Unit 31: Beginner – Controls

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Parts 3, 4 & 5
Lesson Presenter
PST sheet
PST 1 – Controls/Crossroads
Examiner’s Part 3 Guidelines

It is rare that you will pick your customer up at the ideal place for them to move off for the first ever time, so you will usually drive them to a suitable nursery area. On your part 3 exam this is also usually the case – ask your examiner if they have an area in mind to start off, or if they would like the controls explained while at the test centre.

Introductions and Recap: (Timings depend on drive – 5 minutes?)
Once you have introduced yourselves, you will need to drive to your nursery area. Try to find out what your customer knows about using the roads from whatever perspective they have had – passenger, pedestrian, cyclist, moped rider – it is surprising what you find out. This is also an ideal time to discover your customer’s motivations for, and attitude to driving.

Hopefully they will express an interest in what you are doing – use your commentary driving skills to talk through what and why you are doing it. This is often an ideal time to introduce MSM and possibly clutch control.

Once at the site, remove the key, and ensuring everything is safe, and see them safely into the drivers seat around the back of the car.

Now for the fun bit!

Objective: (30 Seconds)
To know where the main controls of the car are (specific), and with prompting be able to understand their use (measurable and realistic). What do you think if we aim to be ready to move off in around half an hour? (agreed & timed).

Main Points and Practise: (19 minutes?)
On the PST sheet (ADI 26/PT/01), the left column includes all of the main points you must cover in your briefing. This is effectively a list of areas where your customer is likely to put faults in – if you leave out anything from this list you are leaving a big hole for your customer to fall into!

At this point you will have ensured that your customer can do a full cockpit drill, and knows where all of the controls are. Remember that with most of these controls you can actually try using them – get them to choose gears, put indicators on, and remove and apply the handbrake (footbrake pressed of course!).

This list does not cover the ancillary controls like the windscreen wipers, lights and demisters – if you feel they might be needed – explain them. If necessary to avoid the car misting up, show your customer how to turn the engine on earlier in order to keep demisters working.

At this point on the PST there is a dividing line – this is to show that the moving off aspect may not be necessary to do on the Part 3 examination. If your examiner is role-playing a particularly adept customer, and does not tell you that the first phase is over, continue through to moving off and stopping.

Summary:
Ask questions of your customer to find out how much of the information they recall, and go into detail if necessary to explain how, why, when and where each of the controls are used. Remember to give feedback (starting with the positives) on how they demonstrate what you have asked them to attempt, and how well they remember information they have been given. Fill out their track record and give a good objective for the next lesson.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. In real lessons, you will often get further on a lesson.

Discussion Points:
Involve your customer to find out the “known” and “unknown”

Unit 32: Beginner – Moving off, making normal stops and use of the mirrors

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Parts 3, 4 & 5
Lesson Presenter
PST sheets
PST 2 – Moving off & Stopping/Meet, cross and overtake, adequate clearance & anticipation
Examiner’s Part 3 Guidelines

With a customer who is at this stage, it will usually be on their first lesson, so you will have driven them to the nursery site already. However, you may find customers who have only been taught the controls and cockpit drill by an instructor in their first lesson, or that they have had this all explained to them by a parent. On your part 3 examination, you will be expected to drive your ‘customer’ to a suitable area, and this is an ideal time for the recap

Recap: (Timings depend on drive to area – 5 minutes?)
If you are driving them to the area, recap their previous lesson(s?) and find out where the gaps are in their knowledge. Explain the process of moving off and stopping during the drive – using your part 2 commentary driving skills. During the drive, explain your use of the MSM routine, and what you are looking for in all of the mirrors. Explain how what you see will affect how you act in the car.

Objective: (30 Seconds)
To be able to move away under control, and stop in a safe, convenient and legal place (specific), under full instruction (measurable and realistic). How do you feel about trying to do that maybe a couple of times in the next half an hour? (agreed & timed).

