Warning – this unit was last revised in 2007

Unit 21: The Instructor’s use of controls

Research Material:
The Driving Instructor’s Handbook

“This aspect refers to all driver operated controls. (Steering, indicators, brakes etc.) Should only be used when necessary. The pupil should be told when and why they have been used. The PDI must not be controlling the pupil all or most of the time.” – From the examiner’s marking guidelines (ADI1).

We have all been in a car with a driver who makes us nervous – where we actually reach for a brake pedal which isn’t there! Well we’ve got one now – but their use must be thought of as a safety net and nothing more.

Any use of the controls by the instructor must be seen as being retrospective, and therefore not positive – this is a serious instructional mistake – ask yourself how it could have been avoided. They are for emergency use only.

Your most effective dual control is what you say, and the tone in which it is said. A firm sharp ‘off the gas, and brake firmly please’, will often have as much of an effect as using the brake pedal, and though your customer may well feel that they have made a mistake (if it’s got this far – they have), they will feel slightly better about the fact that they fixed it themselves.

Using the dual controls can be demoralising, but it is sometimes necessary. When the duals are used – you must always make it clear that they have been used, and why. Many customers leave instructors saying ‘I didn’t realise, but he was doing loads of stuff for me – it made me feel that I wasn’t as far on as I thought’.

There is one important safety point with the dual controls and that is that when you push the instructor’s pedals down – the customer’s pedals will also go down. With the brake pedal this is not a problem, but with the clutch pedal this can lead to broken toes if their foot is underneath their clutch pedal at the time.

AVOID using the clutch pedal in an emergency – brake the car to a stall if necessary.

Discussion Points:
The emergency stop
The rear end accident at roundabouts and emerging
Clear instructions ‘Brake’ or ‘Slow Down’?
Good use of dual controls for demonstrations

Exercises:
Vocally and manually preventing your customer pulling out into traffic.
Vocally and manually helping with steering problems.
Demonstrating a Reversing exercise from the passenger seat.

Warning – this unit was last revised in 2007

Unit 22: Instructor’s Characteristics – attitude and approach

Research Material:
The Driving Instructor’s Handbook

“This aspect should be dealt with as an overall assessment of the PDI characteristics and is concerned with the skills used to create a relaxed, but supportive learning environment. It is not to be used as a measure of the personality characteristics of the PDI, but as a measure of how effective they are in establishing and maintaining a good rapport and creating the right atmosphere for learning to take place. The PDI should display a relaxed manner and be outgoing but not over-familiar. They should be self confident and capable of transmitting confidence to the pupil in a patient and tactful manner. Any unnecessary physical contact with the pupil will be reflected in the marking.” – From the examiner’s marking guidelines (ADI1).

As soon as you start asking for money to do something – the people who are giving you that money are expecting you to act in a certain way – you have responsibilities! You must come across as professional, comfortable and knowledgeable at all times.

However – you should remember that if your customer feels patronised or uncomfortable with you then they may not take more lessons with you, or they may not learn as quickly.

Small things make a big difference here – smiling seems obvious, but it is so often overlooked! Being a professional doesn’t mean being cold and aloof, so don’t be afraid of casual language (avoiding swearing), and a relaxed manner.

Body langauge needs to be friendly but not unnecessarily tactile, handshakes may be invited by your customer, but be prepared to draw the line before things get over-familiar.

Being in a car with someone on a 1 to 1 basis for up to 100 hours can lead to complications. Awareness of feelings outside the trainer – trainee relationship. Be prepared to deal with these in a manner which will not put your job at risk.

Unnecessary physical contact must be avoided at all costs – the easy way to do this is to imagine a glass partition down the middle of the car which can only be broken in emergencies.

Discussion Points:
Dealing with unwanted (or wanted) attention
The instructor’s seating position

Exercises:
Introductions
Using the wheel or gear lever from the passenger seat:
As demonstration
In an emergency

Warning – this unit was last revised in 2007

Unit 23: Core Competencies – Fault Identification

Research Material:
The Driving Instructor’s Handbook

Fault Identification is the first of the core competencies – the cure for driving faults. You need to know the fault before you can offer a cure.

“Faults – Identified
This covers the ability of the PDI to clearly identify all the important faults committed by the pupil that require correction as part of an effective instructional process. This ability is expected to cover all aspects of control of the car and procedure on the road at all times. The fault assessment need not be immediate if this would be inappropriate at the time, but it should be given at the first opportunity.” – From the examiner’s marking guidelines (ADI1).

