01 Lesson Planning

02 Was the agreed lesson structure appropriate for the pupil’s experience and ability?

This competency is closely tied in with the previous one about setting a goal for the session. Having asked, “What would you like to achieve by the end of the lesson?” the next question might be, “How do you want to do this?”

The lesson structure should allow the pupil to progress at a manageable rate – stretching them without overwhelming them. For example, a pupil who is concerned about entering roundabouts should not be asked to tackle a fast-flowing multi-lane, multi-exit junction as their first attempt. Neither should they be restricted to very quiet junctions, unless you identify a potential risk issue that you want to check out first.

BUILDING BLOCKS

• Now that the agreed goal is set it’s time to start building the structure around it.
• Think about the steps required to do that, such as splitting the lesson into chunks.
• Remember, within the structure, it must be clear how much help they are going to require to be able to accomplish the goal.
• An effective instructor should have a clearly defined plan of what is going to be taught. You should consider the level of ability and experience of the client when discussing and agreeing the goals for the lesson.

LEVEL OF SUPPORT

• Within the structure, it must be clear how much help/support your pupil will require to be able to accomplish the goal.
• What skill sets require development to help them achieve their goal? (MSPSG – LADA).
• What help/support is required:

DVSA – ELEMENTS OF COMPETENCE

• Ensuring the pupil understands what they plan to do and agrees with that plan
• A lesson that reflects the information given by the pupil and the learning goals they want to tackle
• Building in opportunities to check the statements made by the pupil before moving to more challenging situations
• Checking theoretical understanding

LACK OF COMPETENCE

• Delivering a pre-planned, standard lesson that doesn’t take into account the pupil’s expressed needs or concerns
• Failing to build in a suitable balance of practice and theory

DVSA – COMPETENCY COULD LINK TO:

• LP – Did the trainer identify the pupil’s learning goals and needs?
• LP – Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?
• T&LS – Was the teaching style suited to the pupil’s learning style and current ability?
• T&LS – Was the pupil encouraged to analyse problems and take responsibility for their learning?

National Driver Rider Training Standards – References:

• Element 6.3.1 – Create a climate that promotes learning
• Element 6.3.3 – Coach

YOU NEED TO CONSIDER

• Where a structure was apparent, was it seen to be agreed between YOU and the pupil?
• Was the lesson pitched at an appropriate level for the pupil?
• Think of the structure as being the agreed plan of how the goals will be achieved and the needs met.
• In the main, the agreed lesson structure forms the baseline or framework for the lesson.
• Consider how the structure needs to be flexible to allow for specific needs at specific times to achieve effective learning outcomes during the lesson.
• Did the lesson have a suitable balance of practice and theory?
• If the pupil’s goals are ‘SMART’, did YOU ensure that the structure matches the pupil’s needs?
• This competency is closely tied in with the previous one about setting a goal for the session. Having asked, “What would you like to achieve by the end of the lesson?” the next question might be, “How do you want to do this?”

TIME TO REFLECT

03 – Were the Practice Areas Suitable?

This is where you rely on your experience and expertise. It is important you ensure the practice areas are appropriate, and you may have to guide the pupil in this so that if they want to choose the area, you decide if it will be appropriate for their experience and ability.

You should use an area or route that allows the pupil to practise safely and helps them to achieve their goals. It should provide some stretch and challenge, but without taking the pupil out of their comfort zone.

Choosing a Practice Area:

• Where is the practice area?
• What features does the practice area have?
• Are there enough opportunities to enable the pupil to practise with the minimum distraction?
• Are there any parts of the practice area that would be outside of their current skill level?
• Is it a circular route that has places to stop for review?

An ideal route would be short and repeatable and offer the opportunities for reflection, planning for development, and further practice for new strategies.

Once your pupil has spent some time reflecting and developing strategies to help achieve the goal, consider whether the level of support needs adjusting. If necessary, cover the route again, providing the opportunity for your pupil to apply the strategies into practice.

Consider and Discuss with the Pupil:

• What sort of area would be best to practise this?
• What would be the benefits of practising there?
• Is there anything on the way to the practice area that you would like me to help you with?
• Is the area going to give you plenty of opportunities to practise this?
• How many times would you like to try before stopping for a review?
• How long would you like to spend on this before stopping?

DVSA – Elements of Competence

• A range of opportunities to address the agreed learning objectives
• Challenges, but is realistic in terms of the pupil’s capabilities and confidence

Lack of Competence

• Taking the pupil outside of their competence zone – so that they spend all their time ‘surviving’ and have no space or time left to look at learning issues
• Exposing the pupil to risks they cannot manage
• Keeping a pupil in an area that is too easy for their ability

DVSA – Competency Could Link To:

• LP – Did the trainer identify the pupil’s learning goals and needs?
• LP – Was the agreed lesson structure appropriate for the pupil’s experience and ability?
• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• T&LS – Was the pupil given appropriate and timely feedback during the session?

