Standards Check Guide

What’s it all about?
The ‘National standard for driver and rider training’ (NSDRT) was published in 2011
setting out the skills, knowledge and understanding that you need to be an effective
driver trainer.
The aim of the standards check is to allow the DVSA to assess your ability to instruct
and to observe whether your instruction helps a person to learn in an effective way.
The standards check will be conducted with an examiner observing you, the ADI,
delivering a normal lesson.
The standards check lesson is your responsibility. You need to have a sound knowledge
of the area around your chosen driving test centre (DTC) so that you can plan the
lesson & give appropriate directions to your customer during the standards check.
You can choose any customer to take along at any level of ability, but they cannot be
on the ADI register. You cannot take anyone who has passed the (ADI) part 2 test. You
can take along a full licence holder.
You will normally be invited for the standards check at your local driving test centre
(DTC), but a few centres are not suitable because of the restrictions they impose. You
will receive an invitation and you can then book a suitable appointment time and date
online. You must do this within 14 days.
https://www.gov.uk/adi-standards-check/book-adi-standards-check
What kind of lesson can I do on my standards check?

The customer you choose will fall into one of the following categories:
• beginner;
• partly trained, inexperienced, learner;
• experienced customer – about ready for test;
• new full licence holder;
• experienced full licence holder.
RDS Services Ltd © Rev 05/18 RED Driving School - National Standards Check Booklet
Classroom-based and ‘off-road’ lessons are not allowed for
the standards check.
An increasing number of ADIs also provide training to the

emergency services.
You cannot deliver this type of

training as the legal exemptions relating to speed limits etc.
raise H&S concerns.
Language for the standards check?

All standards checks are conducted in either English or Welsh. Interpreters for the
purpose of translating any other language are not allowed. If you require a Welsh
speaking examiner you should request this when booking your appointment.
How long is the standards check?

You will be observed delivering a normal lesson to a customer for an hour.
Your instruction will be assessed based on the competencies set out on the standards
check form (SC1) and the National Standard for Driver and Rider Training (NSDRT). We
will look at the SC1 in more detail later. You can download the NSDRT standards
document.
https://www.gov.uk/government/publications/national-standard-for-driver-and-
rider-training
What kind of lesson should be delivered?

You should prepare a normal lesson, with your customer, based on their learning
needs and the agreed goals you have in place. Please do not be tempted to ‘rehearse’
a lesson. This will not be helpful to you or your customer and will be patently obvious
to the examiner. The subject for the lesson may be one of those listed on the SC1, or
something else. In that case the examiner will record what the subject was in the
‘other’ box. You can use more than one subject e.g. junctions & mirrors.
Do I need my ADI badge?
You must display a valid ADI certificate when you attend

the standards check if you are charging the customer.
You don’t need to display your certificate if you are not

charging the customer, but you must still take it along
and show it to the examiner.
The standards check will not go ahead if you fail to produce it.
What about CPD?

You may wish to bring along any evidence you have of CPD you have undertaken or a
copy of your reflective log if you maintain one, but you do not have to do this, and it
will not affect the outcome of the test in any way.
What records will the examiner keep about me?

The examiner may make notes during the lesson to help them to remember locations
(where incidents may occur) that may not be familiar to them. They will destroy the
notes as soon as possible after the standards check is complete. The only record of the
standards check will be the completed report form.
Who can be in the car?

The examiner may be accompanied by a senior examiner to quality assure their
assessment. Whenever possible, they will tell you in advance when this is going to
happen. If they couldn’t tell you before the assessment, 5 minutes will be allowed for
you to explain to the customer what’s happening. The lesson can include (if you wish)
driving to the nearest garage or tyre centre to inflate the car’s tyres to the
recommended pressures for a heavier load.
You can also be accompanied by your trainer/mentor, but they can’t take part in the
standards check lesson in any way. We strongly recommend that your trainer observes
the test.
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If a trainer/mentor intends to accompany you and the standards check is also planned
for supervision, the supervising examiner will decide whether the supervision goes
ahead. It is likely that the supervising examiner will forgo this opportunity in favour of
the trainer.
What happens when I arrive at the test centre?

The necessary paperwork will be completed by the examiner and your identity will be
confirmed when you arrive at the test centre.
Your customer can accompany you to the waiting room at the DTC if you wish or they
may prefer to wait in the car. You should introduce your customer to the examiner in
a relaxed way. You should tell your customer to behave exactly as they would normally.
You will find that it helps to relax your customer if you explain that the examiner is:
• there to check that you are doing your job properly;

• and to make sure that the quality of instruction they get meets the DVSA minimum
standards.
What will the examiner want to know about my customer?
Before the lesson starts, the examiner will ask you some questions about your
customer. They may ask you:
• roughly how many hours of tuition your customer has had;

• whether your customer is getting any other practice, e.g.
from parents or others;
• your customer’s strengths and areas for development;
• you should show the examiner the ‘customer progress
record’ (they should have one) before the start of the
lesson, to help explain their current progress in their agreed
training programme.
The examiner will probably ask if you have any questions before you start the lesson.
If you do have any then please do not be afraid to ask them or to check your
understanding of anything. You will lead the examiner to your vehicle. They will then
carry out the cursory vehicle checks. Once completed they will then sit behind the
customer and introduce themselves. When the examiner is satisfied that you have the
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information you need, you’ll be asked to continue with the lesson.
The examiner will say something like:
“Thank you, [name] carry on with this lesson in your normal way. I won’t take any
part in the lesson and would you plan your lesson to be back here 1 hour from now.”
The standards check will last for 1 hour. You should make sure enough time is available
for development and feedback with your customer during the lesson. Your customer
needs to learn something!
At the end of the standards check:

You will return to the test centre and carry out a summary of the lesson with your
customer. When you have finished any discussions, the examiner will tell you that the
test has finished, by saying something like:
“Thank you [name] I now need to complete my paperwork. This will take me about
10 minutes. I’ll come and find you and give you some feedback on what I’ve seen.
You’re both welcome to wait in the waiting room.”
You should allow a minimum of 15 minutes at the end of the lesson for a debrief with
the examiner. The examiner will not debrief you with the customer present. However,
you may request that a third-party, such as your trainer/mentor, is present for the
feedback. This is a very good idea and something we strongly recommend. We also
recommend you take notes of what the examiner says, as you will not remember it all
later.
How does the examiner complete the assessment report?

The assessment is made against 3 broad or ‘high’ areas of competence:
• lesson planning;
• risk management;
• teaching and learning strategies.
The three high areas of competence are broken down further into 17 lower level
competences and a mark will be given for each of these lower level competences.
These marks will give an overall mark and they will also provide a profile of the areas
where you are strong and where you need to do some more development work.
Marks will be given as follows:
• no evidence of competence 0 = Zero;

• a few elements of competence demonstrated 1 = One;
• competence demonstrated in most elements 2 = Two;
• competence demonstrated in all elements 3 = Three.
The key thing to understand is that the lower level competences, on the form, can
themselves be broken down into elements. You will need to use a range of skills to
ensure each of these elements is in place.
Competence standards examples:

The first lower level competence, in the lesson planning section, is:
‘Did you identify the customer's learning goals and needs?
To fully satisfy this requirement and score 3 marks you must:

• actively recognise the need to understand the
customer’s experience and background;
• ask suitable questions;
• encourage the customer to talk about their goals,
concerns etc. and actively listen to what the
customer has to say;
• understand the significance of what they say;
• recognise other indications, e.g. body language,
that the customer is trying to express something
but perhaps cannot find the right words.
These are what we mean by the elements. Another way

to express it would be to think of these as the building
blocks which go to make up the lower level competence
which is being assessed.
If you grasp the importance of understanding the customer’s needs and make a real
effort to do so, but find it difficult to frame suitable questions, then you would be
demonstrating competence in most elements and would be marked 2 = Two
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If you make an attempt, ask a few questions, but don’t really listen to the answers and
then go ahead and do what you intended to do regardless, then you would be
demonstrating a few elements of competence and would be marked 1 = One
If you make no attempt to understand your customer’s needs, then you would be
demonstrating no evidence of competence and be marked 0 = Zero
Another way to look at this is from a developmental point of view. If the examiner
gives you a score of 3 – he or she is effectively saying that this is an area where you do
not need to do any further work, apart from continuously reflecting on your
performance!
If they give you a score of 2 - they are saying that your performance is acceptable but
there are clear areas where you could improve.
If they give a score of 1 - they are saying your performance is not acceptable and you
need to do a lot more work, even though you demonstrated evidence of knowing what
you are supposed to be doing.
If they give a score of 0 - they are saying your performance is significantly below
standard and you need to do a lot more work. You demonstrated no evidence of
knowing what you are supposed to be doing.
Consistent marking:
It is important that any assessment demonstrates consistency across each area of
competence and the examiner will do their best to be consistent. Failure to provide
evidence in one competency can and will usually impact on the scoring given in other
areas. The following is an example of what would be consistent marking:
Did the trainer identify the customer’s learning goals and needs? 0 = Zero
Was the agreed lesson structure tailored to the customer’s experience and ability?
0 = Zero
This is consistent because if there has been no meaningful attempt by you to identify
your customer’s learning goals, it is not possible for a lesson structure to be either
agreed or appropriate.
You may have knowledge of a customer’s learning goals from earlier lessons. If this
becomes clear during the lesson then, logically, it would also be wrong for the
examiner to give a 0 = Zero against the first competence.
It is strongly advised that, however well you know your customer you revisit their
learning goals at the start of the lesson, so the examiner is left in no doubt.
The examiner can only mark on what they see and what they hear. They cannot make
assumptions, nor can they read your mind!
The maximum mark an ADI can gain is 51 and the score achieved will dictate the final
grade.
• 43 marks or more will achieve a grade of A;

• 31 – 42 marks or more will achieve a grade of B;
• 30 marks or less will be recorded as a fail.
Whatever the overall mark is, you will automatically fail if you achieve a score of 7 or
less on the Risk Management section. If at any point in the lesson you behave in a way
which puts the examiner, the customer, or any third party in immediate danger, the
examiner will intervene and stop the lesson. As a result, you will fail the test.
You could therefore achieve 43 marks, (12 & 7 & 24) but still fail.
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Giving feedback if you fail:
The examiner will complete the form and
then inform you of the grade you have
achieved. If the examiner has awarded a ‘Fail’
you will be told that your instruction is not at
an acceptable level.
Depending on the reasons for the

unsatisfactory assessment, you will also be
told that you will need to have a further
standards check.
We strongly recommend that you seek

professional advice if you fail your standards
check. You only have 3 attempts. If you fail 3
attempts the registrar will seek to remove
you from the ADI register.
The feedback will relate to the competencies against which you have been assessed.
• lesson planning;
• risk management;
• teaching and learning strategies.
The purpose of the feedback is to help you understand where you failed to
demonstrate full competence and where you need to focus your efforts when
undertaking further development. You should not leave feeling that you have done
something wrong and do not know what it was. The examiner should ensure that you
fully understand what has led to the grade you have been awarded.
With the standards check form the examiner can show you the ‘profile’ of your
performance, against the individual competences, very clearly. This should help you to
see where you have given a strong performance, as well as where you need
development.
The examiner will not need to produce any additional written reports or follow-up
letters. It is important to remember that it is not part of their role to tell you what you
should have done. It is for you to reflect on how to improve your performance.
It is a good idea to keep a simple reflective log following lessons you deliver noting in
particular:
• what went well today?

• what did not go well?
• what could I do to improve?
It can be helpful to write things down and see what you might be able to do to improve
your own lesson delivery.
Complaints procedure:
If you feel that your standards check wasn’t conducted
properly you should follow the complaints procedure.
However, you can’t appeal against the decision. The
complaints procedure can be found here:
https://www.gov.uk/government/organisations/driver-and-vehicle-standards-
agency/about/complaints-procedure
What if I cannot attend?