Fault ID – What? – SEE IT!
This is the start of it all, but remember, 99% of all faults occur within the MSM/PSL routine, so if you are unsure what the fault is, but know one is occurring, then start at the beginning:

Mirrors – look at Eyes – remember there are only 2 things you can do in a car: change speed, and change direction. So before either of these, ensure mirrors are being used effectively – find out if they know what is behind or to the side, and how it could affect them.

Signal – look at Hands – decide whether their signalling is informative and of use to other road users, or is it unnecessary or timed incorrectly, and a cause of confusion to others

Position – look at Road – normal road position should be a doors width from any obstruction on the left where possible, kerb or parked vehicles. Where not possible (meeting situations for example) make sure that the speed has been dropped to cope with the lack of space. Through junctions and roundabouts be sure to point out any deviation from what you would consider the ideal line or lane choice.

Speed – look for Safe Distances – there’s a simple test for this, if you are nervous, it’s too quick; if you’re worried about the people behind it could be too slow. Included in this area is gear choice, and whether any coasting is happening, which means keeping an eye on feet. Ensure that speed limits are being adhered to, and that in safe areas they are achieved.

Look – look at Road and Eyes – The most important thing to be done. If a hazard isn’t seen, then it can’t be dealt with. Remember that even for experienced instructors, watching the road while watching where the student is looking can be hard, so until you are sure good observations are being carried out, keep the speed down and give yourself time to be sure of both the road and your customer. There is a really simple rule in this section- don’t get let anything happen that you are not 100% sure is safe.

Fault ID – SAY IT!
Here we need to state the fault simply and gain agreement about it. It is all too easy to jump straight to questions here like “do you know what the speed limit is here?” when what you actually need to say is “we’re doing 34 in this 30 zone”. This is especially important, when the problem is one which could cause a hazard.
Try to be as early as possible with this, unless saying it immediately is going to cause more trouble to yourselves or other road users. Nervous students may sometimes head for the brakes at the wrong moment, so use your judgement. If there is no way to sort the problem immediately, then tell your customer you will come back to it as soon as you are in a safe place. Stick to this though, because saying “do you remember that roundabout 15 minutes ago?” is likely to get a blank look!

Discussion Points:
Watching your customer and the road – extra eyes needed!
Spotting body movements and feeling the car
Drive through similar hazards more slowly if unsure
No questions – state the facts

Warning – this unit was last revised in 2007

Unit 24: Core Competencies – Fault Analysis

Research Material:
The Driving Instructor’s Handbook

Before you can give them a cure – you need to know why the problem happened so that it can be prevented next time.

“Fault Analysis
This covers the ability, having identified a fault, to accurately analyse the cause and offer an analysis as appropriate. It covers inaccurate, incomplete or omitted fault analysis.” – From the examiner’s marking guidelines (ADI1).

Fault Analysis – Why? – GAIN AGREEMENT!
In it’s simplest form, this would follow the “we’re doing 34 in this 30 zone” with “look behind, and ease off the gas/brake a touch until we’re back at a safe speed”.
Problem sorted. However, this does not prevent the same mistake from happening again. Here we have to work out why the mistake occurred.

1: Did the customer know what they were doing wrong?
(“did you realise we were going 34?”)
If the answer to this question is yes, skip to question 2.

If the answer is no, you need to work out why not – were they following the car in front, or going down a hill? From here you should agree on a way of preventing it happening again.

2: Did the customer know what they should have done?
(“did you know we were in a 30 zone?”)
If the answer is yes, skip to question 3.

If the answer is no, you need to work out why not – had they missed a sign, or presumed a wide road was a faster road? Again, you need to agree on a plan to prevent it happening again.

3: Why did it happen?
(“if you knew we were exceeding the limit, why didn’t we slow down?”)

This is the awkward one – were they feeling pressure from the truck behind? Were they trying to gain speed ready for a raise in speed limit ahead? Once you have found out why it happened, you need to restate the dangers of the mistake.

It can often be useful to follow up with the final question:

Why shouldn’t we do that?
(“Why shouldn’t we go over the 30 limit here”)

Guide the answer toward the dangers – beware of the answer: “because I’ll fail my test”!

As driving instructors we have a duty to make people think!

Discussion Points:
Why did it happen – was it:
A lack of knowledge?
A lack of skill?
Or an attitude problem?