National Driver Rider Training Standards – References:
Element 6.3.2 – Explain and demonstrate skills and techniques

Were the Practice Areas Suitable

You Need to Consider:

• If your route is poorly planned, the progress of the pupil is difficult to assess accurately because it will be difficult to distinguish between mistakes made due to route pressure and those from lack of skill or understanding.
• Poor route planning will result in pupils making mistakes that are, in reality, the fault of yourself.
• If the route is far too challenging or inappropriate, the pupil will feel uncomfortable emotionally.
• An ideal route should be within the pupil’s capability and offer an appropriate level of challenge allowing the pupil to drive with a high degree of independence.
• Did you focus on the agreed goals? The pupil will need plenty of opportunity to practise the lesson topic on a route they feel comfortable with and is within their capability.
• Does the area allow for a range of effective learning opportunities?
• Are there enough options to allow for discussions throughout the lesson, when appropriate, at safe, legal and convenient locations?

Time to Reflect

• I need more knowledge & understanding
• I understand but could improve
• I fully understand and feel confident

04 – Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?

This competency is where some people might find most difficulty. For example, if your pupil commits a serious driving fault on the way to carrying out the objective for the lesson (Parallel Park), then you should discuss and initially address the serious error, especially if your pupil was not aware it had been made.

Key:

During the lesson there will be times when things need to change as a result of what’s happening in the lesson – you need to demonstrate that you are flexible enough to change/adapt the lesson plan if necessary.

The lesson plan should be a joint process, so if there is a need to change it, the change needs to be agreed with the learner. To help identify the areas that need addressing, you must be aware of the pupil’s actions and surroundings. You need to focus on the pupil’s needs.

When should you consider adapting the lesson?

• A safety-critical fault, such as attempting to drive through a non-existent gap when meeting vehicles.
• When the pupil is showing signs of struggling in a specific skill set, i.e. mirrors, or speed on approach, junction observation.
• When your pupil is clearly not making progress.
• When the goal/plan was not right in the first place and their needs were not clearly identified.
• When the agreed level of help or your teaching style needs adjusting.

Reflection Questions

• Did I instigate a change of plan when appropriate?
• Did I discuss any change of plan with the pupil?
• Did I invite the pupil’s thoughts about changes of plan before offering my own?
• Could I have kept a focus on the pupil’s goals without a change in the lesson?

DVSA – Elements of Competence

• Appears to be uncomfortable or unable to deal with the learning experience that the trainer has set up
• Suggests that it is not providing what they were looking for
• Comparing the actual performance of the pupil with their claims and clarifying any differences
• Responding to any faults or weaknesses that undermine the original plan for the session
• Responding to any concerns or issues raised by the pupil
• Picking up on non-verbal signs of discomfort or confusion

Lack of Competence

• Persisting with a plan despite the pupil being clearly out of their depth
• Persisting with a plan despite the pupil demonstrating faults or weaknesses that should lead to a rethink of the plan
• Changing the plan without reason
• Failing to explain to the pupil why the plan has been changed

DVSA – Competency Could Link To:

• LP – Did the trainer identify the pupil’s learning goals and needs?
• LP – Was the agreed lesson structure appropriate for the pupil’s experience and ability?
• LP – Were the practice areas suitable?
• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• T&LS – Was the pupil given appropriate and timely feedback during the session?

National Driver & Rider Training Standards – References:

• Element 6.3.1 – Create a climate that promotes learning
• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk

YOU NEED TO CONSIDER

• If a lesson plan is determined at the beginning of the lesson, it may need adjusting to help the pupil meet their goals and needs.
• If the lesson is not going well, the plan and the goals might need adjusting.
• Unexpected events like traffic, weather, pupil emotions, or differing performance can affect the plan.
• If the pupil continues to make the same mistakes, discuss changing the plan and gain their agreement.
• Whatever the reason, ensure the pupil understands what they’re doing and why, linking it to the new goals.

TIME TO REFLECT

• I need more knowledge & understanding
• I understand but could improve
• I fully understand and feel confident

MY ACTION PLAN

🔍 Review and Reflect

📌 What do I want and/or need to learn?
[Enter your learning goal here]

🧭 How can I achieve this? (What support or resources will I need?)
[List steps, people, materials, or tools you need]

📊 How will I evaluate my success?
[Describe how you’ll measure your progress or success]

📅 Target and dates for review or completion?
[Set your target date and any checkpoints]

Risk Management

05. Did the ADI make sure that the pupil fully understood how the responsibility for risk would be shared?

It is vital that all parties in any on-road training situation understand, and are clear about, where the responsibility lies for the safety of themselves, others in the vehicle and other road users.

