Stall series, part one: power-off, power-on, accelerated

The candidate teaches power-off, power-on, and accelerated stalls from the right seat. At the end they can take a Student to a stall on purpose, safely, and teach recognition and recovery at the first indication rather than after the break.

The spin ground lesson comes first, at lesson 31, and that ordering is not negotiable. Per US-6.3 these are separate lessons so neither compresses the other, and per US-6.1 the spin understanding exists before the stalls that can lead to a spin are taught.

Nothing in this lesson is a spin lesson. No spin content appears here beyond the connection back to lesson 31.

Up to now, the candidate has been teaching maneuvers where the airplane does what it is asked. Here, the airplane is deliberately taken to the point where it stops flying, with somebody at the controls who has not done it before, and who is frightened.

Two things follow from that, and both are the lesson.

1. The candidate's monitoring has to be ahead of the Student's hands. The gap between "this is going wrong" and "this is unrecoverable at this altitude" is shorter here than anywhere else in the phase.
2. The Student's fear is teaching content, not an obstacle to it. A candidate who ignores a frightened Student and continues the demonstration has produced a pilot who will avoid the slow end of the envelope for a career.

Element 11 is the demonstration that settles the argument. A Student can be told that an airplane stalls at an angle of attack rather than at a speed, and most of them will nod and go on quietly believing the placard. The accelerated stall is where the wing stalls well above the number they memorized, in front of them, and the idea lands permanently.

Say the list while it is fresh, from the FAA-H-8083-15B Addendum of April 2015: for a given configuration the wing always stalls at the same angle of attack, and that critical angle does not move with weight, bank angle, temperature, density altitude, or centre of gravity. Published stall speed, by contrast, holds only unaccelerated, coordinated, and at one weight.

If the airplane has an angle of attack indicator, this is its best five minutes in the program. The Student watches the same indication arrive at three different airspeeds. If it does not, the candidate says what an indicator would have shown, which is what lesson 14 prepared them for.

Element 10 is where this lesson touches spins and stops. A power-on stall with uncorrected yaw is a spin entry, the candidate knows that from lesson 31, and the correct teaching action is to prevent it rather than to explore it. Name the connection, name why the lesson does not go there, and move on.

Use the 2026-07-29 power-off stalls lesson, the real North Aero lesson recorded in ADR 0001, in which the CFI Candidate taught power-off stalls to a Student with the Supervising Instructor present.

It is the only documented real lesson available to this program, and it is the right one for this lesson specifically because it is the same subject. Ask the candidate what the recording shows about the pacing of the brief, and about where the instructor's attention was during the demonstration.

It is also worth naming what that recording taught the program, since the candidate will meet it in Epic 12: the machine summary of that lesson inverted who was teaching. That is why Coverage is built from Session Transcripts and confirmed by a human, and it is a useful thing for a future instructor to have seen.

Per US-5.6, this lesson carries one, and program/PROGRAM-STRUCTURE.md names it.

The scenario: the power-off stall taught as the accident it represents. The candidate frames the power-off stall demonstration not as an ACS item but as the base-to-final and final-approach accident, at altitude, with room to be wrong. This is the third appearance of the lesson 6 base-to-final thread and the candidate should be able to name the other two.

The Simulated Student is then given the overshoot geometry: too much bank, bottom rudder, nose held up. The candidate has to recognize the cross-controlled entry and stop it. They do not fly it as a cross-controlled stall. That is lesson 33 and it is demonstrated deliberately there, not accidentally here.

Ground 48 minutes, flight 90 minutes. Reconciles with the declared 0.8 ground and 1.5 dual.

Instructor: FAA-S-ACS-25 at Areas IV and X. FAA-H-8083-3C. AC 61-67C. The airplane. The candidate's lesson 31 work.

Candidate: headset, the flight manual for the airplane being flown, their written preflight ground lesson, the stall speeds in every configuration for that airplane from its own approved material.

Airplane: normal category, dual controls, functioning stall warning, and within the weight and balance envelope for the stalls as flown. The candidate does the weight and balance and states the result out loud, per element 7.

Cockpit recording: optional. Not one of the four P7 lessons. Lesson 33 is the recorded half of the stall series.