Exercises:
Your trainer will role-play the same faults as in the fault ID unit, and this time you will need to continue through the fault analysis.
Clutch control
Use of speed
Signalling

Warning – this unit was last revised in 2007

Unit 25: Core Competencies – Remedial Action

Research Material:
The Driving Instructor’s Handbook

The end result. The cure – make it a lasting one!

“Remedial Action
This relates to offering constructive and appropriate action or advice to remedy a fault or error that has been identified and analysed.” – From the examiner’s marking guidelines (ADI1)

Remedial Action – How? – SOLVE IT!

This is the most important bit!

You need to agree on what the problem was (fault ID), and why it happened (fault analysis), and then you need to instruct them in how to ensure it doesn’t happen again (remedial action). This may be as simple as ensuring they check their speedometer when going down hill, or starting their MSPSL routine a touch earlier.
You will need to identify what kind of a problem it is:

A knowledge problem can be simply cured, but may have underlying attitude problems.

A skill problem will often need detailed instruction and practise, but may also have underlying attitude problems.

An attitude problem alone can be interesting to solve! You will need to find out why they are doing something when they know they shouldn’t, and are capable of avoiding.

Discussion Points:
Fixing Knowledge Problems
Fixing Skill Problems
Fixing Attitude Problems

Exercises:
Your trainer will role-play different customers with the same problem – speeding. You will need to assess whether it is a knowledge, skill or attitude problem, and put in a place a course of action based on this assessment.

Warning – this unit was last revised in 2007

Unit 26: Core Competencies – Combining Knowledge, Skill and Attitude

Research Material:
The Driving Instructor’s Handbook

“In this section the assessment is of all faults over the whole lesson and not individual faults. For example, some explanations may be correct, some incorrect. The rating given depends on the balance of correct to incorrect.” – From the examiner’s marking guidelines (ADI1).

Being able to find a fault, work out why it happened, and carry through an action plan which solves it, is one of the most satisfying things an instructor can do. It is not always easy to be able to remember each stage in turn, but when you have practiced them individually, putting them together starts to make sense of the whole.

Exercises:
Moving Off
Turn in the road
Meeting situations
Approaching Roundabouts
Parking safely

Warning – this unit was last revised in 2007

Unit 27: Mock tests and the test day itself

Research Material:
The Driving Instructor’s Handbook
DSA Guidelines for Examiners (see Useful Links)

Mock tests are an essential tool for both instructor and customer, and must only be conducted once a customer is at (or close to) test standard. For the instructor and the customer they will provide a good picture of exactly what needs to be worked on – as long as they are undertaken in relation to the guidelines of the actual driving test.

Performing a couple of mock tests (at least) will allow different routes and problems to be encountered. The instructor should vary their role-play, including role-play of an examiner who will be a personality clash for the customer – giving the customer an insight into how to deal with having someone who is potentially off-putting in the car with them.

In preparation for the test day itself, you should ensure that you, your car, and your customer are prepared both mentally and legally.

Your customer must have their provisional licence (both paper and card part), and their theory test certificate. Know the exceptions to these rules where necessary, but try to avoid it with proper planning.

You must prepare the lesson prior to the test – usually one hour (driving for maybe 50 minutes). This lesson should be a good test of their ability, and with discussion should cover any points (and manoeuvres) that your customer has worries about. You must arrive at the test centre punctually, as the examiner will not wait for more than 2 minutes after your test time. Allowing your customer a few minutes respite from driving by arriving in enough time to run through the show and tell questions can be an ideal plan.

The car presented for the test must be able to pass its MOT, must have 4 seats and seatbelts and a headrest for the examiner. A mirror for the examiner to use must be provided, and L-plates must be displayed. The car must also be insured for the purposes of the test.

Once inside the test centre, the examiner will enter the waiting room and call your candidate’s name, and ask them to sign the residency and insurance declaration on the driving test sheet. If your customer wants you to sit in with them on the test, they must ask the examiner themselves – this is not something you can do – it is their test, not yours.

Once the candidate and examiner leave the centre, your candidate will be asked to read a number plate from the required distance, and will lead the examiner to the car. Here they will be asked 2 of the show and tell questions. Once this has been done, the examiner will make sure the car is safe for the test, and will then take note of the instructors badge number on the candidate’s test sheet. An instructor may (if necessary) remove their badge from the vehicle before the test, but this should be unnecessary.

The test will now take place. During the test, if you sit in, you should sit behind the candidate, and keep well out of the way of any observations. Say nothing, and do not influence your customer in any way.

