Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Lesson Plan

Flight Instructor (Airplane) • ACS Area VII, Task F

The Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Lesson Plan covers the instructional knowledge, risk management, and skills required by FAA-S-ACS-25.

Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Attention/Motivator:
    0:05
    Part 1, Lesson Introduction:
    0:05
    Part 2, Instructional Knowledge:
    0:25
    Part 3, Risk Management Instruction:
    0:15
    Part 4, Skill Demonstration and Teaching:
    0:30
    Part 5, Guided Teaching Scenario:
    0:20
    Part 6, Lesson Conclusion:
    0:05
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Present a teaching scenario in which learner safety or understanding depends on effective instruction in short-Field Approach and Landing (ASEL (Airplane Single-Engine Land), AMEL (Airplane Multiengine Land)).
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

    • To determine the applicant understands short-field approach and landing, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.

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Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Lesson Plan

Materials

Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Lesson Plan

Instructor Actions

  • Before the lesson, review the reference materials, applicable airplane limitations, and the instructor applicant's prior lesson preparation.
  • Part 1, Lesson Introduction:
    • Present the attention getter and motivator.
    • Review Area of Operation VII, Task F, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands short-field approach and landing, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • Part 2, Instructional Knowledge:
    • Present a concrete example, then require the learner to explain and apply the short-field approach-and-landing sequence from performance planning and stabilized final through precise touchdown, braking, and rollout. (AI.VII.F.K1)
    • Ask the learner to define and relate to operational decisions stabilized-approach gates and relate airspeed, configuration, descent path, aim point, power, and go-around criteria to energy management. (AI.VII.F.K2)
    • Use an aircraft- or scenario-specific example, then have the learner explain how wind, gusts, density altitude, runway slope and condition, weight, and obstacles affect landing distance and stopping performance. (AI.VII.F.K3)
    • Present a concrete example, then require the learner to explain and apply crab and sideslip wind correction through touchdown and rollout without sacrificing precise airspeed or aim-point control. (AI.VII.F.K4)
    • Identify, demonstrate, and correct common errors such as unstable energy, excessive float, fixation, side drift, hard braking, and delayed go-around decisions. (AI.VII.F.K5)
  • Part 3, Risk Management Instruction:
    • Select the runway using pilot capability, calculated airplane performance and limitations, available distance, wind, surface condition, obstacles, and go-around options. (AI.VII.F.R1)
    • Assess and mitigate the following environmental and surface hazards: (AI.VII.F.R2)
      • Crosswind (AI.VII.F.R2a)
      • Windshear (AI.VII.F.R2b)
      • Tailwind (AI.VII.F.R2c)
      • Wake turbulence (AI.VII.F.R2d)
      • Landing surface/condition (AI.VII.F.R2e)
    • Establish decision points and procedures for: (AI.VII.F.R3)
      • Rejected landing and go-around (AI.VII.F.R3a)
      • Land and hold short operations (LAHSO) (AI.VII.F.R3b)
    • Control collision hazards through traffic scanning, appropriate calls, wake-turbulence avoidance, and runway-clear verification. (AI.VII.F.R4)
    • Protect stall, spin, obstacle, and CFIT margins with precise airspeed, coordination, descent path, and timely go-around decisions. (AI.VII.F.R5)
    • Manage distractions and task priorities so airspeed, aim point, alignment, wind correction, and situational awareness remain primary. (AI.VII.F.R6)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Complete the appropriate checklists and verify landing readiness. (AI.VII.F.S1)
    • Make clear, timely radio calls. (AI.VII.F.S2)
    • Verify alignment with the correct or assigned runway. (AI.VII.F.S3)
    • Scan the runway and adjoining area for traffic and obstructions. (AI.VII.F.S4)
    • Select and maintain a touchdown point that accounts for wind, surface, available distance, and obstructions. (AI.VII.F.S5)
    • Establish the recommended configuration, airspeed, and trim, then coordinate pitch and power for a stabilized approach. (AI.VII.F.S6)
    • Maintain the published approach speed or, if none, no more than 1.3 VSO, ±5 knots, with an appropriate gust factor. (AI.VII.F.S7)
    • Maintain directional control and crosswind correction throughout approach, touchdown, and rollout. (AI.VII.F.S8)
    • Apply smooth, timely, and correct controls before, during, and after touchdown. (AI.VII.F.S9)
    • Touch down in the proper pitch attitude, on or within 100 feet beyond the specified point, with minimum float, no side drift, and centerline alignment. (AI.VII.F.S10)
    • Use manufacturer-recommended configuration and braking procedures to stop within the available distance while maintaining control. (AI.VII.F.S11)
    • Execute a timely go-around whenever tolerances cannot be maintained or another unsafe condition develops. (AI.VII.F.S12)
    • Analyze learner performance and correct common errors without compromising positive aircraft control. (AI.VII.F.S13)
    • Coach simultaneous explanation, demonstration, observation, error correction, and, when airborne, positive aircraft control.
  • Part 5, Guided Teaching Scenario:
    • Lead the guided scenario.
    • Evaluate instructional organization, technical accuracy, risk management, learner engagement, and every applicable ACS element.
  • Part 6, Lesson Conclusion:
    • Review the lesson objective, instructional strengths, risk-management decisions, and items requiring additional practice.
    • Present the re-motivation and closure.
  • Update instructor records and the instructor applicant's training record, as required.
Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Lesson Plan