Main Points: (9 Minutes?)
Ensure that the cockpit drill and safety checks are carried out safely – bearing in mind that this is ‘known’ information and should be treated as such, independently if possible, or with prompts if you see problems. Then move on to the subject in hand.

Practise:
You should allow for a few attempts at moving off and stopping. Remind your customer that you will be guiding them with a full talk through of the process. At this stage, word everything carefully, watch your customer like a hawk, and be aware of what is happening on the road all around you! Use your core competencies to correct any faults, and if possible try to reduce your level of instruction to an appropriate prompted level for any subsequent attempts.

Summary:
Feedback at this point is hugely important – this may be the first time they have managed to move a car! Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. This is the point where a negative driving instructor will lose a customer – make sure that you leave yours wanting to come back! Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. In real lessons, you will often get further on a lesson.

Discussion Points:
Concentration ‘inside’ the car, and awareness ‘outside’ the car.
Pacing and judging the correct level of instruction.
The use of diagrams.
The use of questions during recap, prompting and summary.

Unit 33: Partly Trained – Reversing.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Part 9
Lesson Presenter
PST sheets
PST 4 – Reversing/T-Junctions – Emerging
Examiner’s Part 3 Guidelines

Reversing in this instance refers to the reverse around a corner to the left or to the right – the examiners try to keep a 50/50 split between left and right. Bear in mind that on all manoeuvres Control and Observations are the most important factors for both yourself and the customer. With a phase 1 (partly trained) customer approaching this subject, listen carefully to the word picture, and you will find that you are expected to train them to do this for the first time.

Recap: (1-2 Minutes)
At this stage your customer will probably be able to drive to a suitable area for this manoeuvre. Ask them whether they have driven away from where they are before (if you are unsure of the area as may be the case in part 3, ask them whether there are any problem areas or junctions on the way to site). Find out whether they have ever reversed before, and if so in what situation and how it went.

Objective: (30 Seconds)
To be able to reverse into a side road in a safe, convenient and legal place (specific), under full instruction (measurable and realistic). How do you feel about trying to do that maybe a couple of times in the next half an hour? (agreed & timed). Inform then that you will give them the main points about reversing once you are at a suitable site.

Main Points: (5-8 Minutes)
In order to test control skills before attempting the manoeuvre ask them to look out of the back window and describe how they would turn the wheel to move the car to the left or the right. Test clutch control skills by a creeping exercise.

Practise:
Once explained and agreed – full talk through will be necessary, though due to the slow nature of manoeuvres, pauses with question and answers may be useful to find out how much learning is taking place rather than simple following of instruction. Involve the learner – ask them what they see. Remember that the reference points you may have suggested will be your own – if you are 6’2” and your customer is 5’1” these reference points may be dramatically different. Once this manoeuvre has been achieved the first time, give feedback and encouragement, and a short chat about how they found the manoeuvre will help you decide the level of instruction for a second attempt if there is time. Remember, if you feel that they can do something with a question or prompt rather than with guided instruction – let them – always be ready to transfer responsibility.

Summary:
Feedback at this point is hugely important – this may be the first time they have managed to reverse! Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. In real lessons, you will often get further on a lesson.

Discussion Points:
Complete control
Don’t let anything surprise you – observations
Clear instructions
Use of pauses to allow brains (yours and theirs!) to function

Unit 34: Partly Trained – The Turn in the Road

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Part 9
Lesson Presenter
PST sheets
PST 3 – Turn in the road/Approaching Junctions to turn either right or left
Examiner’s Part 3 Guidelines

The Turn in the Road is no longer referred to as the 3 point turn – but should be manageable in 3. Bear in mind that on all manoeuvres Control and Observations are the most important factors for both yourself and the customer. With a phase 1 (partly trained) customer approaching this subject, listen carefully to the word picture, and you will find that you are expected to train them to do this for the first time.