Once back at the test centre, if the instructor has not sat in on the test, make your presence known to the examiner once the vehicle has been parked (try not to put off your customer if they are reversing into a parking bay for example). This allows them to open their door, or to beckon you into the car in order to hear the debrief. If this is not done, then either your customer has passed, or when asked by the examiner they have indicated that they do not want you to hear the debrief.

If your customer has passed, they will receive a copy of the ‘Drive On’ magazine, and the Driving Examiner will request their provisional licence parts in order to replace them with their pass certificate. Your customer will receive their full licence within a couple of weeks.

Whatever the outcome, be polite to the examiner, and then ask your customer to get into the passenger seat while you drive them home – a successful candidate will be as distracted as an unsuccessful one! It is worth noting down any faults recorded. If the test was not successful, discuss problems, and endeavour to keep the customer positive, with reassurance and an action plan. Encourage them to re-book as soon as is realistic.

Discussion Points:
Performing a mock test – and how it helps
Is the customer ready?
Is the car ready?
Are you ready?

Exercises:
You will role-play the examiner on a mock test. You will need to remember the basic scripts, and conduct the mock in an appropriate manner.

You will collect your customer and conduct a pre-test lesson, ending up at the test centre ready for their test.

The Beyond Driving ADI Training Syllabus is provided free of charge for all potential driving instructors. If you are a trainer we will only allow use of these materials with prior consent.

Warning – this unit was last revised in 2007

Unit 28: The Part 3 Examination – How it works

Research Material:
The Driving Instructor’s Handbook
The examiner’s marking guidelines – ADI 1 (See Useful Links in the Instructor Training section)

First things first – you’re good at this job: you’ve been practicing, you’ve been studying, and you’ve put a hell of a lot of work in just to get this far. Well done.

On the day of the test, you should look your best, and so should your car – remember, you’ve got to teach this “new student”. There’s nothing wrong in hoping you might actually come across better than their normal instructor, so looking the part is a good place to start. Don’t have anything floating around in the back of the car that doesn’t need to be there. Have all of your teaching materials and references easily to hand. And as soon as you get to the test centre, put your L-plates on, you’ll need them for the first part of the test at least.

While you are waiting, put into practice all of those confidence techniques you suggest to your students. Don’t attempt to look through all of your PST briefings at this stage, you will know them well enough already, this is a time for making sure you feel as professional as you intend to be once you pass.

When the examiner calls your name, they will ask how you wish to be addressed, and they will ask you for:

(if you have an old style licence, have your pink badge to hand as photo id)
The examiner will ask you to sign the insurance declaration, and if you are working as a trainee on a pink badge, they will ask whether you have your Training Declaration (ADI21AT). If you do not have your Training Declaration, this will not be a problem for the test, but could cause problems with your Trainee Licence, so have it to hand.

The examiner will then ask you to lead them to your car, and will take its details (registration number etc), and they may ask you a few questions about it. While they do this would be an ideal time to replace your pink badge in the windscreen if you needed it for photo id.

The examiner will then explain how the test will be conducted, and give you the word picture describing the “customer” they will portray:

“This is the test of your ability as an instructor, regard me as a pupil and instruct me in the same way as you would normally.
It may be necessary for me to interrupt you from time to time. This could be because we are moving on to the next stage, or if time is running short.
I will give you instructions and you can repeat them back to me just as you would with any other pupil. I may need to interrupt you to give a direction or to end the phase.
Is that quite clear?”

They will then continue to describe the customer they will be role-playing for the first phase, for example:

“I would like you to call me dave, and I am at the partly trained stage. I would like you to instruct me on emerging at t-junctions. You should also correct any other driving faults you find. I have driven a car similar to this one before. My other instructor is on holiday. You can assume that we have already done the eyesight and licence checks. Do you have any questions?”

During the first phase the examiner will often use their own first name, and they will then change this for the second phase.

This is the point at which you should ask any “out of role” questions. Clarify what you understand the word picture to be, and find out the first few directions.

At this point the handshake is usually in order! Introduce yourself, and like with any normal new customer, you’ll listen carefully to what they say. The examiner will assume the role of the “pupil” you will be teaching in the first phase of the test, usually they are a pupil who is new to you whom you are picking up from their place of work.

The examiner will describe themselves in different ways according to which PST and Phase you are working on.

Beginner Exercise 1: (Phase 1)
The examiner will explain that as a pupil they have never sat in the driving seat before.