If you fail to attend (FTA) at the date and time you booked, it will be officially recorded.
If you cancel the standards check, the reason for cancellation will also be recorded and
unless the reason is deemed ‘sufficient’ and adequate evidence supplied it may be
recorded as FTA.
In the event of cancellation or FTA, the standards check team can inform the Registrar
who could consider removing you from the register.
Vehicle to be used:
The vehicle used for the standards check must meet minimum test requirements and
be roadworthy and safe. Soft-top convertibles are not acceptable nor are ‘2+2’ vehicles
where seating arrangements in the back are inadequate.
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L plates (or D plates in Wales) should be fitted if you are teaching a learner. Rear seat
belts in working order must be fitted and must be used. If there is the facility for rear
head restraints these must be fitted to ensure the safety of the passenger/s in the rear
seats. Suitable insurance must be in place. Where there is any doubt about whether
insurance is in place the test will not proceed.
If you have any doubts about a car’s suitability, or if you propose using a small vehicle
which has limited passenger space in the rear, you should notify the standards check
booking section. Failure to attend in a suitable car could result in your removal from
the ADI register. This is something very easily avoided.
Rules for cars used for driving tests can be found on GOV.UK
https://www.gov.uk/adi-standards-check/what-to-take-to-your-standards-check
Your role:
Your task is to provide an effective learning experience for your customer. An effective
learning experience is judged to be one in which the customer is supported to take as
much responsibility as possible for their learning process.
You should, where it is correct and safe to do so, feel free to introduce wider issues
from the driving standard into the lesson, such as assessing personal fitness to drive,
the use of alcohol or drugs or dealing with aggression. If, for example, a customer
offers an inappropriate comment about the use of alcohol it would be appropriate for
you to challenge this. The examiner would expect you to correct the customer.
Similarly, it would be appropriate for you to encourage the customer to think through
what might happen if the conditions were different. For example, after negotiating a
particularly difficult junction it might be helpful to discuss how different it would be at
night or in bad weather.
Learning takes place more effectively when the customer finds the answers for
themselves.
Opportunities will naturally arise for discussion of issues while on the move. Feel free
to use these opportunities but be careful not to distract the customer by asking too
many questions. Questions can be more challenging as the customer’s ability
improves.
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The examiner’s role:
The examiner is there to assess your competence to deliver effective driving
instruction. The ‘National Standard for Driver and Rider Training’ is expressed in terms
of learning outcomes and there may be more than one way for you to achieve those
outcomes. Of course, if you do or say something that is clearly wrong, the examiner
will pick this up, especially where it could lead to a safety issue. However, their overall
approach will be focused on recognising achievement and promoting improvement
and development - rather than purely identifying faults.
How is the assessment marked and when?

The examiner will mark the SCI as soon as they go back into their office. They will
complete all sections of the form including the subject used and the level of the
customer who was present.
If you score 7 or less in the section marked ‘Risk Management’ or behave in such a way
that the examiner needed to stop the lesson. You will still get an overall score but
cannot pass the test. The registrar will be made aware of any standards check falling
into either of the above two categories.
At the end of the standards check the ‘outcome box’ on the form will be marked with
the grade achieved: ‘A’, ‘B’ or Fail.
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Interpreting the assessment criteria
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Lesson planning
There are four competencies in this area:
Did the ADI identify the customer's learning goals and needs?
This process will usually take place at the beginning of a lesson. However, you and your
customer may have been working together for some time on their learning goals and
needs and may have already laid down the basic structure.
It is vitally important to re-cap this once the

examiner is in the vehicle!
If the examiner does not witness this element being covered at the beginning or during
the lesson, then they cannot record the competency as being witnessed. The examiner
will enter a score of 0 - Zero on the test report upon completion of the lesson.
If you have not worked with your customer before it is perfectly acceptable for you to
ask them to undertake a demonstration or assessment drive. This should give you a
good idea of your customer’s level of competence and provide a basis for a discussion
of their needs. You could also do this on the way to your standards check?
Ultimately you will guide these choices. It is your job to balance the learning plan so
that it meets the goals and needs of your customer.
There are several ways to find out about your customer's goals and needs:
• you can ask questions;

• you could use what you have learned about them from previous lessons;
• you can ask your customer to undertake a short assessment drive.
If you have not met your customer before or seen your customer's practical ability the
latter option will help you to plan the next step in the lesson (unless they are a
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complete novice). This will help you to meet the learning needs of your customer. A
considered combination of all three of these options, if appropriate, would help
maximise identification of your customer's goals and needs.
A better understanding of your customer's needs may emerge as the lesson

progresses. Therefore, don't be put off if you do not gain a full picture at the beginning
of the lesson - although it is recommended that you try.
If you encourage your customer to say what they want to achieve on the lesson, ask
questions to check their understanding, at the beginning and as the lesson progresses,
listen to what your customer is saying and pick up on their body language. Then you
should achieve a score of 3 (three) points.
If, on the other hand, you listen but fail to spot your customer getting very tense and
nervous in a particular situation, you would probably score 2 (two) points or less. You
will have demonstrated your understanding of the need to listen etc. but have not yet
developed the ability to spot non-verbal messages.
What you need to do to provide evidence that you are competent in this
area:
• encourage your customer to say what they want from the lesson;
• ask questions to ensure their understanding;
• check your customer’s understanding as the lesson progresses;
• listening to what your customer is saying;
• be aware of your customer’s body language, this can tell you a lot!
What you should really avoid doing:
• making assumptions about your customer’s understanding or experience;

• failing to respond to negative or concerned comments your customer makes or
body language that shows that they are not comfortable or are worried;
• continually asking questions clearly beyond your customer’s knowledge or
understanding;
• pushing your customer to cover topics that they are not happy about, unless there
is a clear need, such as an identified risk or a safety critical issue.
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These are very easy points to achieve!
Try asking the following questions:
“What would you like to do today?”
“Why would you like to do that?”
If the customer has suggested something they are not ready for:
“What skills would you need to do that?”
“How safe would you feel?”
“What if we develop ‘X’ and then if there is time we could try that later?”
“How does that sound?”
TOP TIP! Make sure the customer is happy with what you have
suggested!
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Was the agreed lesson structure appropriate for the customer's
experience and ability?
IMPORTANT POINT!
If you have not agreed the lesson plan, then it is very difficult indeed to ensure that
the lesson meets the customer’s ability and experience - so the first 2 competencies
are inextricably linked!
The lesson structure should allow your customer to progress at a manageable rate;
you should be challenging them without overwhelming them. It is extremely important
that you choose the correct topic for the lesson. For example, if your customer is
concerned about meeting situations you should not be asking them to tackle main
roads with heavy, fast-moving traffic first. That said, neither should you restrict them
to very quiet roads with no traffic. The exception to this rule would be if you have
identified a potential risk issue that you want to check out first.
Another aspect that you must consider with this element is whether your customer is
at the more advanced stage of the learning programme. For example, your customer
is concerned about dealing with complex multi-lane roundabouts, they would not
benefit if you were to keep them on intermediate, standard three exit roundabouts.
Your customer needs to be dealing with more challenging routes.
area:
• ensure that your customer understands what the plan is and agrees with that plan;
• conduct a lesson that reflects the learning goals your customer wishes to work on;
• build in opportunities to check the statements made by your customer before
moving to more challenging situations; for example,
o your customer wants to start driving on national speed limit dual
carriageways, it would be perfectly acceptable for you to begin on lower
speed limit dual carriageways first.
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o This would give you the opportunity to assess how your customer copes
with, multi-lane roads with higher volumes of traffic . . . prior to taking
them to the higher speed dual carriageways;
• check your customer’s theoretical understanding.
What you should really avoid doing:
• delivering a pre-planned, standard lesson that doesn’t consider

your customer’s needs;
• fail to build in a suitable balance of practice and theory.
TOP TIP!
Let the examiner hear you agree a
plan of action!
Were the practice areas suitable?
The area you choose for your customers should be challenging, but not overwhelming!
Consider their competence level carefully. You should use an area or route that allows
your customer to practise safely but also helps them to achieve their goals.
The route you choose should be suitable for the topic you are developing. If you have
agreed to introduce roundabouts, you must ensure that there are several quiet
roundabouts. You should only start to introduce more complex roundabouts when
your customer can deal with the simpler roundabouts without any input from you.
If your customer is at a more advanced stage, E.g. if your customer is nearing test
standard, or is a full licence holder who is concerned about dealing with complex
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junctions, your customer would not benefit if you were to keep them on intermediate
standard routes. Your customer needs to drive on a route that will challenge them.
area:
• you must choose suitable routes that will give your customer the
chances to address the agreed goals;
• you must choose routes which are challenging but are also realistic in terms of
your customer’s capabilities and confidence.
What you should really avoid:

• taking your customer outside of their competence level, it is not
acceptable to choose a route that means your customer spends all
their time battling to survive! it should never be a ‘white knuckle
ride’;
• exposing your customer to risks they simply cannot manage;
• using routes that do not challenge a customer who is at a more advanced stage.
TOP TIP! Make sure that you are totally familiar with the routes you
have chosen, and you can easily reach another training area if
necessary, especially if you adapt your original plan!
Was the lesson plan adapted, when appropriate, to help the customer
work towards their learning goals?
You must be able to adapt the lesson if your customer appears to be uncomfortable
or unable to deal with the lesson plan you have both agreed to. If your customer’s
inability is creating a possible risk situation then you must adapt quickly. It may be that
the problem is because of the teaching and learning style being used rather than
because the plan is wrong. Whatever the reason for adapting the plan you must make
sure your customer understands what you are doing and why you are changing the
plan and gain their agreement.
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Example: The lesson plan agreed with your customer was to deal with T-Junctions
emerging. Your customer is dealing with the MSPSL routine well, however, when it
comes to emerging from the junction they stall the vehicle. This happens several times.
There is absolutely no point in continuing with the original plan, a change is deemed
necessary. Clearly the priority has now got to be the development of clutch control.
You must now find a suitable location to develop the skill and only return to the original
plan once your customer has mastered the ability to control the clutch again.
Being aware of your customer’s body language

is also important. No one likes to freely admit
their incompetence, but that’s exactly what
people think they are doing when asking others
for assistance. You may be thinking, “I know
what is wrong with my customer.” Well, you
don’t necessarily know at all! Strangely enough,
many of us just assume this and of course we do
so incorrectly.
What you need to do to provide evidence that you are competent in

this area:
• respond to any faults or weaknesses that undermine the original
plan for the session;
• quickly respond to any concerns or issues raised by your customer;
• be aware of any non-verbal signs of discomfort or particularly confusion.