1. Confirm lesson 31 is complete before this lesson is flown. If it is not, this lesson does not happen. That is the one hard sequencing rule in phase 3, it comes from US-6.1 and US-6.3, and it is worth protecting against a weather-driven reshuffle.
2. Set the altitude budget in the brief and hold to it. Recovery complete by the floor, with the entry altitude chosen so that is achievable for all three stalls, including the accelerated.
3. Take the brief as a Student who is nervous. Ask "how far will it drop?" and see how they answer.
4. Grade the brief before the airplane.
5. In part 2, do the first one yourself if the candidate's own demonstration is shaky. Element 9 is real: a Student's first stall should be flown by somebody who is comfortable, and that is a teaching decision worth modeling.
6. In part 3, play a Student who is frightened. See the script. This is the most important role play in the phase.
7. Watch the yaw at the power-on break. It is the threshold item and it is where a stall becomes something else.
8. Part 4, candidate first, and spend real time on element 9.

Simulated Student script notes

Not in the study guide. The Simulated Student is frightened today. That is the primary characterization and it drives everything else.

1. Teach the preflight ground lesson on power-off, power-on, and accelerated stalls.
2. Do the weight and balance for the flight and state the result.
3. Demonstrate each of the three stalls from the right seat, narrating throughout.
4. Talk the Simulated Student through each of the three.
5. Recognize and stop a cross-controlled entry rather than flying it.
6. Manage a Student who freezes, and one who says they want to stop.
7. Take the airplane at the threshold, out loud, three-way.
8. Critique, self-critique, then listen.

Identical wording in the study guide.

1. The candidate delivers the preflight ground lesson on the three stalls, covering all seven items of the brief, and states the altitude budget and the entry altitude that makes it achievable rather than a general assurance about height.
2. The candidate explains the stall in terms of angle of attack, can answer a Student who asks about airspeed without falling back on a number, and names at least three of the things critical angle of attack does not change with.
3. The candidate demonstrates power-off, power-on, and accelerated stalls to the tolerances the current tasks specify, from the right seat, while narrating continuously, recovering at the first indication where the task calls for it and at the full stall where it calls for that.
4. The candidate talks the Simulated Student through each of the three stalls, and on the power-on stall directs a rudder correction for yaw at or before the break.
5. The candidate recognizes the cross-controlled entry and stops it, and states why it is not flown as a demonstration in this lesson.
6. The candidate responds to the frozen Student within two seconds, by instruction or by taking the airplane, and does not continue the demonstration as though nothing happened.
7. The candidate responds to a Student who asks to stop by reducing the workload or ending the exercise, and does not talk them past it.
8. The candidate names altitude loss as a consequence of the recovery rather than a goal of it, in the taught content.
9. The candidate takes the flight controls using the three-way exchange, out loud, in both directions, including at least once when the airplane was not offered.
10. The candidate delivers a critique naming the error, its probable cause, and the correction for at least two of the errors flown.
11. The candidate delivers a self-critique before hearing the instructor's.

Standards 6 and 7 are as important as the flying standards and are graded as such. They are the difference between an instructor a nervous Student will fly with again and one they will not.

Falling short does not block lesson 33. No proficiency gate (Decision 9). It triggers policy/REMEDIATION-VISIBILITY.md. A candidate who did not meet standard 4 should fly this again before lesson 33, which is a scheduling recommendation rather than a gate, and the reason should be said plainly: lesson 33 adds cross-controlled and trim stalls on top of this.

Verbatim in the study guide.

The instructor takes the airplane when:

• Yaw at the stall break is not corrected within one second.
• Any roll exceeding 20 degrees develops at or after the break.
• The nose is held up after the break for more than two seconds.
• Recovery is not complete by 2,500 ft AGL on any stall.
• The Student is frozen on the controls and the candidate has not acted within two seconds.
• A secondary stall develops below 3,000 ft AGL.
• Either pilot is unclear about who is flying the airplane.

Hard floor: recovery complete by 2,500 ft AGL, and no stall is entered below 4,000 ft AGL. North Aero policy, not regulation (US-3.4), and both numbers are higher than the regulatory minimum on purpose. The entry altitude is briefed and is chosen so that all three stalls, including the accelerated, finish above the floor.

