to instruct needs to hold himself to the same standards as the rest of the aviation
community. He should provide compete and thorough flight training, as well as insuring that proper ground training is
conducted, so that the prospective pilot is well-grounded in all facets of aviation. To do less minimizes the instructor’s role
in the educational process, and perpetuates poor training in the ballooning community
The information in this chapter provides a basis for an instructor’s knowledge of the skills and techniques of the instructional
process. It is the responsibility of each individual instructor to expand on that knowledge, and provide the best instruction
possible.