• persisting with your plan despite your customer being clearly out
of their depth;
• persisting with your plan despite your customer demonstrating
faults or weaknesses that should lead to a re-think;
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• changing the plan without reason;
• failing to explain to your customer why the plan has been changed.
TOP TIP! Be aware that simply because someone else is in the car your
customer may struggle in areas that previously they found easy. Look
for this and if there are significant issues then change your plan.
Remember!
If you need to adapt your lesson plan you MUST ‘gain agreement’
again with your customer.
Do not simply tell them what you plan to do without gaining their
agreement.
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Risk management
There are 5 competencies in this section. 15 points are available. You
need a minimum of 8 points to secure an overall pass irrespective of
any other scores!
It is essential that all parties in any on-road training situation understand, and are clear
about, where the responsibility lies for the safety of themselves, their passengers in
the vehicle and all other road users. There are two aspects to the management of risk
in any training situation.
At all times, you are responsible for your own

safety, the safety of your customer/s and
passengers. You are also responsible for the
safety of all other road users. In certain
circumstances, this could mean you having to
take verbal or physical control of the vehicle to
manage a safety critical incident.
Did the trainer ensure that the customer fully understood how the
responsibility for risk would be shared?
The ‘balance of responsibility’ between you and your customer will inevitably vary in
different circumstances. For example:
Scenario 1: If your customer is in the very early stages of their training and taking
driving lessons in a vehicle fitted with dual controls.
On this occasion, it might be reasonable for you to start a lesson by saying something
like:
“At all times, I expect you to drive as carefully and responsibly as possible. I will
expect you to be aware of other road users and to control the car. However, this
vehicle is fitted with dual controls and should the need arise I do have the ability to
take control of the car in an emergency. I will only use these controls when I feel that
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you are not dealing with the situation yourself. If that happens we will take some
time to talk about what happened so that you fully understand for next time.”
Scenario 2: If your customer has passed their driving test but has asked for some
additional training in their own car, which is much bigger and more technically
advanced than the one they learnt in.
On this occasion, it might be reasonable for you to start a lesson by saying something
like:
“You have passed your test and I will therefore assume that you are taking full
responsibility for our safety. I will be talking to you from time to time, but I will try
to keep that to a minimum so that I don’t distract you. If I am quiet don’t worry; that
just means I am comfortable with what you are doing. I will, of course, let you know
if I see any risk that you appear to have missed.”
Such opening statements are not all that is involved in meeting this competency. You
should be managing this process throughout the lesson.
So, for example, if your customer makes a mistake carrying out a manoeuvre you
should, ideally, find an opportunity to analyse that mistake with your customer.
Having achieved an understanding of what went wrong you might then ask your
customer to try the manoeuvre again. At that point, you should provide your customer
with clear information about what is required of them. So, for example, you might say:
“Let’s try that manoeuvre again. Just try to remember what we have just been
talking about. I will just step in when necessary. How does that sound to you?”
On the other hand, you may want to take back a bit of control and could say:
“Let’s try that again. I will give you step by step instruction this time. Just follow my
instructions.”
You should work with your customer to decide the best way of tackling the problem
and that might mean a temporary change in the ‘balance of responsibility’.
The important thing is that your customer knows exactly what is expected of them.
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area:
• you should ask your customer what is meant by risk;

• you should ask your customer what sorts of issues create risk, such as the use of
alcohol or drugs;
• clearly explain what is expected of your customer;
• explain clearly what your customer can reasonably expect from you;
• check that your customer understands what is required of them when there is a
change of plan or when you ask them to repeat an exercise.
• do not fail to address the issue of risk management;

• giving incorrect or insufficient guidance about where responsibility lies for
management of risk;
• fail to explain how the dual controls will be used and why;
• undermining your customer’s commitment to being safe and responsible, e.g. by
agreeing with risky attitudes to alcohol use. if you disagree with your customer,
then tell them and tell them why;
• asking your customer to repeat a manoeuvre or carry out an exercise without
making sure that they understand exactly what you require and how much
responsibility they are taking for risk management.
24
Were directions and instructions given to the customer clear and given
in good time?
‘Directions’ should be taken to mean any instruction, such as “take the next road on
the left” or “try braking a little later”. Any input from you the ADI must be sufficient,
timely and appropriate. It is important that you take account of the ability and current
experience of your customers when giving directions. If you give directions late, your
customer may not have time to respond and this culminates in avoidable mistakes
happening. Confusing directions can have the same result. Too many unnecessary
instructions from you can de-motivate their customer and create a real hazard. Be
aware of the danger that distracting your customer can create.
area:
• always give clear, concise directions;

• ensure that your customer understands what you plan to do and agrees with the
plan;
• you must give directions at a suitable time so that your customer has time to
respond.
Avoid the following:
• giving confusing directions;

• giving directions too late;
• giving unnecessary directions;
• distracting your customer.
TOP TIP! Use industry standard route directions and instructions all
the time in every lesson so they become a habit. Consider several
customers and think how much time each of them would need to
process your information and react.
25
Was the ADI aware of the surroundings and the customer's actions?
All ADIs must be able to:
• take in the outside world;

• observe the actions of their customer, including comments and body language;
• judge whether those actions are suitable in any given situation;
• respond accordingly.
The route that you choose plays a big role in this competency. If you are personally not
familiar with the route, then you could easily fall into the trap of giving ‘windscreen
instruction’.
This means you give instruction while looking at the road ahead rather than at your
customer. If you do this, then you cannot be fully aware of the driver’s actions and
could easily miss behaviour which is very risky. Of course, if a safety critical incident
develops most ADIs will intervene and keep the car and everyone safe by using verbal
or even physical intervention, BUT, the ADI will not know whether their customer is
checking their mirrors correctly, signalling their intentions correctly or appropriately,
coasting up to or around hazards. These faults will lead to missed opportunities for
learning. Any serious lapses in this area are likely to lead to a 0 marking.
26
Was any verbal or physical intervention by the ADI timely and
appropriate?
When stationary any interventions would take the form of a conversation with your
customer.
Intervention In the moving-car environment must be finely balanced. If at any point,

you feel the need to intervene, then verbal intervention should be the first course of
action. However, there are certain circumstances where this would be impossible e.g.
a child running out in front of the vehicle. In this instance the first course of action
would be physical intervention, by use of the dual footbrake.
Strangely enough, remaining silent is also a form of intervention. Simply sitting in

silence is a signal that the ADI is confident in their customer’s ability, this is also a form
of body language. Make sure you tell your customer about this!
This is just as much input as asking a stream of questions. However, you must make
the customer aware of this, in other words, explain to them that if you remain silent
during the lesson it just means you are happy with what the customer is doing. You
must point out to your customer any situations in which a risk or hazard might arise. It
may be necessary for the customer to take immediate action to prevent a situation
escalating. This competency is about how you the ADI deal with these situations.

this area:
• monitor the learning process and safety during the session;

• allow the customer to deal with situations appropriately;
• takes control of the situation if your customer is clearly out of their depth.
Don’t:
• ignore a developing situation and leave your customer to

flounder;
27
• take control of a situation that your customer is clearly dealing with appropriately;
• intervene when it is unnecessary;
• create distractions by inappropriate questioning or intervention;
• undermine your customer’s confidence;
• see yourself as the person who is in sole control of the lesson.
TOP TIP! Do not be afraid to use the dual controls if the customer does
not respond immediately to a verbal instruction in a potentially
dangerous situation. Explain the necessity at the first safe opportunity.
Was sufficient feedback given to help the customer understand any

potentially safety critical incidents?
If a safety critical or potentially safety critical incident

does occur, it is vital that your customer fully understands
what happened and how they could have avoided it or
dealt with it better. Ideally the customer should be
supported to analyse the situation for themselves.
However, it may be necessary for you, the ADI to provide
feedback if, for example, the customer simply did not see
a problem. That feedback should be given as soon as is
practical after the incident.
area:
• choose a safe place to stop and examine the potential safety critical incident;
• allow your customer time to express any fears or concerns the incident might have
caused;
• support your customer to reflect clearly about what happened;
• provide input to clarify aspects of the incident that your customer does not
understand;
• support your customer to identify strategies for future situations;
28
• provide input if your customer does not understand what they should do
differently;
• you must check if your customer feels able to put the strategy in place.
Don’t:
• fail to examine the incident;
• take too long to address issues generated by an incident;
• takeover completely. Allow your customer to explore their own understanding;
• tell your customer what the solution is and always check their understanding;
29
Teaching and learning strategies
There are 8 competencies considered in this section, so you can score a maximum of
24 points.
The important thing to remember when considering teaching and learning styles is
that it is not just about coaching. It is about client-centred learning. The role of a
driving instructor should be about helping the customer to learn in an active way.
There will be many times when it is useful to use a coaching technique. The principle
that supports coaching is that an engaged customer is likely to achieve a higher level
of understanding and that self-directed solutions will seem far more relevant. Direct
instruction is useful in helping a customer in the early stages cope with new situations
or supporting a customer who is clearly struggling in certain situations.
A good coach will use the correct technique

at the correct time, matching the customer’s
needs. In some cases, we may need to give
direct instruction through a particularly
difficult situation. That instruction still forms
part of a coaching process if we encourage
the customer to analyse the problem and
take responsibility for learning from it. This
will give every opportunity to reinforce
learning.
Was the teaching style suited to the customer’s learning style and
current ability?
As individuals, we all have our own preferred style of learning new things, some
customers may be very willing to learn actively whilst others may want time or
opportunities to reflect before they take the next step in their learning. You should
30
offer a range of options and should be able to adjust your approach if evidence
emerges of a different preferred style.
You may only find out over time which approach your customer prefers for learning
(see ‘learning styles’ – contents page for more detail on this subject). The way in which
people learn varies and you will have more success if you can identify the different
styles.
The pace of a session should be set by your customer and they will make progress
when they feel comfortable. You should recognise when your customer stops learning
and vary your teaching style accordingly.
You should ensure that the tools used are suitable. If a question and answer technique
is used this should match the customer’s level of ability. Asking open questions to a
customer of limited ability who is finding it difficult to achieve the task they have set
for themselves may be very confusing.
area:
• you must be actively working to understand how they can best support the
customer’s learning process (they may not achieve a full understanding in the
session – it is the attempt that demonstrates competence);
• you should modify your teaching style when you realise there is a need to do so;
• offer and if accepted provide an accurate and technically correct demonstration.
• provide technically correct instruction or information;
o giving technically incorrect instruction or information is an
automatic fail if that input might lead to a safety critical situation;
• use practical examples and other similar tools to provide different ways of looking
at a particular subject;
• link learning in theory to learning in practice;
• encourage and help the customer to take ownership of the learning process;
• respond to faults in a timely manner;
31
• provide enough uninterrupted time to practice new skills adequately;
• provide the customer with clear guidance about how they might practice outside
the session.
What you need to avoid:
• adopting a teaching style clearly at odds with the customer’s

learning style;
• failure to check with the customer whether the approach they are taking is
acceptable;
• failing to explore other ways of addressing a particular learning point;
• concentrating on delivering teaching tools rather than looking for learning
outcomes;
• ignoring safety issues.
TOP TIP! Read more about learning styles so you have a full
understanding of how important this is (see contents page)
32
Was the customer encouraged to analyse problems and take
responsibility for their learning?
You need to allow time for the customer to be able to actively solve problems for
themselves. This is a key part of the client-centred approach. All too often driving
instructors are keen to impose their knowledge and understanding onto someone. You
must be able to recognise when to stop talking and allow the customer to do the work.
The important point to remember is that different

customers will respond to this invitation in different
ways. Some may be able to do it instantly, via a
discussion. Others may need to go away and reflect
upon a particular problem. They may need to be
pointed at readings or other sources to help them get
an understanding on the issue. Pushing a customer
to come up with answers on the spot may be
unproductive for some. Modules on the RED Road
Brain Trainer may be helpful with this.
area:
• provide time, in a suitable location, to explore any problems or issues

that arose during the lesson or that were raised by the customer;
• provide timely opportunities for analysis, promptly in the case of risk critical
incidents;
• take time and use suitable techniques to understand any problems the customer
had with understanding an issue;
• suggest suitable strategies to help the customer develop their understanding,
such as using practical examples or pointing them at further reading;
• give clear and accurate information to fill gaps in the customer’s knowledge or
understanding;
• leave the customer feeling that they had responsibility for their learning in the
situation.
33
What will not help at all:
• leaving the customer feeling that you were solely in control of the
teaching process;
• failing to explore alternative ways of addressing a problem, in response to
evidence of different learning preferences.
Were opportunities and examples used to clarify learning outcomes?
During any driving lesson, it is very important that the customer fully understands:
• what they are doing;