Recap: (1-2 Minutes)
At this stage your customer will probably be able to drive to a suitable area for this manoeuvre. Ask them whether they have driven away from where they are before (if you are unsure of the area as may be the case in part 3, ask them whether there are any problem areas or junctions on the way to site). Find out whether they have ever reversed before, and if so in what situation and how it went.

Objective: (30 Seconds)
To be able to perform a turn in the road in a safe, convenient and legal place (specific), under full instruction (measurable and realistic). How do you feel about trying to do that maybe a couple of times in the next half an hour? (agreed & timed).

Main Points: (5-8 Minutes)
In order to test control skills before attempting the manoeuvre ask them to look out of the back window and describe how they would turn the wheel to move the car to the left or the right. Test clutch control skills by a creeping exercise.

Practise:
Once explained and agreed – full talk through will be necessary, though due to the slow nature of manoeuvres, pauses with question and answers may be useful to find out how much learning is taking place rather than simple following of instruction. Involve the learner – ask them what they see. Remember that the reference points you may have suggested will be your own – if you are 6’2” and your customer is 5’1” these reference points may be dramatically different. Once this manoeuvre has been achieved the first time, give feedback and encouragement, and a short chat about how they found the manoeuvre will help you decide the level of instruction for a second attempt if there is time. Remember, if you feel that they can do something with a question or prompt rather than with guided instruction – let them – always be ready to transfer responsibility.

Summary:
Feedback at this point is hugely important – this will probably be the first time they have managed to turn the car around! Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary.

Discussion Points:
Complete Control
Don’t let anything surprise you – Observations
Clear Instructions
Use of pauses to allow brains (yours and theirs!) to function

Unit 35: Partly Trained – Mirrors and the Emergency Stop.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Part 4 and Pages 73 & 74, 254-257
Lesson Presenter
PST sheets
PST 5 – Emergency stop – mirrors/Progress, hesitancy – normal position
Examiner’s Part 3 Guidelines

This is a 2 in 1 lesson. The emergency stop will need to be dealt with at an appropriate place, on the journey there mirrors should be dealt with.

Recap: (1-2 Minutes)
At this stage your customer will be able to drive to a suitable area for the emergency stop. Ask them whether they have driven away from where they are before (if you are unsure of the area as may be the case in part 3, ask them whether there are any problem areas or junctions on the way to site). Ask questions re:

Objective: (30 Seconds)
To develop a greater understanding of the use of mirrors (specific), and to use them appropriately and independently (measurable and realistic). How do you feel about trying to do that over the next short drive? (agreed & timed).

Practise: (5 Minutes? – drive to site for Emergency Stop)
At first allow the customer to be quite independent, picking up immediately with the Core Competencies when faults are noted, from here judge the level of instruction necessary to keep all further instruction positive where possible.

Recap: (for the Emergency Stop – 1-2 Minutes)
Once at the site for the emergency stop, look carefully at the road ahead of you, and decide on your plan of action for the Emergency stop itself. While doing this, question your customer for knowledge of the emergency stop – if they have needed to perform it, or been a passenger during one. Question about braking systems and skids.

Objective: (30 Seconds)
To be able to stop the car as if in an emergency while guided with a full talk through (specific, measurable and realistic). How do you feel about being able to do that a couple of times over the next 10 minutes? (agreed and timed)

Main Points: (5-8 Minutes)
After a quick chat about how to avoid an emergency stop, explain how you will talk through the procedure itself. When explaining how to perform the Stop itself, explain:
Quick reactions: unlike under other braking conditions, mirrors are not necessary, and why.
Use of Footbrake/Clutch: Use of footbrake and clutch in an ABS car. Explain how to do this in a non-ABS car. Practise a dry run with the pedals before moving.
Skidding: Avoidance, cadence braking, dealing with skids.