Beginner Exercise 2: (Phase 1)
The examiner will explain that they have had a lesson on controls, but have never moved off, and are unsure of when to use their mirrors.

(In both of these PST’s the examiner will sit in the passenger seat, and will usually direct you to an appropriate area to undertake the “lesson”, they will usually stay in character e.g.: “everyone I know always has their first lesson on Windermere Road, I’ll tell you how to get there”.)

Part Trained: (Phase 1)
The examiner will explain that they have had some tuition, though the number of hours will not be quoted.

Trained: (Phase 2)
The examiner will explain that they may be about to take their L-test (tomorrow, in a couple of weeks, or simply thinking about it!), the precise number of lessons they have had will not be quoted, they may never have had formal lessons with an instructor.

Full Licence Holder: (Phase 2)
The examiner will explain that they are a full licence holder who might:
Require development for a driving job
Has been abroad for a couple of years
Has not driven for some time, and now needs to commute
Has difficulty with reverse parking as they were never taught it, and now find themselves needing to use it more often.

Listen carefully to the word picture given to you by the examiner, and if you are at all unsure of what you need to teach, and to what level, ask questions.

Certain PST’s, especially Meet, Cross and Overtake will be given as only a part of the PST, so be sure of what your “customer” is asking of you.

Don’t worry about fitting a lesson which would normally take you an hour into the allocated 28 minutes. The examiner will make allowances if you over-run, and they will also pick things up quite quickly, in order to observe your teaching throughout the subject. Once the first 28 minutes is over, they will tell you the phase is complete and will tell you the next exercise, allowing you a minute or two to find your briefing and prepare yourself. During this time they will make a few notes, though they will write down nothing which has a direct impact on the outcome of the test, so just concentrate on your next subject.

Once the phase 2 period is complete, you will be back at the test centre. The examiner will return to their office for a few minutes to write up the results of the test, and they will ask you to wait.

When they return, they will make sure you are in a private place for your result and debrief, and they will tell you the result immediately. From here they will go through your test sheet, pointing out areas of strength and weakness. They will not try to give you training advice, but by looking at your grades and the DSA guidance included below, you will be able to find areas to practice, study, or look for training in.

(From the DSA guidance for SEADI examiners ADI1)
The Result:

Column A:
The three columns headed ‘Not Covered, Unsatisfactory, Satisfactory’ record the instructor’s response to the pupil’s progress, in other words the instruction given on each individual item relevant to the subject heading.

Not Covered – subject not covered or grossly incorrect or dangerous instruction given

Unsatisfactory – subject attempted, but guidance and/or training offered was assessed as incomplete or not fully satisfactory.

Satisfactory – subject covered satisfactorily or better.
The overall grading awarded will not be higher than, and will equate to, the lowest rating marked in the Core Competencies section.

Column B:
Core Competencies:
This section of the assessment is of all faults over the whole lesson, and not individual faults. For example, some explanations may be correct, some incorrect. The rating given depends on the balance of correct to incorrect.

Faults – Identified:
This covers the ability of the PDI to clearly identify all the important faults committed by the pupil that require correction as part of an effective instructional process. This ability is expected to cover all aspects of control of the car and procedure on the road at all times. The fault assessment need not be immediate if this would be inappropriate at the time, but it should be given at the first opportunity.

Fault Analysis:
This covers the ability, having identified a fault, to accurately analyse the cause and offer an analysis as appropriate. It covers inaccurate, incomplete or omitted fault analysis.

Remedial Action:
This relates to offering constructive and appropriate action or advice to remedy a fault or error that has been identified and analysed.

(Your overall marks for each phase will be the lowest mark you receive in the core competencies – this section is the key to your success.)

Level of Instruction:
Relates to the match (or lack of it) between the level of instruction and the level of the ability of the pupil.

This will normally match the grade given

Planning:
Covers the planned and actual sequence of instruction/activity together with the appropriateness and effectiveness of teaching methods used, taking due account of the difficulty/complexity of the content covered and progress of the pupil.
Includes the allocation of time between training activities and methods used such as the distribution between theory and practice.

Control of Lesson:
Deals with the overall control of the lesson and the interaction processes within it.
Directions must be clear and given at the correct time.
Instruction should be given in good time to help the pupil respond to the situation at hand.
Instructions must relate to the prevailing road and traffic conditions.
This has strong links with the ‘Core Competencies’, ‘Level of Instruction’ and ‘Feedback and Encouragement’.