• why they are doing it;
• how to do it correctly.
The best way to do this is to use real-life situations during the lesson. The use of
practical examples and scenarios on a lesson gives the customer a better
understanding of when, how and why to use a particular technique. It’s all very well
praising someone for checking the appropriate mirrors before carrying out a
manoeuvre, however, the praise should be followed up by a question that ensures the
driver knew the importance of the mirror checks.
E.g. “good use of the mirrors before moving out for

the parked car. What were you looking for in your
right door mirror?”
area:
34
• use examples identified on a lesson in a suitable way and at a suitable time to
confirm or reinforce understanding;
• explore different ways to use examples to respond to differences in preferred
learning style;
• use examples that are within the customer’s range of experience and ability to
understand;
• recognise that some customer’s will be able to respond instantly while others will
want to think about the issue.
Don’t
• use complicated examples your customer cannot really understand
through lack of experience;
• use complex examples that the customer doesn’t have the ability to respond to;
• fail to give the customer time to think through the issues and come to their own
conclusion;
TOP TIP! Don’t be afraid to use case studies or stories about other
customer experiences (just do not name them!).
Was the technical information given comprehensive, appropriate and

accurate?
Giving incorrect or insufficient information with the result that a safety critical
situation might occur, will result in an automatic fail.
Remember that good information should be:
• accurate;
• relevant;
• timely.
Failure to meet any one of these criteria makes the others redundant.
35
Most lessons will require some technical input from you, the ADI, to help the customer
solve problems, or to fill a gap in their knowledge. This input must be accurate and
appropriate. Information given must be comprehensive when associated with a
recurring weakness in someone’s driving. Simply telling the customer that they have
done something wrong is very unlikely to help them overcome the problem.
Any practical demonstration of technique must be clear and suitable. The customer
should be involved and given the opportunity to explore their understanding of what
they are being shown. Information given unnecessarily may not be helpful, for
example:
• continually telling the customer what to do and

not allowing them an opportunity to take
responsibility;
• unclear or misleading advice should also be
avoided;
• comments such as “you’re a bit close to these
parked cars . . .” could be used to introduce
coaching on a weakness but are of little use on
their own as they are unclear. How close is ’a bit’
and is it significant?
What you need to do to provide evidence that you are competent in this area:
• give clear, timely and technically accurate demonstrations or

explanations;
• check understanding and, if necessary, repeat the demonstration or
explanation;
• find a different way to demonstrate or explain if the customer still does not
understand.
Always have a ‘Plan B’ (and plans ‘C & D’ . . . )
36
Where you could go wrong:
• providing inaccurate or unclear information, too late or too early in

the learning process;
• failing to check understanding;
• failing to explore alternative ways of presenting information where the customer
does not understand the first explanation/demonstration.
TOP TIP! Revise your Part 1 questions. You need to be confident that
you are passing on the correct information. Give enough information
to answer the question but do not overload your customer. Why not
test yourself on the highway code?
Was the customer given appropriate and timely feedback during the
session?
Feedback is an essential part of learning, but the process must be balanced. The ADI
must ensure the customer has a clear picture of how they are performing against their
learning objectives, throughout the lesson. The ADI should be encouraging their
customer when they are performing well and coached when a problem or learning
opportunity occurs. BUT, a constant stream of words, however technically accurate,
given at an unsuitable time may be de-motivating or potentially dangerous. Sitting
quietly and saying nothing can also be a very powerful form of feedback in some
situations.
All feedback should be relevant, positive and honest. It is not

helpful if the ADI gives the customer unrealistic feedback which
creates a false sense of their own ability. Where possible, feedback
should not be negative. Rather than saying somebody has a
weakness they should consider expressing it as a learning
opportunity. However, if they need to be told something is wrong
or dangerous there is no point in waffling. The customer should
have a realistic sense of their own performance.
37
Feedback is a two-way street. It should, ideally, be prompted by the customer with the
ADI responding to their questions or comments. The customer’s feedback should
never be overlooked or disregarded.
area:
• provide feedback in response to questions from your customer;

• seek appropriate opportunities to provide feedback that reinforces understanding
or confirms achievement of learning objectives;
• provide feedback about failure to achieve learning objectives that helps your
customer achieve an understanding of what they need to do to improve;
• provide feedback that your customer can understand;
What could go wrong:
• providing feedback, a long time after an incident;

• overlooking a safety critical incident;
• continuously providing distracting feedback
• failing to check your customer’s understanding;
• providing irrelevant, e.g. commenting on their personal appearance;
• refusing feedback about your performance.
Were the customer’s queries followed up and answered?
Direct questions or queries from your customer should be dealt with as soon as
possible.
The response may involve providing information or directing them to a suitable source.
Remember that, wherever possible, the customer should be encouraged to discover
answers for themselves. However, if you do need to provide information you must
ensure your customer completely understands the information they are given.
38
Customers may not always have the confidence to ask
direct questions. You should be able to pick up comments
and/or be aware of your customer’s body language.
This is a good indicator that there is an element of

uncertainty or confusion on behalf of the customer. You
must use suitable techniques to explore possible issues.
area:
• respond openly and readily to any queries;

• provide helpful answers or direct your customer to suitable sources of
information;
• actively check with your customer that they fully understand your answer and
explanation;
• you need to be aware of your customer’s comments or body language to suggest
they may have a question;
• encouraging your customer to explore possible solutions for themselves.
Indications showing a of lack of competence include:
• refusing to respond to queries;

• providing inaccurate information in response to queries;
• avoiding the question or denying responsibility for answering it.
TOP TIP! Don’t answer irrelevant queries if you need to deal with a
situation. Leave it till the end of the lesson but do not forget to address
it then. E.g. the customer may ask about test waiting times locally
whilst negotiating a busy roundabout?
39
Did the ADI maintain an appropriate, non-discriminatory manner
throughout the session?
It is essential the ADI maintains an atmosphere in which their customer feels

comfortable to express their opinions. They should create an open, friendly
environment for learning, regardless of the customer’s:
• age;
• gender;
• sexual orientation;
• ethnic background;
• religion;
• physical abilities;
• personal appearance:
• any other irrelevant factor.
This implies active respect for their customer, their values and what constitutes
appropriate behaviour in their culture. The ADI must not display inappropriate
attitudes or behaviours towards other road users and should challenge their customer
if they display these behaviours. If a customer makes a remark about ‘women drivers’
or ‘white van man’ these should be politely challenged. Often these remarks are made
because of observing this behaviour in other drivers and your customer when asked
to think about it may well find they change their opinion.

this area:
• keeping a respectful distance and not invading your customer’s

personal space;
• ask your customer how they wish to be addressed;
• ask a disabled driver to explain what you need to know about their condition;
• adopt an appropriate position in the car;
• use language about other road users that is not derogatory and that does not
invite the customer to collude with any discriminatory attitude.
40
Indications demonstrating a of lack of competence include:
• invading your customer’s physical space;

• touching your customer, (including trying to shake hands) unless
it is necessary for safety reasons;
• using somebody’s first name unless they have said that this is acceptable;
• commenting on your customer’s appearance or any other personal attribute
unless it has a direct impact on their ability to drive safely, such as wearing shoes
that make it difficult for them to operate the vehicle’s pedals.
TOP TIP! Imagine there is a glass screen between the passenger seat
and the driver seat which you cannot cross!
End of the session - was the customer encouraged to reflect on their

own performance?
At the end of the session you should be encouraging your customer to reflect on their
performance and discuss their feelings. You should be encouraging honest self-
appraisal and use client-centred techniques to highlight areas that need further
development, particularly where your customer has not recognised them. When
development areas have been identified, the customer should be encouraged to make
them part of their future development.
Review
In all situations, you must maintain an

awareness of what is going on around you,
give reasonably clear and timely directions,
and intervene in an appropriate and timely
way to ensure that no safety-critical incidents
occur.
41
You must be consciously aware of any situations that arise. If your actions or
instructions are of such poor quality that the examiner decides that they are putting
themselves, their customer or any other road user in immediate danger.
Example:
The customer is approaching a mini roundabout with limited visibility to the right
and to the left. The customer asks the ADI whether they should stop at the ‘Give
Way’ line. The ADI is unable to see down the adjoining roads but tells their customer
to “go, go, go!”
In these circumstances, the examiner would be entitled to stop the lesson, and this
would be classed as an immediate Fail!
42
Typical lesson plan – Important steps!
This document details the steps that you need to follow to plan an effective lesson:
Beginning of the lesson:
Introduce your customer to the examiner and any other observer present.
Ask the customer how they are and how they are feeling about today’s session - consider
using the scaling model 1 – 10 for them to self-assess.
Ask the customer what they would like to achieve on today’s session. (Did the trainer identify
the customer’s learning goals and needs?)
Agree a plan of action based on a discussion with them. (Was the agreed lesson structure
appropriate for the customer’s experience and ability?)
Make sure the route chosen is appropriate for your customer’s needs. (Were the practice
areas suitable?)
Middle of the lesson:

If this is a new topic – consider an explanation (briefing) & offer a demonstration. (Was the
teaching style suited to the customer’s learning style and current ability?) You could conduct
the briefing before arriving for your standards check!
Ensure the you change the lesson to meet the customer’s needs, be prepared to
Discuss
either the
dropshared
backresponsibility for risk the
a level or increase before moving the
challenge. Docar.
not(Did the trainer
do this without ensure that
gaining
the customer fully understood how the responsibility for risk would be shared?)
the customers agreement. (Was the lesson plan adapted, when appropriate, to
help thehow
Consider customer work towards
much support their
is required. For alearning goals?)
new topic, consider a briefing or explanation.
If you are developing a subject that they have already been introduced to, consider the use
of well-timed prompts. (Were directions and instructions given to the customer clear and
given in good time?)
Look for any mistakes (faults). (Was the trainer aware of the surroundings and the
customer’s actions?)
Ask appropriate questions to find out why they happened. (It is very important that the
customer is encouraged to self-analyse the fault for themselves before giving your opinion).
Discuss risks involved with any mistakes made. fault analysis
43
Offer advice to fix the problem. remedial action
Be prepared to adapt your plan if the customer demonstrates problems outside the agreed
plan.
Provide opportunities to practise the correct behaviour.

Middle of the lesson: continued -
Ask appropriate questions to find out why they happened. It is very important that the
customer is encouraged to self-analyse the fault for themselves before giving your opinion.
(Was the customer encouraged to analyse problems and take responsibility for their
learning?)
Discuss the risks involved with any mistakes made. (Was sufficient feedback given to help the
customer understand any potential safety critical incidents?)
Offer advice to fix the problem. (Were opportunities and examples used to clarify learning
outcomes?)
Be prepared to adapt your plan if the customer demonstrates problems outside the agreed
plan. (Was the lesson plan adapted, when appropriate, to help the customer work towards
their learning goals?)
Provide feedback throughout which is genuine and appropriate. (Was the customer given
appropriate and timely feedback during the session?)
End of the lesson:

Summarise the lesson. Ask the customer what they have learned today – revisit the scaling
(if used) and ask them to score themselves again. (At the end of the session – was the
customer encouraged to reflect on their own performance?)
Encourage the customer to reflect on their performance.
Ask what they would like to work on next time and agree a potential plan.
Set any suitable homework; practise with parents; RRBT; Theory test?
If appropriate discuss test advice.
Thank the customer for their time and check timings of next session.
There are 3 easy marks available for a good summary!
44
Learning styles
What is learning?
Learning is defined as ‘a relatively permanent change in, or gaining of knowledge,
understanding or behaviour’. Within a group, you will usually find that learners would
be at different stages of life; as a result, they will have already developed their
individual strengths, and have a vast range of learning experiences behind them.
Therefore, prior to planning a training/learning session, the instructor needs to be
aware of the common features that are found within adult learners; this is in addition
to having a range teaching approaches that target each learning preference.
Here are some examples: Adult learners:
• may not have been in a learning environment for many years so it is important
that they are made to feel comfortable and confident;
• have a vast array of prior knowledge and experience;
• generally, expect to be able to immediately apply what they are learning in
practice;
• need to decide for themselves how they will best benefit from the learning;
• like to be actively involved in their learning.
Different learning styles:
There are several important factors to consider when delivering a driving lesson. One
of these is the variety of learning styles you must accommodate.
Identifying these will enable you to adapt the way in which your lesson is delivered, to
make the most of each learning opportunity and to enable the customer to get the
most from the lessons.
The term ‘Learning Style’ is easy to explain:
Learning is ‘a relatively permanent change in behaviour or knowledge’;
Style is ‘the way in which something is done’.
Put simply, a learning style is the way someone prefers to learn; it’s how their brain
works most efficiently to learn new information.
45
As we all have our own preferred way of learning new information and are aware of
how our brain best learns, this gives everyone a better chance of studying in a way
that will pay off when it’s time to apply the new knowledge or skills, etc.
The 4 basic learning styles:

Following years of intensive research based on David Kolb’s learning cycle theory;
Peter Honey and Alan Mumford (1) developed their own learning styles system as a
variation on the Kolb model.
Honey and Mumford identified that:
“People on courses behaved in a variety of different ways that impinged on how

much they learned from the course.”
For example, they noticed that some attendees were willing to talk or give information,
whilst others were reserved and unwilling to talk freely; some were cheerful and quick
to volunteer themselves for key roles such as presenter etc., yet others seemed more
serious, ‘hid’ themselves from this opportunity and kept a low profile.
Following this research, they concluded that there are 4 basic learning styles. These
have been termed:
Activist: “What's new? I'm game for anything!”

