Instrument Rating Landing From An Instrument Approach Lesson Plan

Instrument Rating • ACS Area VI, Task E

The Instrument Rating Landing from an Instrument Approach Lesson Plan covers the knowledge, risk management, and skills associated with performing procedures for a landing from an instrument approach.

Instrument Rating Landing From An Instrument Approach Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Part 1, Introduce the lesson:
    0:05
    Part 2, Landing from an Instrument Approach:
    0:10
    Part 3, Landing from an Instrument Approach Risk Management:
    0:15
    Part 4, Landing Practical Application and Assessment:
    0:15
    Part 5, Landing from an Instrument Approach Guided Scenario(s):
    0:15
    Part 6, Conclude Lesson:
    0:10
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Research and present a mishap case study:
      • Ask the learner to describe prior knowledge or experience related to landing from an instrument approach.
    • Discuss how the initial conditions developed into an incident/accident/mishap.
    • Relate similar personal experiences of the same type of incident/accident/mishap.
    • Consider incorporating a case study as a guided scenario.

  • Motivator:

    • Explain how proficiency in landing from an instrument approach supports safe and effective flight operations.

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Instrument Rating Landing From An Instrument Approach Lesson Plan

Materials

Instrument Rating Landing From An Instrument Approach Lesson Plan

Instructor Actions

  • Before the lesson, review reference materials.
  • Part 1, Introduce the lesson:
    • Review the lesson plan, including the attention and motivator.
    • Review the airman certification standards (ACS).
    • Explain that landing from an instrument approach requires a deliberate transition from instrument references to the unmistakably visible runway environment while maintaining a stabilized flightpath and remaining prepared to execute a missed approach.
  • Part 2, Landing from an Instrument Approach:
    • Explain and assess the essential knowledge and procedures associated with landing from an instrument approach.
    • Cover the pilot responsibilities and environmental, operational, and meteorological factors affecting a landing from a straight-in or circling approach. (IR.VI.E.K1)
    • Explain airport signs, markings, and lighting, including approach-lighting systems and the visual cues expected during breakout and landing. (IR.VI.E.K2)
    • Explain appropriate landing profiles and aircraft configurations for the approach type, runway, airplane, and conditions. (IR.VI.E.K3)
    • Before reaching minimums, have the learner brief the expected airport and runway environment—including runway alignment, approach-lighting cues, threshold location, and where the required visual references are likely to appear—so the transition to visual flight is anticipated rather than surprising.
  • Part 3, Landing from an Instrument Approach Risk Management:
    • Have the learner identify, assess, and mitigate the risks associated with landing from an instrument approach.
    • Establish objective stabilized-approach criteria and require a go-around rather than attempting to land from an unstable approach. (IR.VI.E.R1)
    • Explain the hazards of descending below the glidepath and the corrections that preserve obstacle clearance and a normal landing profile. (IR.VI.E.R2)
    • Discuss workload, visual illusions, and control-transfer risks while transitioning from instrument to visual references. (IR.VI.E.R3)
    • Discuss landing-configuration decisions and the risks of late, rushed, or inappropriate configuration changes. (IR.VI.E.R4)
  • Part 4, Landing Practical Application and Assessment:
    • Introduce, demonstrate, and assess the learner's ability to adhere to all ATC or evaluator advisories, such as Notices to Airmen (NOTAMs), windshear, wake turbulence, runway surface, and other operational considerations. (IR.VI.E.S2)
    • Introduce, demonstrate, and assess the learner's ability to use single-pilot resource management (SRM) or crew resource management (CRM), as appropriate. (IR.VI.E.S5)
    • Demonstrate and assess transition at DA/DH, MDA, or the VDP to visual conditions that permit safe maneuvering and a normal landing. (IR.VI.E.S1)
    • Demonstrate and assess checklist completion and positive airplane control throughout the landing maneuver. (IR.VI.E.S3) (IR.VI.E.S4)
  • Part 5, Landing from an Instrument Approach Guided Scenario(s):
    • Present a realistic landing from an instrument approach scenario and have the learner identify hazards, make appropriate decisions, and explain the proposed course of action.
  • Part 6, Conclude Lesson:
    • Tie lesson back to previous lessons (power-off stalls) to reinforce past experiences (law of readiness).
    • Present the remotivation, conclude, and provide guidance for follow-on lessons.
    • Review student actions required ahead of the next lesson.
  • Update instructor endorsement records and the student's jacket, as required.
Instrument Rating Landing From An Instrument Approach Lesson Plan

Interactive Guided Scenario

Interactive Guided Scenario

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Instrument Rating Landing From An Instrument Approach Lesson Plan

Student Actions

Instrument Rating Landing From An Instrument Approach Lesson Plan

Airman Certification Standards

Instrument Rating Landing From An Instrument Approach Airman Certification Standards

  • Objective: To determine whether the applicant exhibits satisfactory knowledge, risk management, and skills associated with performing procedures for a landing from an instrument approach.
  • Note: For non-amphibious seaplanes, this task applies only when the applicant has immediate access to an instrument approach to a waterway.
  • References: 14 CFR parts 91; AIM; FAA-H-8083-2 (Risk Management Handbook), FAA-H-8083-3 (Airplane Flying Handbook), FAA-H-8083-15, FAA-H-8083-16, FAA-H-8083-25 (Pilot Handbook of Aeronautical Knowledge); POH/AFM.
Knowledge 3 ACS Elements
  • IR.VI.E.K2:
    Airport signs, markings and lighting, to include approach lighting systems.
  • IR.VI.E.K3:
    Appropriate landing profiles and aircraft configurations.
Risk Management 4 ACS Elements
  • IR.VI.E.R1:
    Attempting to land from an unstable approach.
  • IR.VI.E.R2:
    Flying below the glidepath.
  • IR.VI.E.R3:
    Transitioning from instrument to visual references for landing.
  • IR.VI.E.R4:
    Aircraft configuration for landing.
Skills 5 ACS Elements
  • IR.VI.E.S1:
    Transition at the DA/DH, MDA, or visual descent point (VDP) to a visual flight condition, allowing for safe visual maneuvering and a normal landing.
  • IR.VI.E.S2:
    Adhere to all ATC or evaluator advisories, such as NOTAMs, windshear, wake turbulence, runway surface, and other operational considerations.
  • IR.VI.E.S3:
    Complete the appropriate checklist(s).
  • IR.VI.E.S4:
    Maintain positive airplane control throughout the landing maneuver.
  • IR.VI.E.S5:
    Use single-pilot resource management (SRM) or crew resource management (CRM), as appropriate.
Instrument Rating Landing From An Instrument Approach Lesson Plan

Conclusion

  • Re-Motivation:

    • Landing from An Instrument Approach requires disciplined planning, stabilized energy management, and precise control from the approach through touchdown and rollout.
    • Evaluating wind, runway conditions, obstacles, aircraft performance, and personal limitations helps pilots recognize when an approach remains safe and when a timely go-around is required.
    • Consistent airspeed control, runway alignment, traffic scanning, communication, and checklist discipline integrate aircraft handling with sound operational judgment.
    • Continued practice with Landing from An Instrument Approach prepares instrument pilots for changing conditions and increasingly demanding landing scenarios in later training.

  • Closure:

    • The Federal Aviation Administration (FAA) provides test-taking guidance and test guides on its website.
    • To learn more about preparing for the practical test, visit the checkride page.
    • Advise students that this lesson will be used as a starting point for the next lesson.
    • Assign study materials for the next lesson.