Communication:
Is concerned with pupil’s understanding of instruction, appropriateness of language and use of jargon (with or without explanation).
Includes the ability to adapt and to use language and terminology likely to be familiar to the particular pupil and not to overload them with over-technical and complex explanations.

Question and Answer Technique:
At appropriate points during the lesson the PDI should preferably ask questions that contribute towards realising the objectives of the lesson. Ideally the questions should be simply worded, well defined, reasonable and relevant.
There is a need for questions that are thought provoking and challenging as well as ones that simply test a pupils memory.
In addition the PDI should encourage the pupil to ask questions at appropriate times.
Bear in mind that, whilst this is a useful technique to employ, excessive importance should not be placed on this alone as it is quite possible to give a satisfactory lesson without it.

Feedback/Encouragement:
Providing feedback and encouragement to the pupil relating to the performance.
Praise, confirmation, reinforcement for effort / progress / achievement. Correction / information when errors / faults occur.
Encouraging the pupil is part of any teaching skill. The pupil needs to know when they have done something well.
Feedback is key to providing the necessary level of instruction and has close links with the Core Competencies.

Instructor’s Use of Controls:
This aspect refers to all driver operated controls. (Steering, indicators, brakes etc.)
These should only be used when necessary.
The pupil should be told when and why they have been used.
The PDI must not be controlling the pupil all or most of the time.

Attitude and Approach to Pupil:
This aspect should be dealt with as an overall assessment of the PDI characteristics and is concerned with the skills used to create a relaxed, but supportive learning environment.
It is not to be used as a measure of the personality characteristics of the PDI, but as a measure of how effective they are in establishing and maintaining a good rapport and creating the right atmosphere for learning to take place.
The PDI should display a relaxed manner and be outgoing but not over-familiar.
They should be self confident and capable of transmitting confidence to the pupil in a patient and tactful manner.
Any unnecessary physical contact with the pupil will be reflected in the marking.

Criteria for Grading
A mark should be awarded on the scale from 1 to 6 for each of the two phases of the test, and the following notes should be the basis for the mark.
6. Overall performance to a very high standard with no significant instructional weaknesses.
5. A good overall standard of instruction with some minor weakness in instructional technique.
4. A competent overall performance with some minor deficiencies in instructional technique.
3. An inadequate overall performance with some deficiencies in instructional technique.
2. A poor overall performance with numerous deficiencies in instructional technique.
1. Overall standard of instruction extremely poor or dangerous with incorrect or even dangerous instruction.

Your Result:
Remember, that to achieve the grade 4 or higher pass rate in both of the phases, what you really need to do is teach the pupil something new, or see improvement in something they weren’t so good at.

It really is as simple as that.

All of the techniques you use, and the way they are put into action is all for the same purpose – teaching, training and coaching someone towards being a safe driver.

There are no strict definitions for the grading for the part 3 exam, though as these examiners are the same people who will perform your check tests later in your career, the grading system from that may help you understand exactly how to get a better grade at part 3.

If you would like a more detailed breakdown of the grading criteria, the following grading information has been taken from the Senior Examiner’s guidelines for the conduct of Check Tests. Though not all of the information is applicable to the part 3 examination, the majority is relevant.

(From the DSA guidance to SEADI examiners in ADI1)
GRADE 6 Overall performance to a very high standard with no significant instructional weaknesses. Concise accurate recap given on the previous lesson and realistic, attainable objectives set for the current lesson. There was dialogue, with pupil involvement. Consistently demonstrated the ability to vary/select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil.
Quick to recognise and address all the important driving faults and provided thoroughly sound analysis, with clear, prompt and appropriate remedial action. An appropriate route chosen for the pupil’s ability and experience and took every opportunity to develop the pupil’s driving skills and awareness using the problems presented en-route.
Structured an appropriate learning environment that positively encouraged the pupil to further develop their skills and good driving practice. The lesson concluded with a concise recap, which was an accurate overview of the lesson. The strengths and weaknesses in the pupil’s performance identified and discussed constructively. Realistic and appropriate objectives set for the next lesson. Professional attitude and approach to the pupil throughout the lesson.

GRADE 5 A good overall standard of instruction with some minor weakness in instructional technique. A recap given on the previous lesson and objectives set for the current lesson, with pupil involvement. Demonstrated the ability to vary/select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil, with only minor weaknesses.
Recognised and addressed all the important driving faults and provided sound analysis with appropriate remedial action. An appropriate route chosen for the pupil’s ability and experience taking advantage of most of the opportunities to develop the pupil’s driving skills and awareness using the problems presented en-route. Structured an appropriate learning environment in which the pupil could readily further develop their skills and good driving practice. The lesson concluded with a concise recap, which was an accurate overview of the lesson. The strengths and weaknesses in the pupil’s performance identified and discussed. Objectives set for the next lesson. Attitude and approach to the pupil was good throughout the lesson.