Reflector: “I'd like time to think about this.”
Theorist: “How does this relate to that?”
Pragmatist: “How can I apply this in practice?”
Activists:
tend to involve themselves fully in new experiences. They are happy to tackle things
head on with a ‘have a go’ attitude and enjoy and live in the here and now. They tend
to act first and consider the consequences later, taking risks for the sake of it. They
thrive on new challenges; their philosophy is “I’ll try anything once.” They are
extrovert - enjoying group activities and performing to a crowd.
Honey & Mumford suggest that Activists tend to learn best when:
46
• there are new experiences/problems/opportunities from which to learn;
• they can engross themselves in short 'here and now' activities such as business
games, competitive tasks, role playing exercises;
• they have a lot of the limelight/high visibility;
• they are thrown in at the deep end with a task they think is difficult.
Reflectors:
tend to prefer to stand back and think carefully about things. They would rather
consider all alternatives before concluding. They are happy to deal with detail, yet are
cautious, thoughtful, and are usually unable to make a quick decision. They like to take
a back seat in meetings and enjoy observing other people in action or listening to
others’ points of view before making up their own minds. Their philosophy is “Let me
think about this.”
Honey & Mumford suggest that Reflectors tend to learn best when:
• they are encouraged to watch/think/chew over activities;

• they can think before acting, to assimilate before commenting;
• they can review what has happened, what they have learned;
• they can reach a decision in their own time without pressure and tight deadlines.
Theorists:
are usually reluctant to put things into practice, preferring to think problems through
in a step-by-step and logical way. Their philosophy is “What’s the relationship?” By
their nature, they tend to be low risk takers and are uncomfortable with thinking
outside the box. They are true perfectionists and won’t rest until things fit into a logical
scheme. They prefer to work alone and take their time.
Honey & Mumford suggest that Theorists tend to learn best when:
• they have time to explore methodically the associations and inter-relationships

between ideas, events and situations;
• they are in structured situations with clear purposes;
• they have the chance to question and probe the basic methodology, assumptions
or logic behind something;
• they are intellectually stretched.
47
Pragmatists:
are keen to take the first opportunity to experiment with skills and try out new ideas,
theories and techniques to see if they work in practice. Their philosophy is “I wonder
what would happen if . . .” Having said this, they are impatient with reflecting, open-
minded discussions and theory, preferring to get straight to the point and say what
they think. They like to get things done efficiently, yet they will break the rules if there
is a better way to do things. By their very nature, they are problem solvers, produce
spontaneous ideas and make hasty decisions. They see problems and opportunities as
a challenge.
Honey & Mumford suggest that Pragmatists tend to learn best when:
• there is an obvious link between the subject matter and a problem or opportunity
on the job;
• they are shown techniques for doing things with obvious practical advantages
currently applicable to their own job;
• they have the chance to try out and practice techniques with coaching/feedback
from a credible expert;
• they can concentrate on practical issues.
Considering which if the categories your customer fits into will help you to deliver
lessons in a way which will enable them to get the maximum benefit.
The Learning Cycle:
In the mid 70's David Kolb (2) formalised a highly effective way of thinking about how
we learn from experience. Kolb found that learning was an ongoing process that is a
cycle of continual improvement. Kolb also suggested that the learning cycle involved
four processes that must be present for learning to occur:
Depending on an individual’s preferences, they will probably find they are most
comfortable at one stage of this cycle, and least comfortable at another.
Having said this, to the gain most out of our learning experiences, it would be beneficial
to employ each stage of the cycle.
The four stages are described as:
48
Planning and preparing:
Identifying a gap between where a person is and where they want to be represents a
learning need. To overcome this, we plan some activity and identify the resources
required to meet that need. We also need to specify the criteria and evidence that will
let us know it is being met.
Action:
We carry out the agreed activity required to meet the learning need.
Reflection:
We reflect on the experience and gather information from the activity.
Conclusion:
We accept and take on board the information gathered from the experience and once
again compare where the person or group is now and where they want to be using the
evidential criteria. Using these conclusions, we can then move onto a further stage of
preparing and planning.
Reviewing training is an important stage in the training cycle because it provides

information for quality assurance and continuous improvement.
References:
1. Peter Honey & Alan Mumford, Peter Honey Publications Ltd, 10 Linden Avenue, Maidenhead,
Berkshire, SL6 6HB, www.peterhoney.com
2. David Kolb, www.dkolb.org
49
This information has been taken directly from Gov.uk.
The top 5 reasons for failing the standards check:

Our latest analysis shows the top 5 areas where instructors fail to demonstrate
competence are where they haven’t:
• adapted the lesson plan, when appropriate, to help the pupil work
towards their learning goals
• taught the lesson in a style suited to the pupil’s learning style and
current ability
• encouraged the pupil to analyse problems and take responsibility
for their learning
• given the pupil appropriate and timely feedback during the session
• given enough feedback to help the pupil understand any
potentially safety-critical incidents
Lesson planning:
You need to show you can adapt your lesson plan, where appropriate, to help your
pupil work towards their learning goals. You shouldn’t stick to a planned lesson
because the needs of your pupil might change throughout the lesson and it’s important
you can adapt to that.
Teaching and learning strategies:

You need to be able to show you can teach your pupil in a style that’s suited for them.
This means using methods that work best for them.
For example, when giving verbal directions, your pupil might find it easier if you
referred to left and right as ‘my side’ or ‘your side’.
50
It’s important you give your pupil appropriate and timely feedback rather than giving
it all at the end of the lesson. Having regular discussions throughout the lesson helps
your pupil understand what they might have done wrong.
You should encourage your pupil to analyse problems and take responsibility for their
own learning. For example, if your pupil forgot to check their blind spot before pulling
out, you might:
• ask them if they know what they did wrong

• explain why they need to make sure they check their blind spots next time
Risk management:
Another area instructors commonly fail on is not giving pupils enough feedback on any
potentially dangerous situations.
As well as providing your pupil with timely and appropriate feedback, it’s important
that if they make any serious or dangerous faults they know what they’ve done and
why it’s dangerous.
It’s up to you to make sure they understand this, so they don’t make the same mistake
again.
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Now check your understanding:
Before you attempt these questions, you should read the following driver profiles.
You need to answer ‘Yes’ or ‘No’ to the questions or statement indicating whether
you agree. In some cases, you indicate the name of the driver profile.
Driver Profile 1 - James - The partly trained & inexperienced learner.
You have delivered all of James' six hours of driving lessons.

He prefers doing rather than talking about the subject and
wants a driving licence for reasons of general everyday use.
He can be hard on himself when he does not get things right.
James' lessons have been mainly on quiet 'nursery' routes so

far and he is beginning to get the hang of them. At the end of
the last lesson you discussed the plan for his next lesson which
would be crossroads, you informed James that this would
mean dealing with more intermediate routes. He has not
negotiated complex junctions or driven in heavy traffic.
He is an attentive listener, a quick learner and generally does exactly what you tell him.
However, he does not say much. You have noticed that whilst James is confident, he
responds well to positive feedback.
When dealing with a customer at James’ level do:

• create a climate that promotes learning;
• explain and demonstrate skills and techniques;
• transfer the balance of responsibility for their learning process to the learner as
soon as they are ready to take it;
• try to understand where the customer is having difficulties and how you can help
them develop sound basic skills;
• use a variety of tools to encourage the customer to analyse their own
performance and to find solutions;
• come up with suitable solutions if your customer cannot;
• avoid causing your customer to feel like they are being talked-down-to;
• expect transferring responsibility to be immediately successful;
• have patience solving problems.
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Driver Profile 2 - Patrick - Experienced pupil - about ready to take their driving test.
Patrick is technically skillful and can carry out the

reversing manoeuvres independently. You have seen
him drive well on various types of roads and in various
conditions. He passed his theory test several months
ago, scoring the minimum pass mark on the Hazard
Perception element.
Patrick is confident - sometimes a little over-confident.

Although he rarely makes mistakes, when a driving
error does occur, he has a tendency to blame others.
This behaviour makes it less likely that he will do things
better next time he is faced with a similar situation. He
has said things like “It doesn’t matter if they hit me –
I’ll claim on their insurance.”
Patrick practices driving with friends and family and you are concerned he will develop
bad driving habits. You have a further concern that some of the advice he has been
given by friends and family conflicts with correct driving practice. For a customer with
this level of experience, the emphasis of your lesson should be on the use of practical
‘on the road’ examples in order to develop a driver with a constructive attitude and
good all round practical ability. You can expect that he may not have developed the
skills of scanning and planning that will help them to cope when they drive
independently. He also may not have developed the skill of reflection that will help
him to be a life-long learner.
You should:
• demonstrate that you understand the key issues that need to be addressed to try
to reduce the numbers of newly qualified drivers who crash in the first 6 months;
• be working to develop a realistic understanding of ability;
• be working to develop a good understanding of risk;
• be checking, developing and reinforcing systematic scanning and planning tools;
• be strongly encouraging reflection;
• be supportive & not over-instruct;
• give suitable and technically correct instructions;
▪ offer demonstrations where necessary.
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Driver Profile 3 - Bruce - New full licence holder
Bruce has not driven since passing his test which

was several months ago due to financial reasons.
He is due to start a new job in which he will be
driving a company car over long distances. The
company insist that all their company car drivers
pass a driving assessment as part of their health
and safety policy. In addition, the company is
interested in minimising its fuel bills.
Normally, you could expect a new licence holder

to be enthusiastic and open to learning. However,
Bruce did not enjoy his driving test and is
unhappy that he must take another driving
assessment.
For a driver in Bruce’s position you should expect him to have lost certain disciplines
such as:
• MSM routine;
• planning and scanning.
You might also expect a customer at Bruce’s level:
• to have limited understanding of ‘fuel efficient’ driving;

• he may have developed a poor attitude to other road users;
• to be nervous of increased responsibility and accountability.
You must:
• identify and deal with any bad habits;

• take the customer forward in their learning;
• deliver what the customer is looking for, otherwise the customer may not engage
with the learning process.
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Driver Profile 4 - Stephanie - Experienced full licence holder.
Stephanie has experience of most types of roads and

in all conditions. She was involved in a serious incident
12 months ago. Her car hit an oil patch as she was
driving around a bend on a rural road. Her car then left
the road and collided with a tree.
Whilst she escaped serious injury, the accident has had
a serious impact on her daily life: she no longer feels
confident enough to drive alone. The use of a car is
essential for Stephanie as she has a young family which
she needs to take to and from school. She also uses the
car for her daily commute. The person who normally
travels with her is moving out of the area and public
transport is not a viable option.
As this is having a huge impact on her daily life

Stephanie has decided to take refresher lessons because she feels the need to boost
her confidence. The main issue is that she feels very apprehensive about driving on
rural roads. She lives in a rural area. She wants to have driver tuition in her own car.
Generally speaking, a customer of Stephanie’s level will be more competent than they
were immediately after passing their test. Prior to the incident, the same was true of
Stephanie.
As with a new full licence holder, you must:
• identify and deal with any bad habits;

• take the customer forward in their learning;
• deliver what the customer is looking for, otherwise the customer may not engage
with the learning process.
Now attempt to answer the following questions
55
Section 1 - Lesson planning
Competency 1:
Did the trainer identify the pupil’s learning goals & needs?
I would encourage the customer to tell me what they want to learn. Y/N
I would agree with whatever subject the customer chooses. Y/N