Practise:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – this is something which tends to cause an adrenaline rush. Be aware of hands leaving the wheel, feet coming off brakes inappropriately and the like. Be absolutely certain that it is safe to perform the manoeuvre. Once performed, move to the side of the road and discuss how it went. Hopefully there will be time for a second attempt before the end of the lesson.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude, this isn‘t something that can be practised all the time, so you need to know how much they have taken on. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary.

Discussion Points:
Mirrors – common faults in knowledge, skill and attitude
Emergency Stop – the script
Emergency Stop – ABS confusion
Emergency Stop – common faults – the ‘unrealistic situation’

Unit 36: Partly Trained/Trained – Approach Junctions to turn right or left.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Part 8
Lesson Presenter
PST sheets
PST 7 – Approaching Junctions to turn either right or left/Pedestrian crossings and use of signals
PST 3 – Turn in the road/Approaching Junctions to turn either right or left
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude to the subject. Be aware that this subject should not need to include emerging from side roads/at T-junctions. On phase 1 be on the move after 10 minutes, on phase 2, 5 minutes.

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about junctions. Keep an eye on their cockpit drill and safety checks.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to approaching junctions. With a phase 2 customer you will need to be prepared to deal with busier junctions paying particular attention to turning right across traffic. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 seconds)
Phase 1:
To understand how to turn left and right at junctions, and to be able to perform these turns under guidance (specific, measurable and realistic). How do you feel about completing a few turns safely over the next 15 minutes? (agreed and timed)

Phase 2:
To enable independent turning at junctions (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes – Phase 1 only)
Phase 1:
Remember this is the first time they will have attempted this properly, so cover everything necessary.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – crossing traffic for the first time can be stressful, and inertia often makes early learners want to continue when they shouldn‘t. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
The differences in Phase 1 and Phase 2 customers
Potential hazards and the dangers in both phases
Watching your customer like a hawk
Enforcing the MSM/PSL routine as firmly as possible

Unit 37: Partly Trained/Trained – Emerging at T-Junctions.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Part 8
Lesson Presenter
PST sheets
PST 8 – T-Junctions – Emerging/Meet, Cross and overtake, adequate clearance, anticipation
PST 4 – Reversing/T-Junctions – Emerging
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude to the subject. Be aware that although the route will necessarily include left and right turns off major roads, this is not the focus of the lesson. On phase 1 be on the move after 10 minutes, on phase 2, 5 minutes.

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about emerging. Keep an eye on their cockpit drill and safety checks.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to emerging. With a phase 2 customer you will need to be prepared to deal with busier junctions paying particular attention to closed junctions and emerging right and left into heavier traffic. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 seconds)
Phase 1:
To understand how to emerge from minor roads, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about being able to emerge safely from some junctions over the next 15 minutes? (agreed and timed)

Phase 2:
To enable independent emerging (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes)
Phase 1:
Remember this is the first time they will have attempted this properly, so cover everything necessary.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – emerging for the first time can be stressful, and inertia often makes early learners want to continue when they shouldn‘t. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
The differences in Phase 1 and Phase 2 customers
Potential hazards and dangers in both
Watching your customer like a hawk
Enforcing the MSM/PSL Routine
Avoiding the tuition car being rear ended

Unit 38: Partly Trained/Trained – Dealing with Crossroads.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Part 8
Lesson Presenter
PST sheets
PST 9 – Crossroads/Pedestrian Crossings and Signals
PST 1 – Controls/Crossroads
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude. Be aware that there may be a necessity to deal with roundabouts during the crossroads lesson. If you are unsure of the route you are likely to take, ask your customer whether there are any roundabouts on route. On phase 1 aim to be on the move within 10 minutes, on phase 2, 5 minutes

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about crossroads and priorities Remember that they will know a lot from lessons on turning and emerging. Keep an eye on their cockpit drill and safety checks.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to crossroads. With a phase 2 customer you will need to be prepared to deal with busier junctions paying particular attention to light controlled junctions and turning right across heavier traffic. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 Seconds)
Phase 1:
To understand how to deal with crossroads, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about dealing with some crossroads safely over the next 15 minutes? (agreed and timed)