GRADE 4 A satisfactory overall performance with some minor deficiencies in instructional technique. Acceptable recap with limited pupil involvement and objectives for the current lesson outlined. Demonstrated the ability to vary/select the most appropriate instructional techniques as necessary to suit most of the needs, aptitude and ability of the pupil. Recognised and addressed the important driving faults, providing generally sound analysis and remedial action. An acceptable route chosen for the pupil’s ability and experience, taking advantage of most of the opportunities to develop the pupil’s driving skills and awareness using the problems presented en-route. Structured a generally appropriate learning environment that provided opportunities for the pupil to develop their skills and good driving practice. The lesson concluded with a general summary, giving an accurate overview of the lesson. The main strengths and weaknesses in the pupil’s performance identified. Attitude and approach to the pupil was acceptable throughout the lesson.

GRADE 3 An inadequate overall performance with some deficiencies in instructional technique. Inadequate or sketchy recap on the previous lesson. Did not adequately set out/explain the objectives for the current lesson, and did not involve the pupil. Demonstrated only a limited ability to vary/select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Inconsistent identification, analysis and remedial action of driving faults. Some unnecessary retrospective instruction. A poor route chosen for the pupil’s ability and experience and missing opportunities to develop the pupil’s driving skills and awareness using the problems presented en-route. Failed to structure a learning environment to enable the pupil to develop their skills and good driving practice. Inaccurate or incomplete summary at the end of the lesson. Many of the strengths and weaknesses in the pupil’s performance not identified or treated superficially. Shortcomings in attitude and approach to the pupil.

GRADE 2 A poor overall performance with numerous deficiencies in instructional technique. Little or no recap on previous lesson, failed to set objectives for the current lesson. Unable to vary/select instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Many problems with correct identification of driving faults and analysis and very late remedial action. An unsuitable route chosen for the pupil’s ability and experience and missed numerous opportunities to develop the pupil’s driving skills and awareness using the problems presented en-route. A poor learning environment from which the pupil would not be able to develop their skills and good driving practice. Superficial summary at the end of the lesson. Main strengths and weaknesses in the pupil’s performance not mentioned. Serious shortcomings in attitude and approach to the pupil.

GRADE 1 An extremely poor overall standard with incorrect or even dangerous instruction. No recap on previous lesson, objectives not set for the current lesson. Unable to even recognise the need to select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Failed to identify, analyse or correct driving faults, many of which were of a serious or dangerous nature. A totally unsuitable route chosen for the pupil’s ability and experience and didn’t use the opportunities presented en-route to develop the pupil’s driving skills and awareness. No attempt to structure any kind of learning environment. No summary at the end of the lesson. Very serious shortcomings in attitude and approach to the pupil.

And before you panic….
…much of the information above will seem quite strict and regimented, remember that this is simply the guidelines for the examiners. Compare this to the advice on the part 3 exam in ‘The Driving Instructor’s Handbook’, and you will be able to start thinking constructively about your part 3 plan.

Simple advice just before you pull your hair out, is to remember that the examiner at the part 3 stage simply wants to see that you can teach the “pupil” something, and clean up their mistakes!

The Beyond Driving ADI Training Syllabus is provided free of charge for all potential driving instructors. If you are a trainer we will only allow use of these materials with prior consent.

Unit 29: The Phases – Beginner/Part Trained/Trained/FLH

Research Material:
The Driving Instructor’s Handbook – Chapter 5
The Examiners Guidelines for the ADI Part 3 Examination (see our links page)
(Sorry guys – this is where the heavy reading and preparation will really help!)

The Part 3 examination lasts approximately 1 hour, which is split into 2 phases, with just under half an hour for each phase. These 2 phases are designed to test your skills with customers of differing capabilities.

Phase 1:
This phase involves you training a ‘customer’ (role-played by the examiner) who has never attempted the subject in hand.