.
I would stick to the plan we agreed previously even if the customer suggests a different
topic. Y/N
It is always important to follow the syllabus in the correct order as this builds on
previous skills learned. Y/N
Competency 2:
Was the agreed lesson structure appropriate for the customer’s
experience & ability? (read the driver profile for James)
I should ask James to tell me how he feels about the lesson plan. Y/N
I do not need to ask James about his previous lesson as I clearly remember what
happened. Y/N
We will discuss his thoughts about his previous lessons and build a bespoke lesson
based on his needs. Y/N
I will begin the lesson with a long and detailed explanation so that he knows exactly
what to do. Y/N
I always need to briefly check his theory even though he is a doer rather than a thinker.
Y/N
I will check James theory knowledge extensively before moving the car - I do this with
every customer. Y/N
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Competency 3:
Were the practise areas suitable?
Route 1:
The route will involve more advanced roads which will encourage good ‘reading the
road’ skills. Complex junction layouts in urban areas will be linked to out of town
driving on roads where the national speed limit applies. Very few quiet roads will be
used except if needed to pull up and discuss matters or to practice manoeuvres. Time
will be set aside to practice independent driving in preparation for the practical driving
test.
James: Y/N Patrick: Y/N Bruce: Y/N Stephanie: Y/N
Route 2:
The route will mainly be made up of out of town roads. To begin with, the route will
have sweeping bends and open views of the road ahead with plenty of places to pull
over. This choice has been made to help a customer with particularly low confidence.
However, ‘nursery routes’ would be inappropriate. As the customer’s confidence
builds, the route will move on to roads that include slightly tighter bends where the
view of the road ahead is sometimes limited.
Route 3:
The route will concentrate on more complex road layouts and junctions with varying
speed limits and busy traffic conditions. A considerable amount of the lesson will be
spent dealing with dual carriageways. The nearest motorway to the customer’s home
is 90 minutes away, therefore time spent on dual carriageways will help to develop
some of the ability that the customer needs to use motorways networks in future.
Competency 4:
Was the lesson plan adapted, when appropriate, to help the pupil
You should only involve the customer if the lesson plan needs to change if they are
near test standard. Y/N
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You should carry on with the intended lesson plan even if the customer is struggling?
Y/N
If you notice serious faults in another area of their driving, you should change your
plan and address this first. Y/N
The customer has mastered the new topic very quickly, so you should introduce a new
subject even though the lesson has only 20 minutes to run. Y/N
Note any questions here that you think you need to revise
58
Section 2: Risk management
Competency 5:
Did the trainer ensure that the pupil fully understood how the
You must make sure that the customer portrayed by each of our Driver Profiles fully
understands how the responsibility for risk will be shared. Read the following
statements and decide which statement matches each profile.
1, “At all times I expect you to drive as carefully and responsibly as possible. To begin
with, I will be talking you through the subject today. I can take control of the car in an
emergency. I will only use these controls when I feel that we are in a safety critical
situation and that my verbal guidance will not work. If that happens we will take some
time to talk about the incident so that you understand for next time.”
2, “Given your experience, I will assume that you are taking most of the responsibility
for our safety. I will be talking to you from time to time, but I will try to keep that to a
minimum so that I don’t distract you. If I am quiet don’t worry; that just means I am
comfortable with what you are doing. I will, of course, let you know if I see any risk that
you appear to have missed and I will help you out at any time I think this would be of
benefit to you.”
Competency 6:
Were directions & instructions given to the pupil clear and given in
good time?
If the customer is finding it difficult to complete the MSPSL routine before turning left
or right, you should give the route directions earlier. Y/N
The correct instruction for emerging left at a crossroads is: “take the next road on the
left.” Y/N
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You can give route directions later if the customer is a full licence holder. Y/N
“Take the next road on the left.” is an acceptable route direction for an experienced
customer. Y/N
Competency 7:
Was the trainer aware of the surroundings and the pupil’s actions?
You should watch the customer constantly and never look outside of the car as they
should be taking full responsibility for risk management. Y/N
You should look outside of the car most of the time and only look at the customer as
you give an instruction or a route direction. Y/N
A residential road has wheelie bins on the pavement. You should tell your customer
they may encounter a refuse lorry. They are taking their test next week on the same
day so may need to drive down this road. Y/N
Your customer is approaching a pedestrian crossing where people are waiting to cross.
They do not appear to have noticed it because there has been no reduction in their
speed. You should tell them they are approaching a pedestrian crossing and ask what
they think they should do. Y/N
Competency 8:
Was any verbal or physical intervention by the trainer timely and
appropriate?
It is coming to the end of your standards check and you are conscious that you have
not had to physically intervene at any point.
You should pull over and show the customer how the dual controls work. Y/N
Physical intervention means use of the dual brake and clutch only. Y/N
Your customer is driving too fast for the road conditions but is not exceeding the speed
limit. You ask them to check their mirrors and ease off the gas. This would demonstrate
verbal intervention. Y/N
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Your customer attempts to proceed through a STOP sign without fully coming to a halt.
Your first action should be to use the dual brake to prevent them from breaking the
law. Y/N
Competency 9:
Was sufficient feedback given to help the customer to understand any
potential safety critical incidents?
Read Driver Profile 2 now and imagine that Patrick is your customer. Next, based on
what you've read indicate whether you think that statements are correct.
I will control the speed of the vehicle by using the dual brake without informing Patrick.
Y/N
.
I will tell rather than ask Patrick everything I think he needs to know in a safety critical
incident – this is how I make sure my customers learn. Y/N
I will make links between the number of crashes involving new drivers and any safety
critical incidents to promote Patrick’s understanding. Y/N
I will remain silent during certain safety critical incidents with Patrick as the experience
alone will change his behaviour – he will learn from his mistakes. Y/N
I will discuss how planning ahead can help to minimise the risk and reduce occasions
of safety critical incidents. Y/N
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Section 3: Teaching & learning strategies
Competency 10:
Was the teaching style suited to the customer’s learning style and
current ability?
Read Driver Profile 1 now and imagine that James is your customer. Next, based on
what you've read indicate whether you think the statements below are correct.
I will give James an explanation before letting him attempt even the simplest task. Y/N
If James can't come up with a solution, I will stop asking him questions and give him
the answer Y/N
James will need to come to terms with the fact that it is dangerous to attempt anything
unless he has a detailed knowledge of the theory behind the subject. Y/N
You should use the same teaching style with James as with all your customers. Y/N
Competency 11:
Was the pupil encouraged to analyse problems and take responsibility
for their learning?
It is important to provide timely opportunities for self-analysis; promptly in the case of

safety critical incidents. Y/N
You should ensure that the customer knows the instructor is fully in control of the
teaching process. Y/N
Instructors should suggest suitable strategies to help the customer develop their
understanding, e.g. using practical examples or pointing them at further reading. Y/N
Giving clear and accurate information fills gaps in knowledge or understanding. This
happens when you have seen that a lack of knowledge or understanding is the issue.
Y/N
Always leave the customer feeling that they had some of the responsibility for their
learning in the situation. Y/N
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Competency 12:
Were opportunities and examples used to clarify learning outcomes?
Your customer cuts a corner turning right into a minor road. To consolidate their
learning, you should revisit the same or similar junctions to repeat the exercise. Y/N
A driver fault has clearly been committed but safety was not compromised. It is
therefore acceptable to continue without mentioning it. Y/N
The customer moves away without checking the blind spot. It is perfectly acceptable
to cover the risks in theory whilst on the move. Y/N
Whilst waiting to emerge from a crossroad to turn right another driver flashes their
headlights – should you always tell the customer that it is safe to go? Y/N
Competency 13:
Was the technical information given comprehensive, appropriate and
accurate?
You are not completely sure of the answer to a question posed by your customer. It is
acceptable to ask them to look up the answer as homework. Y/N
The customer asks you a question and you answer it but then realise the information
you gave was not correct. You should now apologise and give the correct information.
Y/N
When introducing a new subject, you should ensure that very detailed information is
provided to the customer before they are allowed to practise. They need to know
every detail about that subject to keep them safe. Y/N
Competency 14:
Was the pupil given appropriate and timely feedback during the
session?
Feedback is best saved until the end of the lesson so that the customer leaves with all
feedback fresh in their mind. Y/N
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The most important feedback is when the customer makes a mistake, so they learn
something. Y/N
Your customer is trying to join a busy road. They applied the correct routine on the
approach (they had problems with this last week!), and you want to tell them how
much they have improved. The feedback should be instant. Y/N
Your customer finally remembers to check the blind spot without a reminder. You say
“Fantastic! Well done! You did that without me reminding you!”. This is good
feedback as it will help the customer to remember next time as well. Y/N
Competency 15:
Were the pupil’s queries followed up and answered?
Your customer asks you a relevant question relating to the subject you are teaching.
You should answer this question as soon as it is safe. Y/N
Whilst making observations at a complex junction, your customer asks you when you
think they should book their test. You should tell them you will discuss this later. Y/N
At the end of the lesson the instructor should ask the customer if they have any
outstanding questions which have not been answered. Y/N
Competency 16:
Did the trainer maintain an appropriate, non-discriminatory manner
A situation arose which required you to take control of the steering wheel, you should
apologise for invading the customers space and explain why it was necessary. Y/N
When meeting a customer for the first time you should always shake hands. Y/N
You should always ask the customer how they would like to be addressed. Y/N
Your customer makes derogatory remarks about lorry drivers. You should address this
attitude by questioning them as to why they feel this way. Y/N
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Competency 17:
At the end of the session – was the pupil encouraged to reflect on their
own performance?
At the end of the lesson you should always ask the customer how they feel the lesson
has progressed before you give any feedback. Y/N
You should ask the customer at the start and end of each lesson to score themselves
between 1 and 10 (Scaling). This helps both you and them to see where they feel they
have improved. Y/N
Providing detailed feedback and asking the customer to take notes will reinforce their
learning. You should always tell them where they have improved and what they need
to practise. Y/N
Now check your answers on the following pages. If you

answer any question or statement incorrectly, please
revise the information for that specific competency.
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Answers & explanations:
Competency 1: Did the trainer identify the pupil’s learning goals & needs?
I would encourage the customer to tell me what they want to learn.
• Yes - Correct answer

• No - Incorrect answer
Explanation: You should always involve the customer in the choice of subject.
I would agree with whatever subject the customer chooses.
• Yes - Incorrect answer

• No - Correct answer
Explanation: What if they choose something that is far beyond their current
capabilities?
I would stick to the plan we agreed previously even if the customer suggests a
different topic.

Explanation: You should remain flexible and if the customer has a good reason for
changing their mind, and the appropriate level of experience, then this is fine.
It is always important to follow the syllabus in the correct order as this builds on
previous skills learned.

Explanation: Generally, this works with most people but sometimes it is better to
change the order to suit the customer – e.g. they may live in a rural area and need to
cover country driving earlier than normal.
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Competency 2: Was the agreed lesson structure appropriate for the customer’s
experience & ability?
I should ask James to tell me how he feels about the lesson plan.

Explanation: It is always advisable as the customer may have strong views.
I do not need to ask James about his previous lesson as I clearly remember what
happened.

Explanation: It is always important to ask questions to check what has been

remembered.
We will discuss his thoughts about his previous lessons and build a bespoke lesson
based on his needs.

Explanation: You should not plan any lesson which does not meet the needs of your
customer.
I will begin the lesson with a long and detailed explanation so that he knows exactly
what to do.

Explanation: James is a customer who learns best by ‘doing’.
I always need to briefly check his theory even though he is a doer rather than a
thinker.
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Explanation: You must always involve the customer and ask a few questions to check
theory knowledge.
I will check James theory knowledge extensively before moving the car - I do this
with every customer.