Guided Scenario(s)

  • The instructor applicant must teach a learner a short-field approach-and-landing lesson (ASEL, AMEL) while maintaining an organized flow and appropriate learner participation.
  • Require verified landing-distance calculations, runway and obstacle assessment, wind/surface review, stabilized-approach and go-around criteria, and low-altitude intervention limits. (AI.VII.F.R1–R6)
  • Have the applicant teach and coach precise airspeed and aim-point control, wind correction, touchdown within tolerance, configuration, braking, rollout, and go-around judgment. (AI.VII.F.S1–S12)
  • Introduce an error such as unstable energy, excessive float, side drift, touchdown beyond tolerance, improper braking, or delayed go-around; require timely intervention and learner-centered correction. (AI.VII.F.K5; AI.VII.F.S13)
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Lesson Plan

Student Actions

  • Complete assigned readings and prepare a lesson plan with objective, content sequence, teaching aids, assessment, and completion standards.
  • Teach the applicable knowledge elements accurately and in learner-appropriate language rather than relying on rote recitation.
  • Identify, assess, mitigate, and teach the risks associated with the task.
  • Demonstrate or explain each applicable skill while maintaining positive control, observing the learner, and correcting errors appropriately.
  • Use effective questions, check learner understanding, conduct a learner-centered assessment, and perform an instructor self-assessment.
Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Airman Certification Standards

  • Note: The evaluator must select at least two takeoff and two landing Tasks from Area of Operation VII, Takeoffs, Landings, and Go-Arounds.
  • Task F: Short-Field Approach and Landing (ASEL, AMEL).
  • Objective: To determine the applicant understands short-field approach and landing, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • References: AIM; FAA-H-8083-2, FAA-H-8083-3, FAA-H-8083-9, FAA-H-8083-25; POH/AFM
Knowledge 5 ACS Elements
  • AI.VII.F.K1:
    Purpose of and procedures for short-field approach and landing.
  • AI.VII.F.K2:
    A stabilized approach, including energy management concepts.
  • AI.VII.F.K3:
    Effects of atmospheric conditions, including wind, on approach and landing performance.
  • AI.VII.F.K4:
    Wind correction techniques on approach and landing.
  • AI.VII.F.K5:
    Common errors related to this Task.
Risk Management 6 ACS Elements
  • AI.VII.F.R1:
    Selection of runway based on pilot capability, airplane performance and limitations, available distance, and wind.
  • AI.VII.F.R2:
    Effects of:
    • AI.VII.F.R2a:
      Crosswind
    • AI.VII.F.R2b:
      Windshear
    • AI.VII.F.R2c:
      Tailwind
    • AI.VII.F.R2d:
      Wake turbulence
    • AI.VII.F.R2e:
      Landing surface/condition
  • AI.VII.F.R3:
    Planning for:
    • AI.VII.F.R3a:
      Rejected landing and go-around
    • AI.VII.F.R3b:
      Land and hold short operations (LAHSO)
  • AI.VII.F.R4:
    Collision hazards.
  • AI.VII.F.R5:
    Low altitude maneuvering, including stall, spin, or controlled flight into terrain (CFIT).
  • AI.VII.F.R6:
    Distractions, task prioritization, loss of situational awareness, or disorientation.
Skills 13 ACS Elements
  • AI.VII.F.S1:
    Complete the appropriate checklist(s).
  • AI.VII.F.S2:
    Make radio calls as appropriate.
  • AI.VII.F.S3:
    Ensure the airplane is aligned with the correct/assigned runway.
  • AI.VII.F.S4:
    Scan the landing runway and adjoining area for traffic and obstructions.
  • AI.VII.F.S5:
    Select and aim for a suitable touchdown point considering the wind conditions, landing surface, and obstructions.
  • AI.VII.F.S6:
    Establish the recommended approach and landing configuration, airspeed, and trim, and adjust pitch attitude and power as required to maintain a stabilized approach.
  • AI.VII.F.S7:
    Maintain manufacturer’s published approach airspeed or in its absence not more than 1.3 times the stalling speed or the minimum steady flight speed in the landing configuration (VSO), ±5 knots with gust factor applied.
  • AI.VII.F.S8:
    Maintain directional control and appropriate crosswind correction throughout the approach and landing.
  • AI.VII.F.S9:
    Make smooth, timely, and correct control application before, during, and after touchdown.
  • AI.VII.F.S10:
    Touch down at a proper pitch attitude within 100 feet beyond or on the specified point, threshold markings, or runway numbers, with no side drift, minimum float, and with the airplane’s longitudinal axis aligned with and over the runway centerline.
  • AI.VII.F.S11:
    Use manufacturer’s recommended procedures for airplane configuration and braking.
  • AI.VII.F.S12:
    Execute a timely go-around if the approach cannot be made within the tolerances specified above or for any other condition that may result in an unsafe approach or landing.
  • AI.VII.F.S13:
    Analyze and correct common errors related to this Task.
Flight Instructor (Airplane) Short-Field Approach and Landing (ASEL, AMEL) Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in short-Field Approach and Landing (ASEL, AMEL) helps learners build sound judgment, technical competence, and safe operating habits.

  • Closure:

    • Advise students that this lesson will be used as a starting point for the next lesson.
    • Assign study materials for the next lesson.