The Beginner is a customer who has had very limited experience (or none at all!) behind the wheel. The Pre Set Tests in this section are:

The Partly Trained customer has had some training (not necessarily of a good standard), but is approaching the subject for the first time. The PSTs in this section are:

Phase 2:
This phase involves assessing a customer who has dealt with a lesson subject before, but is having problems in dealing with it safely. It involves an assessment of their current knowledge, skill and attitude, and relies heavily on the core competencies to analyse problems then suggest remedial action in order to fix them.

The Trained customer may be approaching test standard, but needs help dealing with a subject they have trouble dealing with. The PSTs which may feature a Trained customer are:

The Full Licence Holder may be a customer who has lived abroad for some time, needs an assessment and some training for a job or is looking for refresher lessons for another reason. The PSTs which may feature a Full Licence Holder are:

Discussion Points:
Phase 1 Briefing for a new subject – with an Action Plan
Phase 1 Levels of Instruction – Guided Talk Through
Phase 2 Recap of Knowledge, Skills and Attitude
Phase 2 Briefing reminders
Phase 2 Levels of Instruction – Starting at prompted
Phase 2 The importance of the core competencies

Over the next few sessions you will be working on how to plan and prepare for a lesson. The subjects to be worked on will be the same as those on the part 3 exam, but should give you the skills you need to prepare for any lesson. The PSTs are not the be all and end all of the job, but are a good cross section of exercises designed to test your skills.

To Do:
Start preparing briefings for all of the subjects (Units 28-40).
Before each session, work through each subject thoroughly.

Unit 30: The Briefing – What does a customer need to know?

Research Material:
The Driving Instructor’s Handbook – Chapter 5

Depending on which phase and which PST is involved, your briefing will give your customer the information which they will need to know in order to achieve the objective for the lesson.

KISS! – We go for the less rude version here: Keep It Short and Simple!
To do this we need to be ruthless with the information we put into a briefing.

Recap:
This will involve finding out about your customer – what relevant experience do they have about the subject in hand. Start with closed questions to establish Knowledge and Skill, then open questions to assess Attitude. Remember that to teach something new is to move from the ‘Known’ to the ‘Unknown’. Anchor the start of any lesson in the ‘Known’.

Objective:
Now you know about your customer, you can decide on your Objective, remember this objective must be SMART (Specific, Measurable, Agreed, Realistic and Timed, for example ‘I think we should aim to be able to perform the Turn in the Road safely (specific) with nothing more than a little prompting (measurable & realistic), by the end of the session (timed). How do you feel about that? (agreed – hopefully!)’. Obviously the level attained (measurable) must be realistic, given the answers you have received on your recap.

Main Points & Action Plan:
With a Phase 1 customer, this will involve diagrams and references to the highway code in order to describe the safest approach. Run through the skills which will be needed, and how the lesson will flow – with a route (if known), and the level of instruction you intend to use, for example ‘And remember that I will be guiding you through the whole of this, and will talk you through all of the hazards.’.

With a Phase 2 customer, after establishing what they already know about a subject, we will have identified any gaps in their Knowledge, and these can be filled before moving off. Gaps in skill should be noted, and will decide the level of instruction, and problems involving attitude must be fixed with encouragement and solid reasoning. Main points for a Phase 2 customer will not take as long as for a Phase 1 customer, in order to get more practise in.

Discussion Points:
Timings
Flexibility after recap
‘Must know’, ‘Could know’ and ‘Might come in useful’
Use what you can see

To Do:
For each of the following subjects (units 28-40), note down important points to be included in your briefings.

Use the PST sheets included in each unit – the important (need to know) points to be covered are in the left column.

Expand on these main points with information you feel important about necessary knowledge, skills and attitude towards each subject.

Before each session with your trainer you will be expected to have thoroughly researched the subject in hand.

Practice the subject yourself, and think carefully about how you – an advanced and experienced driver – deal with it.

Using your notes and the guidelines on timings for the main points of each subject, practice delivering the necessary information in a clear and concise manner.
It is worth practising this against the clock.

If you wish to write a script for yourself, this can be useful, but learn the script (recording it and playing it back can be helpful at this stage), and work up bullet points as cues. Reading from a script is impossible in an interactive situation, but easily followed cues can be picked up during a briefing.

Have diagrams ready to be referred to. Remember ‘what I see, I remember’.

While doing these briefings – consider:
MSPSL, POM, and SCALP
Control skills
The Highway Code – Law and Guidelines
Reference points and clearances

Refer to:
The PST Sheets
Driving: The Essential Skills
The Highway Code
The Driving Instructor’s Handbook
Lesson Presenter

Make a start – work on the beginner lessons (units 28 & 29).