Explanation: You must always involve the customer and ask a few questions to check
theory knowledge, but this need not be extensive if you are getting the right answers.
Competency 3: Where the practise areas suitable?
Route 1:
The route will involve more advanced roads which will encourage good ‘reading the
road’ skills. Complex junction layouts in urban areas will be linked to out of town
driving on roads where the national speed limit applies. Very few quiet roads will be
used except if needed to pull up and discuss matters or to practice manoeuvres. Time
will be set aside to practice independent driving in preparation for the practical driving
test.
• James: No – Incorrect answer - This route would be clearly unsuitable as James

has only had 6 hours of driver tuition.
• Patrick: Yes – Correct answer – He is technically skilful, and you have observed
driving well on all types of roads previously.
• Bruce: No – Incorrect answer – In this case it would be a good idea to carry out a
short assessment of his skills in a quieter area before considering re-introducing
complex traffic situations.
• Stephanie: No – Incorrect answer – She would need her confidence re-building
before she would feel comfortable in this type of area.
Route 2:
The route will mainly be made up of out of town roads. To begin with the route will
have sweeping bends and open views of the road ahead with plenty of places to pull
over. This choice has been made to help a customer with particularly low confidence.
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However, ‘nursery routes’ would be inappropriate. As the customer’s confidence
builds, the route will move on to roads that include slightly tighter bends where the
view of the road ahead is sometimes limited.

• Patrick: No – Incorrect answer – He is technically skilful, and you have observed
driving well on all types of roads previously. This route would not be challenging
enough to maintain his interest.
• Bruce: No – Incorrect answer – In this case it would be a good idea to carry out a
short assessment of his skills in a different area. These types of roads would not
give a clear indication of his overall skills.
• Stephanie: Yes – Correct answer – She would need her confidence re-building ad
this type of area would be very suitable. She could progress at her own pace
without being under too much stress which would be counterproductive.
Route 3:
The route will concentrate on more complex road layouts and junctions with varying
speed limits and busy traffic conditions. A considerable amount of the lesson will be
spent dealing with dual carriageways. The nearest motorway to the customer’s home
is 90 minutes away, therefore time spent on dual carriageways will help to develop
some of the ability that the customer needs to use motorways networks in future.

driving well on all types of roads previously. This route would be challenging
enough to maintain his interest.
• Bruce: Yes – Correct answer – In this case it would be a good idea to initially carry
out a short assessment of his skills in a different area. Providing he demonstrates
good control of the vehicle and is prepared to listen to advice then these types of
roads would give a clear indication of his overall skills.
• Stephanie: No – Incorrect answer – She would need her confidence re-building ad
this type of area would be very unsuitable. She would feel under too much stress
which would be counterproductive.
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Competency 4: Was the lesson plan adapted, when appropriate, to help the pupil
You should only involve the customer if the lesson plan needs to change if they are
near test standard.

Explanation: You should involve the customer from the first lesson and then
throughout their training.
You should carry on with the intended lesson plan even if the customer is struggling?

Explanation: If the customer is finding it too difficult you should amend your plan.
If you notice serious faults in another area of their driving, you should change your
plan and address this first.

Explanation: If the customer is finding it too difficult you should amend your plan.
There is no point continuing with the current subject if the customer has driving
behaviour which needs immediate attention.
The customer has mastered the new topic very quickly, so you should introduce a
new subject even though the lesson has only 20 minutes to run.

Explanation: There is no point continuing with the current subject if the customer has
mastered it and they clearly need a new challenge. A lot can be learned in 20 minutes.
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Competency 5: Did the trainer ensure that the pupil fully understood how the
You must make sure that that the customer portrayed by each of our Driver Profiles
fully understands how the responsibility for risk will be shared. Read the following
statements and decide which statement matches each profile.
1, “At all times I expect you to drive as carefully and responsibly as possible. To begin
with, I will be talking you through the subject today. I can take control of the car in an
emergency. I will only use these controls when I feel that we are in a safety critical
situation and that my verbal guidance will not work. If that happens we will take some
time to talk about the incident so that you understand for next time.”
• James: Yes – Correct answer – As James has only had a few hours of tuition you
will need to take more responsibility and offer much more support.
• Patrick: No – Incorrect answer – He is technically skilful, and you have observed
driving well on all types of roads previously. Too much support could demotivate
him. He is now at a stage where he can take much more responsibility for risk than
a novice driver.
• Bruce: No – Incorrect answer – Bruce has passed his test so is able to take most
of the responsibility for risk management. Too much support could demotivate
him.
• Stephanie: No – Incorrect answer – She would need her confidence re-building,
but she is a full licence holder and as such, she can and should take more
responsibility.
2, “Given your experience, I will assume that you are taking most of the responsibility
for our safety. I will be talking to you from time to time, but I will try to keep that to a
minimum so that I don’t distract you. If I am quiet don’t worry; that just means I am
comfortable with what you are doing. I will, of course, let you know if I see any risk that
you appear to have missed and I will help you out at any time I think this would be of
benefit to you.”
• James: No – Incorrect answer - This would be far too much responsibility as James
driving well on all types of roads previously. This amount of responsibility is
perfectly acceptable at this stage in his tuition.
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• Bruce: Yes – Correct answer – He is a full licence holder. This amount of
responsibility is perfectly acceptable.
• Stephanie: Yes – Correct answer – She is a full licence holder. This amount of
responsibility is perfectly acceptable.
Competency 6: Were directions & instructions given to the pupil clear and given in
good time?
If the customer is finding it difficult to complete the MSPSL routine before turning
left or right, you should give the route directions earlier.

Explanation: The route direction needs to be given in good time for the customer to
be able to process the information and react accordingly. Late route directions are
often the cause.
The correct instruction for emerging left at a crossroads is: “take the next road on
the left.”

Explanation: This route direction is correct. Any other instruction could confuse the
customer.
You can give route directions later if the customer is a full licence holder.

Explanation: Full licence holders do not need to follow detailed instruction. The
instruction should still be given in good time.
“Take the next turning on the left” is an acceptable route direction for an
experienced customer.

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Explanation: The correct instruction i.e. “take the next ROAD on the left” should
always be used when turning into a minor road. Deviations from standard route
directions can be confusing and potentially dangerous.
Competency 7: Was the trainer aware of the surroundings and the pupil’s actions?
You should watch the customer constantly and never look outside of the car as they
should be taking full responsibility for risk management.

Explanation: You do need to watch the customer, but you also need to be aware of
your surroundings. The customer is never fully responsible for risk management This
is always shared to some degree.
You should look outside of the car most of the time and only look at the customer as
you give an instruction or a route direction.

Explanation: You do need to look outside of the car as well as watch the customer.
You always need to be completely aware of your surroundings and customer’s actions.
A residential road has wheelie bins on the pavement. You should tell your customer
they may encounter a refuse lorry. They are taking their test next week on the same
day so may need to drive down this road.
• Yes – Incorrect answer

Explanation: You do need to need to draw their attention to this but by asking a
suitable question. You need to assess their risk awareness and hazard perception
skills.
Your customer is approaching a pedestrian crossing where people are waiting to

cross. They do not appear to have noticed it because there has been no reduction in
73
their speed. You should tell them they are approaching a pedestrian crossing and ask
what they think they should do.

Explanation: The first course of action is to remove the danger. You should instruct
your customer to slow down. You do need to discuss this in detail when the hazard has
been dealt with in a safe and controlled manner.
Competency 8: Was any verbal or physical intervention by the trainer timely and
appropriate?
It is coming to the end of your standards check and you are conscious that you have
not had to physically intervene at any point.
You should pull over and show the customer how the dual controls work.

Explanation: It is not necessary to demonstrate use of dual controls unless a situation

arises where this is clearly necessary.
Physical intervention means use of the dual brake and clutch only.

Explanation: Use of dual controls includes the steering wheel, parking brakes,
windscreen wipers, heater controls and any other ancillary control.
Your customer is driving too fast for the road conditions but is not exceeding the
speed limit. You ask them to check their mirrors and ease off the gas. This would
demonstrate verbal intervention.

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Explanation: You have intervened to reduce the risks involved so avoiding a potentially
safety critical incident occurring.
Your customer attempts to proceed through a ‘STOP’ sign without fully coming to a
halt. Your first action should be to use the dual brake to prevent them from breaking
the law.

Explanation: In this situation verbal intervention should be your first course of action.
Only if the driver does not respond should you then physically intervene.
Competency 9: Was sufficient feedback given to help the customer to understand

any potential safety critical incidents?
Read Driver Profile 2 now and imagine that Patrick is your customer. Next, based on
what you've read indicate whether you think that statements are correct.
I will control the speed of the vehicle by using the dual brake without informing
Patrick.

Explanation: You should never use the dual controls in this manner. Verbal instruction
is always the first course of action. If you do use the brake you should always explain
why it was necessary at the first safe opportunity.
I will tell rather than ask Patrick everything I think he needs to know in a safety
critical incident – this is how I make sure my customers learn.

Explanation: Telling customers is not the best solution. Asking thought provoking
questions and exploring the risks and possible consequences ensures the customer
understands and can therefore use this knowledge in the future.
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I will make links between the number of crashes involving new drivers and any safety
critical incidents to promote Patrick’s understanding.

Explanation: Sharing information which is relevant can be very useful and in Patrick’s
case, essential. In addition, asking thought provoking questions and exploring the risks
and possible consequences will ensure that he understands and can therefore use this
knowledge in the future.
I will remain silent during certain safety critical incidents with Patrick as the
experience alone will change his behaviour – he will learn from his mistakes.

Explanation: You should never stay silent if a safety issue arises. As the instructor, you
are still partly responsible for risk management.
I will discuss how planning ahead can help to minimise the risk and reduce occasions
of safety critical incidents.

Explanation: It is important to provide all customers with these skills.
Competency 10: Was the teaching style suited to the customer’s learning style and
current ability?
Read Driver Profile 1 now and imagine that James is your customer. Next, based on
what you've read indicate whether you think the following statements are correct.
I will give James a detailed explanation before letting him attempt even the simplest
task.

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Explanation: The profile says that he learns best by trying something rather than
listening to theoretical explanations so in this instance you should just cover the main
points briefly. It is a good idea to explain to him why you are doing it this way.
If James can't come up with a solution, I will stop asking him questions and give him
the answer

Explanation: There is no point in continually asking questions of any customer who

clearly does not know what the answer is – so tell them!
James will need to come to terms with the fact that it is dangerous to attempt
anything unless he has a detailed knowledge of the theory behind the subject.

Explanation: The profile says that he learns best by trying something rather than
listening to theoretical explanations, so you should just cover the main points briefly
when introducing something new. It is a good idea to explain to him why you are doing
it this way. He will become bored and disinterested if forced to sit and listen to long
complicated explanations.
You should use the same teaching style with James as you do with all your
customers.

Explanation: As an instructor you do need to vary the style of teaching to suit the
customer. The more you practise this the more confident you will become.
Competency 11: Was the pupil encouraged to analyse problems and take
responsibility for their learning?
It is important to provide timely opportunities for self-analysis; promptly in the case

of safety critical incidents.
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Explanation: The only way you can establish if the customer has understood potential
risks, because of their actions, is to question them.
You should ensure that the customer knows the instructor is fully in control of the
teaching process.

Explanation: The responsibility for the learning process should be shared between
you and your customer.
Instructors should suggest suitable strategies to help the customer develop their
understanding, such as using practical examples or pointing them at further reading.

Explanation: People learn in different ways and whilst someone may struggle with
understanding how to e.g. complete a manoeuvre correctly watching a video could be
invaluable. Equally the benefit of a demonstration is often undervalued.
You should be giving clear and accurate information to fill gaps in the customer’s
knowledge or understanding. This should only happen when you have established
that a lack of knowledge or understanding is the issue.

Explanation: If someone clearly does not know an answer or understand why the
answer is correct you should explain this.
Always leave the customer feeling that they had some of the responsibility for their
learning in the situation.

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Explanation: The responsibility for the learning process should always be shared
between you and your customer.
Competency 12: Were opportunities and examples used to clarify learning

outcomes?
Your customer cuts a corner turning right into a minor road. To consolidate their
learning, you should revisit the same or similar junctions to repeat the exercise.