The one second yaw item is tighter than anything else in the program. That is deliberate. Yaw at the break is the difference between a stall and something the candidate has not been trained to recover.

Positive exchange of controls, both directions, every time.

Verbatim in the study guide.

Read:

• FAA-S-ACS-25, tasks AI.X.C, AI.X.D, and AI.X.E, in full. Note which tasks call for recovery at the first indication and which call for a full stall.
• FAA-H-8083-3C, the chapter covering stalls.
• AC 61-67C with Changes 1 and 2, again, specifically the sections on the accident categories.
• Your lesson 14 notes on angle of attack, and the list of what critical angle of attack does not change with.
• standards/MANEUVER-LESSON-SHAPE.md, addition 2.
• Your own lesson 31 work.

Deliverable: Three things. First, write the preflight ground lesson you will teach on the three stalls. This is two of your seventeen P3 plans, covering a power-off stall and a power-on or accelerated stall. Second, the stall speeds in every configuration for the airplane you will fly, from that airplane's own approved material, written down. Third, your altitude budget: entry altitude, expected altitude loss, and the altitude recovery will be complete by, for each of the three.

VS-32-1

Type: Exemplar | ACS task: AI.X.C | Status: empty What it should show: a power-off stall recognized and recovered at the first indication, narrated, with minimum altitude loss as a consequence rather than a goal Reference Critique: not applicable for an Exemplar

VS-32-2

Type: Error | ACS task: AI.X.C | Status: empty What it should show: recovery initiated late, the nose held up after the break, and a secondary stall on the recovery Reference Critique: to be written from the Instructor Debrief of the flight the Clip is taken from

VS-32-3

Type: Error | ACS task: AI.X.D | Status: empty What it should show: a power-on stall with uncorrected yaw at the break and the roll that follows Reference Critique: to be written from the Instructor Debrief of the flight the Clip is taken from

VS-32-4

Type: Error | ACS task: AI.X.E | Status: empty What it should show: an accelerated stall arriving well above the wings-level stall speed, with the pilot's surprise visible Reference Critique: to be written from the Instructor Debrief of the flight the Clip is taken from

Tagged by ACS task. These serve every lesson touching AI.X.C, AI.X.D, and AI.X.E.

This lesson is complete and deliverable whether or not its Video Slots are filled.

Grade the frightened-Student handling first, and say so at the debrief. It is the part of this lesson that transfers furthest into the candidate's career, and it is the part that no written test reaches. A candidate who flew all three stalls beautifully and talked a frightened Student into one more has not had a good lesson.

The yaw correction at the power-on break is the safety-critical observable. Time it. If it took more than a second, say the number, and fly it again before lesson 33.

Watch for the candidate's own comfort. A candidate who is themselves uneasy about stalls will teach quickly, narrate thinly, and hurry the recoveries, and every Student they ever teach will inherit it. It is fixable, it is fixed with repetition rather than with discussion, and this is the right lesson to spend an extra hour on.

Tracker Status set by the instructor, named, dated.

• ✓Traces to a story. US-5.2, US-5.4, US-5.6, US-6.3
• ✓Carries ACS tasks and Part 61 references
• ✓Completion standards are observable behavior, naming flying tolerance and teaching quality
• ✓Common errors listed, each with the instructor's response
• ✓Intervention threshold stated explicitly, with a hard floor and an entry altitude rule
• ✓Student preparation named, in the student half
• ✓FAA references verified current, 2026-08-13
• ✓Passes the design system check
• ✓Appears in the program structure and coverage matrix, hours reconciling
• ✓Both halves exist
• ✓Video Slots named and ACS-tagged, and the lesson states it is deliverable with them empty
• ✓Vocabulary matches CONTEXT.md
• ✓No em dashes, no POH performance numbers, no pricing
• ✓Falling short does not block progression (Decision 9)
• ✓Runs the four-part cycle from standards/MANEUVER-LESSON-SHAPE.md
• ✓Carries an emergency scenario, per US-5.6 and the program structure
• ✓Carries no spin content beyond the connection to lesson 31 (US-6.3)
• ✓Sequenced after lesson 31, and the sequencing is stated as a hard rule (US-6.1)
• ✓Uses the 2026-07-29 power-off stalls lesson as its worked example