[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-364034-105":53,"doc-detail-364034-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","ifr-syllabus-with-terps-grading-system-lesson-topics-and-learning-optimization","IFR Syllabus with TERPs - grading system, lesson topics, and learning optimization","","FLY8MA Instrument Syllabus with TERPs provides guidance for maximizing student learning throughout an IFR/instrument course. It explains a 1–3 grading system (below standards, meets standards with review, and satisfactory performance) and shows how to record estimated versus actual ground and flight hours, cumulatively like a logbook. The syllabus also expands key non-IFR abbreviations, supports instructional materials and course components, and outlines learning strategies to build higher-order thinking under varied weather conditions. A detailed table of contents lists lesson structure, stage checks, scenarios, and major IFR topics including decision making, navigation, airspace, holding patterns, regulations, weather, and planning.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/ifr-syllabus-with-terps-grading-system-lesson-topics-and-learning-optimization/364034/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/ifr-syllabus-with-terps-grading-system-lesson-topics-and-learning-optimization/364034.png","ImageObject",442,249,{"name":88,"@type":89},"Liam","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-25","2026-09-23",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"How does the syllabus define the 1–3 grading system?","Question",{"text":109,"@type":110},"The syllabus uses a simple 1–3 grading system to assess student performance: 1 means below standards and the lesson must be repeated, 2 means meets standards but review is required, and 3 means satisfactory performance.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What is the difference between estimated and actual time columns?",{"text":114,"@type":110},"Estimated ground and estimated flight columns show the planned hours required to complete the lesson, including cumulative estimates. Actual ground and actual flight columns are used to record real time as the student progresses, with cumulative tracking like a logbook.",{"name":116,"@type":107,"acceptedAnswer":117},"Which non-IFR abbreviations are covered in the syllabus introduction?",{"text":118,"@type":110},"The syllabus introduces abbreviations including PHAK, IPH, POH, ACS, and FAR/AIM, expanding each to its full aviation handbook or regulation/manual title.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},364034,1791481102,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":142},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Welcome to the FLY8MA Instrument Syllabus!  \nLet’s briefly go over how you can maximize the use of your new IFR syllabus.  \nGrading System:  \nWe use a simple 1-3 grading system to assess student performance. These grades are:  \n1 = Below standards, lesson must be repeated.  \n2 = Meets standards, but review is required.  \n3 = Satisfactory performance.  \nWe’ve included an example below of how the grading sheet is filled out:  \nThe columns on the left (estimated ground and estimated flight) are a given estimation of the amount of time (in hours) required to complete the lesson. These estimates are shown both for the specified lesson, and cumulatively in the second row. As you proceed through the syllabus, keep track of actual ground and actual flight times in the columns located on the right. You may cumulatively track the hours of instruction given similar to a logbook.  \nLet’s briefly touch on non-IFR abbreviations used in this syllabus :  \nPHAK: Pilot’s Handbook of Aeronautical Knowledge  \nIPH: Instrument Procedures Handbook  \nPOH: Pilot’s Operating Handbook  \nACS: Airman Certification Standards  \nFAR/AIM: Federal Aviation Regulations / Aeronautical Information Manual  \nFLY8MA IFR / Instrument Course: A full Instrument Ground School accessible through our website, [fly8ma.com](fly8ma.com), that can be used in combination with this syllabus to prepare the student for their IFR checkride.  \nFLY8MA Instructor Kit: A kit we specifically designed to aid CFI’s in teaching, including demonstration model aircraft, passenger safety briefing cards, safety release lanyards, course information cards, and instrument panel posters.  \nFLY8MA CFI Course: Courses located in our CFI Learning portal including the fundamentals of instruction, the CFI practical test standards, and CFI oral preparation.  \nMaximizing your student’s learning  \nWe encourage you to use this instrument syllabus as a guide to maximize your student’s learning. An example of this may be to include some of your own instrument flying experiences as you progress through the lessons to provide relevancy to real world flying, or presenting oneof our scenario-based flights under multiple weather conditions. Put your student in situations where higher order thinking skills are required.  \nIt’s our job to do our best in preparing this individual for real world IFR flying, an environment where the amount of knowledge required is vast and the room for error is even more so marginal as compared to VFR flying. Keep it interesting, change it up, and keep your student on their toes once they have an understanding of the subject area.  \nAs always, if you have any questions in regard to our syllabus or courses, you can always reach  \nout to our staff at 234-738-2582 or email us at [cfi@fly8ma.com](cfi@fly8ma.com)  \nCheers!  \nJon Kotwicki  \nChief Flight Instructor FLY8MA Flight Training  \nTABLE OF CONTENTS  \n\n| Lesson & Topic Page \\# Est. Ground Est. Flight Act. Ground Act. Flight Score (1-3) |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| 1. Introduction to the IFR Rating & Instrument Flight | P. 1 | \u003Cbr>1.0 | 1.2 |  |  |  |\n| Notes: | Cumulative: | 1.0 | \u003Cbr>\u003Cbr> 1.2 |  |  | /3 |\n|  |  |  |  |  |  |  |\n| 2. IFR Aeronautical Decision Making & Aeromedical Factors | P. 3 | 1.0 | 1.2 |  |  |  |\n| Notes: | Cumulative: | 2.0 |  2.4 |  |  | /6 |\n|  |  |  |  |  |  |  |\n| 3. Navigation in the World of IFR | P. 5 | 1.0 | 1.5 |  |  |  |\n| Notes: | Cumulative: | \u003Cbr>\u003Cbr>3.0 | \u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr> 3.9 |  |  | /9 |\n|  |  |  |  |  |  |  |\n| 4. The National Airspace System | P. 7 | \u003Cbr>\u003Cbr>1.0 | \u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr> 1.0 |  |  |  |\n| \u003Cbr>Notes:  Cumulative:  4.0  4.9 /12 |  |  |  |  |  |  |\n| 5. Holding Patterns | P. 9 | \u003Cbr>1.0 | 1.5 |  |  |  |\n| Notes: | Cumulative: | 5.0 | \u003Cbr> 6.4 |  |  | /15 |\n|  |  |  |  |  |  |  |\n| 6. Instrument Federal Aviation Regulations | P. 11 | 2.0 | N/A |  |  |  |\n| Notes: | Cumulative: | 7.0 | 6.4 |  |  | /18 |\n|  |  |  |  |  |  |  |\n| 7. Enroute/Chart Supplemen","cbCaijGCkwDJwgpo","https://ap.wps.com/l/cbCaijGCkwDJwgpo","pdf",3381039,57,"English","# Lesson & Topic Page # Est. Ground Est. Flight Act. Ground Act. Flight Score (1-3)\n## 1. Introduction to the IFR Rating & Instrument Flight\n## 2. IFR Aeronautical Decision Making & Aeromedical Factors\n## 3. Navigation in the World of IFR\n## 4. The National Airspace System\n## 5. Holding Patterns\n## 6. Instrument Federal Aviation Regulations\n## 7. Enroute/Chart Supplements & Airport Lighting/Diagrams\n## 8. Approach Charts\n## Stage Check 1\n## 9. Standard Instrument Departures & Terminal Arrival Routes\n## 10. Weather\n## 11. Weather Charts, Publications and Resources\n## 12. IFR Flight Planning\n## 13. Instrument Flying Emergencies\n## 14. IFR Scenario 1\n## 15. IFR Scenario 2\n## 16. IFR Scenario 3\n## 17. IFR Scenario 4","[{\"question\":\"How does the syllabus define the 1–3 grading system?\",\"answer\":\"The syllabus uses a simple 1–3 grading system to assess student performance: 1 means below standards and the lesson must be repeated, 2 means meets standards but review is required, and 3 means satisfactory performance.\"},{\"question\":\"What is the difference between estimated and actual time columns?\",\"answer\":\"Estimated ground and estimated flight columns show the planned hours required to complete the lesson, including cumulative estimates. Actual ground and actual flight columns are used to record real time as the student progresses, with cumulative tracking like a logbook.\"},{\"question\":\"Which non-IFR abbreviations are covered in the syllabus introduction?\",\"answer\":\"The syllabus introduces abbreviations including PHAK, IPH, POH, ACS, and FAR/AIM, expanding each to its full aviation handbook or regulation/manual title.\"}]","IFR Syllabus with TERPs - grading system, lesson topics, and learning optimization | PDF",1790155223,20]