Explanation: Whenever any fault has occurred it is vital that you do not move on to a
new subject until the fault has been corrected.
A driver fault has clearly been committed but safety was not compromised. It is
therefore acceptable to continue without mentioning it.

Explanation: Whenever any fault has occurred it is vital that you do not move on to a
new subject until the fault has been corrected. Driving faults should never be ignored
as this encourages poor practise.
The customer moves away without checking the blind spot. It is perfectly acceptable
to cover the risks in theory whilst on the move.

Explanation: The customer must demonstrate they have the relevant skills, knowledge
and understanding and can apply them in a practical situation. You should look for the
next opportunity to pull over and practise moving off and incorporating the blind spot
check.
Whilst waiting to emerge from a crossroad to turn right another driver flashes their
headlights – should you always tell the customer that it is safe to go?
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Explanation: You should use this opportunity to explain that they still have the
responsibility to make effective observations before acting on this incorrect signal. You
should then question them later to check they fully understand the potential risks this
could have created. You should check that they know the rules relating to this in the
Highway code.
Competency 13: Was the technical information given comprehensive, appropriate

and accurate?
You are not completely sure of the answer to a question posed by your customer. It
is acceptable to ask them to look up the answer as homework.

Explanation: This is a clear case of ‘passing the buck’ and it is not acceptable. If you do
not know the answer you should be honest and say so and then look the answer up
together.
The customer asks you a question and you answer it but then realise the information
you gave was not correct. You should now apologise and give the correct
information.

Explanation: This is exactly what you should do. Your customer will probably respect
you more because we all make mistakes. Allowing the customer to leave with incorrect
information is completely unacceptable.
When introducing a new subject, you should ensure that very detailed information
is provided to the customer before they are allowed to practise. They need to know
every detail about that subject to keep them safe.

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Explanation: The main points should be covered, and detail added to the customer’s
knowledge as opportunities present themselves.
Competency 14: Was the pupil given appropriate and timely feedback during the
session?
Feedback is best saved until the end of the lesson so that the customer leaves with
all feedback fresh in their mind.

Explanation: It is important to give feedback at regular intervals as situations occur

and then a summary of the feedback at the end of the lesson.
The most important feedback is when the customer makes a mistake, so they learn
something.

Explanation: It is important to give feedback when the customer does something well
to reinforce learning. You do also have to give feedback about mistakes but always
make sure you finish with a positive statement. Then a summary of all the feedback at
the end of the lesson is useful.
Your customer is trying to join a busy road. They applied the correct routine on the
approach (they had problems with this last week!), and you want to tell them how
much they have improved. The feedback should be instant.

Explanation: You should wait until they have joined the new road and it is safe, before
providing any feedback. It would be inappropriate and untimely to mention this, even
though it is positive, whilst they are trying to concentrate on emerging.
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Your customer finally remembers to check the blind spot without a reminder. You
say “Fantastic! Well done! You did that without me reminding you!” This is good
feedback as it will help the customer to remember next time as well.

Explanation: The feedback is fine other than it is not specific. How would the customer
know what it is that they have done well? What you should have said is “Fantastic!
Well done! You checked the blind spot without me reminding you!”.
Competency 15: Were the pupil’s queries followed up and answered?
Your customer asks you a relevant question relating to the subject you are teaching.
You should answer this question as soon as it is safe.

Explanation: So long as it is safe relevant questions should always be answered in full

at the time.
Whilst making observations at a complex junction, your customer asks you when you
think they should book their test. You should tell them you will discuss this later.

Explanation: This is not urgent and can wait until the end of the lesson. It is far more
important to deal with the junction safely.
At the end of the lesson the instructor should ask the customer if they have any
outstanding questions which have not been answered.

Explanation: You may well have said during the lesson that you would answer certain
questions later and could easily forget what the questions were.
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Competency 16: Did the trainer maintain an appropriate, non-discriminatory manner
A situation arose which required you to take control of the steering wheel, you
should apologise for invading the customers space and explain why it was necessary.

Explanation: The mere fact that you had to invade the customers personal space
requires an apology, followed up by an explanation of why it was necessary. All driving
instructors sign a code of conduct and this is one of the codes of practise.
When meeting a customer for the first time you should always shake hands.

Explanation: Some faiths or cultures find this offensive.
You should always ask the customer how they would like to be addressed.

Explanation: Some people do not like to be addressed by their first name or have a
nickname which they prefer people to use.
Your customer makes derogatory remarks about lorry drivers. You should address
this attitude by questioning them as to why they feel this way.

Explanation: It is important that views like this are questioned as the customer may
have had a negative experience which you can help them to see in a different
perspective. Any derogatory comments about any other road user should never be
ignored.
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Competency 17: At the end of the session – was the pupil encouraged to reflect on
their own performance?
At the end of the lesson you should always ask the customer how they feel the lesson
has progressed before you give any feedback.

Explanation: It is important to find out how they feel so you can structure your
feedback accordingly.
You should ask the customer at the start and end of each lesson to score themselves
between 1 and 10 (Scaling). This helps both you and them to see where they feel
they have improved.

Explanation: Scaling is a valuable tool or method to assess progress and demonstrates

this competency.
Providing detailed feedback and asking the customer to take notes will reinforce
their learning. You should always tell them where they have improved and what they
need to practise.

Explanation: The customer needs to be encouraged to reflect on this themselves. If

you just tell them, you have no idea what they feel or think. There should be a
discussion between both parties. It is particularly important if any mistakes occurred
during the lesson to get the customer’s thoughts on this.
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Glossary of Terms (the jargon buster)
Lesson plan: A lesson plan is an instructor's detailed description of the course of

instruction for one lesson. Each lesson plan developed by the instructor will vary
depending on the preference of the instructor, subject being covered, and the need
and/or curiosity of customers.
Client centred learning: This is where lessons are focused on the interests of the
customers, rather than those of teachers. Client-centred learning is focused on each
customer’s interests, abilities, and learning styles. This method recognises the
student’s voice as being fundamental to the learning experience for every learner.
Essentially, the customers choose what they will learn, how they will learn, and how
they will assess their own learning.
Competence: This is simply the ability of an individual to do a job properly.

Individuals’ competence develops over time through a mix of training, on-the-job
learning, instruction and assessment.
Learning goals: Learning goals are the backbone of a lesson and provide the reason
for teaching something. Learning goals should include what students will understand
and be able to do because of the lesson.
Learning needs: Learning needs are where you help the leaner identify where they
are in terms of their knowledge, skills and competencies, compared to where they wish
to be. This information will help them to recognise their learning goals.
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Learning styles: Learning is ‘a relatively permanent change in behaviour or
knowledge’ and style is ‘the way in which something is done.’ So, a learning style is
the way in which an individual prefers to learn.
Teaching styles: A teaching style is the way an individual prefers to deliver

information within the learning environment. An instructor’s teaching style will usually
mirror their own preferred learning style. However, it is important to recognise the
need to adapt the teaching style to suit each customer’s learning style.
Risk management: Risk management refers to the identification of potential risks

to safety and the steps taken to reduce the impact of the risk to your safety, the safety
of the customer and the safety of other road users. In particular circumstances this can
extend to taking physical control of the vehicle to manage a safety critical incident.
From a training point of view, you are also responsible for developing the customer’s
awareness of and ability to manage risk (as the driver, the customer also has
responsibilities).
Verbal intervention: Verbal intervention is where words or phrases are used as a

technique to avoid physical action (use of dual controls).
Physical intervention: Physical intervention is the use of physical action/s to help

the customer remain in control of the vehicle. It can be something as drastic as steering
the wheel or braking/stopping the vehicle, or something as simple as adjusting the
temperature setting. It is important to keep the customer informed if physical action
is used/required.
Typical lesson scenarios: Typical lesson scenarios categorise the 4 main types of
customer you use for the purposes of your Standards Check. These are:
• a partly trained, inexperienced, learner;

• an experienced pupil – about ready to take their practical driving test;
• a new full licence holder (FLH);
• an experienced full licence holder.
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Safety critical incident: A safety critical incident is the type of incident where you
would have to physically intervene to prevent potential or actual danger. Imagine a
situation in which would have no option but to use the dual controls – that type of
incident would typically be a ‘safety critical incident’.
This does not mean that ‘safety critical incidents’ are only those in which you use the
dual controls. Likewise, ‘safety critical incidents’ are not the only occasions when you
would need to use the dual controls.
Teaching and learning strategies: Teaching and learning strategies are quite
simply the activities and methods used to move the learner towards achievement of
the learning outcome.
Analyse: To analyse something is to examine something methodically and in detail,

typically to explain and understand it.
Learning outcomes: A learning outcome sets out what a learner is expected to

know, understand and be able to do as the result of a process of learning.
Non-discriminatory manner: This refers to an individual’s ability to act without

bias against an individual, type of person or group.
Reflect: The term ‘reflect’ relates to the process of thinking deeply or carefully about
something.
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Useful links
National standard for driver and rider training
https://www.gov.uk/government/publications/national-standard-for-driver-and-
rider-training
National standard for driving cars and light vans

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/22
6477/dsa-national-standard-driving-cars.pdf
ADI Standards Check: standard operating procedure

https://www.gov.uk/government/publications/adi-standards-check-guidance-for-
driving-examiners/adi-standards-check-standard-operating-procedure
The ADI Standards Check Form (SC1)

9109/dsa-standards-check-form-example.pdf
Typical Reflective log

5597/typical-reflection-log.pdf
ADI Standards Check invite letter

9194/adi-standards-check-invite-letter.pdf
Rules for cars used for driving tests

https://www.gov.uk/adi-standards-check/what-to-take-to-your-check-test
Approved driving instructor check test and standards check – the new standards check
https://www.gov.uk/adi-standards-check/the-new-adi-standards-check
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What’s it all about?

What kind of lesson can I do on my standards check?

An increasing number of ADIs also provide training to the

You cannot deliver this type of

Language for the standards check?

How long is the standards check?

What kind of lesson should be delivered?

You must display a valid ADI certificate when you attend

You don’t need to display your certificate if you are not

What about CPD?

What records will the examiner keep about me?

Who can be in the car?

What happens when I arrive at the test centre?

• there to check that you are doing your job properly;

What will the examiner want to know about my customer?

• roughly how many hours of tuition your customer has had;

At the end of the standards check:

How does the examiner complete the assessment report?

• no evidence of competence 0 = Zero;

Competence standards examples:

‘Did you identify the customer's learning goals and needs?

To fully satisfy this requirement and score 3 marks you must:

These are what we mean by the elements. Another way

• 43 marks or more will achieve a grade of A;

Depending on the reasons for the

We strongly recommend that you seek

• what went well today?

What if I cannot attend?

How is the assessment marked and when?

There are four competencies in this area:

It is vitally important to re-cap this once the

• you can ask questions;

A better understanding of your customer's needs may emerge as the lesson

What you should really avoid doing:

• making assumptions about your customer’s understanding or experience;

Try asking the following questions:

“What would you like to do today?”

“Why would you like to do that?”

“What skills would you need to do that?”

“How safe would you feel?”

“How does that sound?”

What you should really avoid doing:

• delivering a pre-planned, standard lesson that doesn’t consider

Were the practice areas suitable?

What you should really avoid:

Being aware of your customer’s body language

What you need to do to provide evidence that you are competent in

What you should really avoid:

At all times, you are responsible for your own

• you should ask your customer what is meant by risk;

What you should really avoid:

• do not fail to address the issue of risk management;

• always give clear, concise directions;

Avoid the following:

• giving confusing directions;

All ADIs must be able to:

• take in the outside world;

Intervention In the moving-car environment must be finely balanced. If at any point,

Strangely enough, remaining silent is also a form of intervention. Simply sitting in

What you need to do to provide evidence that you are competent in

• monitor the learning process and safety during the session;

• ignore a developing situation and leave your customer to

Was sufficient feedback given to help the customer understand any

If a safety critical or potentially safety critical incident