Phase 2:
To deal with crossroads independently (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes)
Phase 1:
Remember this is the first time they will have attempted this properly, so cover everything necessary.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – being stuck in the middle of a crossroads in heavy traffic can be stressful, and inertia often makes early learners want to continue when they shouldn‘t. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
The differences in Phase 1 and Phase 2 customers
Potential hazards and dangers in both
Watching your customer like a hawk
Enforcing the MSM/PSL routine as firmly as possible
Ideal positioning when turning right at crossroads – hold back

Unit 39: Partly Trained/Trained – Meet, cross and overtake other traffic allowing adequate clearance for other road users and anticipation.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Parts 7 & 10
Lesson Presenter
PST sheets
PST 10 – Meet, Cross and overtake/Progress, hesitancy – normal position
PST 2 – Moving off & Stopping/Meet, cross and overtake, adequate clearance & anticipation
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude. This is a huge subject, and as such should never be taught all in one go – break it down sensibly into ‘anticipation‘ (necessary for all) and only 2 of the other subjects. If this is part of your part 3 examination, listen to the word picture carefully, as they will only mention 2 subjects plus anticipation – KNOW WHICH 2 YOU ARE EXPECTED TO TEACH! On phase 1 aim to be on the move within 10 minutes, on phase 2, 5 minutes

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about the subjects. Remember that they will know a lot from previous lessons which can be used. Keep an eye on their cockpit drill and safety checks and their initial driving ability.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to the subject. With a phase 2 customer you will need to be prepared to deal with busier situations and faster roads. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 Seconds)
Phase 1:
To understand how to deal with the subjects, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about dealing with some the subjects safely over the next 15 minutes? (agreed and timed)

Phase 2:
To deal with the subjects independently (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes)
Phase 1:
Whichever subjects you are teaching, the following will need to be covered – gear your tuition to the subjects in hand.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – meeting an oncoming taxi or van in a small gap can be stressful, and inertia often makes early learners want to continue when they shouldn‘t. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
Listening to the word picture carefully
Encouraging early use of the LADA MSM/PSL routines
Willingness to hold back – priority cannot be taken, only given

Unit 40: Partly Trained/Trained – Pedestrian crossings and signals.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – All, inc. Pages 129-132
Lesson Presenter
PST sheets
PST 6 – Pedestrian crossings and the use of signals/Reverse parking
PST 9 – Crossroads/Pedestrian Crossings and Signals
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude. This is another 2 in 1 subject, but this time they can be sensibly combined. Usually by this stage, even with a phase 1 customer, their general driving will be pretty competent, so concentrate on the subject in hand. On Phase 1 aim to be on the move within 10 minutes, on Phase 2, 5 minutes

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about signalling and pedestrian crossings. Remember that they will know a lot from previous lessons which can be used. Keep an eye on their cockpit drill and safety checks and their initial driving ability.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to the subject. With a phase 2 customer you will need to be prepared to deal with busier situations and faster roads. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 Seconds)
Phase 1:
To understand how to deal with signalling a pedestrian crossings, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about dealing with some different crossings and some signalling decisions safely over the next 15 minutes? (agreed and timed)

Phase 2:
To deal with the signalling and pedestrian crossings independently (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes)
Phase 1:
Use the knowledge of signalling which they already have from their training, and their knowledge of crossings as a pedestrian.

Signals timing: So as not to confuse.
Unnecessary signals: Passing parked cars/buses? Meeting situations. Could it be of any use to other road users? Could it be misleading to other road users? Setting off, and parking up.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – once a crossing has been recognised it needs to be assessed, and signalling can be very confusing to get a grip on. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
Common mistakes with signalling
Common mistakes with pedestrian crossings
Avoiding dangerous situations