There are two aspects to the management of risk in any training situation. At all times, you are responsible for your safety, the safety of the pupil and the safety of other road users. In particular circumstances, this can extend to taking physical control of the vehicle in order to manage a safety-critical incident. If you fail in this basic responsibility, at any time, you will fail the test.

From a training point of view, you are also responsible for developing the pupil’s awareness of, and ability to manage, risk (the pupil also has risk responsibilities). This is the objective that is being assessed in this section.

What’s Your Understanding of Risk?

• Responsibility for risk means that you have to do everything reasonably possible to ensure a safe learning environment.
• It’s a bit like job sharing — discuss before the wheels move: “What are we going to do, and how are we going to do it?”

How Can This Be Applied on a Lesson?

• Consider the level of support/help your pupil requires to help them achieve their goal (level of instruction).
• The pupil must know that you will raise awareness of risk to prevent safety-critical incidents.
• This is best done through proactive questioning before risks occur, rather than reacting after.

(Proactive vs Reactive)

DVSA – Elements of Competence

• Asking the pupil what is meant by risk
• Discussing risk factors such as alcohol or drug use
• Clearly explaining mutual expectations between pupil and trainer
• Checking pupil understanding when plans change or exercises are repeated

Lack of Competence

• Failing to address risk management
• Giving incorrect guidance on responsibility for risk
• Not explaining how dual controls will be used
• Undermining safe behaviour (e.g. supporting risky views on alcohol)
• Requiring a task without clarifying the trainer’s role

DVSA – Competency Could Link To:

• LP – Was the agreed lesson structure appropriate for the pupil’s experience and ability?
• LP – Were the practice areas suitable?
• RM – Was any verbal or physical intervention timely and appropriate?
• T&LS – Was sufficient feedback given on potential safety-critical incidents?
• T&LS – Was the teaching style appropriate to the pupil?

National Driver & Rider Training Standards – References:

• Element 6.3.1 – Create a climate that promotes learning
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk

You Need to Consider:

• This is about job/task sharing; pupils must know what they are responsible for.
• Responsibility should be shared throughout the lesson where appropriate.
• The level of shared responsibility varies depending on the lesson’s demands.
• Always check the pupil’s understanding of their risk responsibilities.
• If pupils want to practise independently, clarify your role in keeping the car safe.
• Let the pupil take the lead but be ready to intervene to ensure safety.
• Sharing risk gives the pupil the best chance to achieve their goals.

Time to Reflect:

• I need more knowledge & understanding
• I understand but could improve
• I fully understand and feel confident

06 – Were the directions and instructions given to the pupil clear and were they given in good time?

If directions and instructions are given clearly and in good time, then you are managing the risk effectively and enabling the pupil to focus on achieving the agreed goal.

‘Directions’ should be taken to mean any instruction, such as ‘turn left at the next junction’ or ‘try changing gear a little later’. Any input from you must be sufficient, timely and appropriate. It is important you take account of the ability of your pupil when giving directions. Directions given late, or in a confusing or misleading way, do not allow the pupil to respond and can make weaknesses worse.

Too many unnecessary instructions from you can both demotivate the pupil and create a real hazard. Your pupil needs to concentrate and plan for the hazards; to constantly bombard the pupil with unnecessary questions is poor instruction.

• Directions should be taken to mean any instruction, such as ‘turn left at the next junction’ or ‘try changing gear a little later’.
• Any input from the PDI/ADI must be sufficient, timely and appropriate.
• It is important that PDI/ADIs take account of the ability of their pupils when giving directions.
• Instruction should raise awareness or provide help towards the goal. Avoid bombarding pupils with excessive information.

Proactive & Specific Questions

Questions on the move should be proactive and specific to help your pupil focus on what they are thinking and planning to do.

• What is the next moving hazard? What are you planning to do?
• When are you planning to move out, position or slow down?
• Where are you going to position, stop or give way?
• When should you slow down for the crossing?
• Where are you going to wait behind the bus?
• Why should you stay behind the cyclist?
• How long have the lights been on green? What could happen? What’s your plan?

DVSA – Elements of Competence

• Clear, concise directions
• Ensuring the pupil understands what they plan to do and agrees with that plan
• Directions given at a suitable time so that the pupil can respond

Lack of Competence

• Giving confused directions
• Giving directions too late
• Giving unnecessary directions
• Failing to recognise when the trainer’s input is causing overload or confusion

DVSA – Competency Could Link To:

• LP – Did the trainer identify the pupil’s learning goals and needs?
• LP – Were the practice areas suitable?
• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• TS&LS – Was the teaching style suited to the pupil’s learning style and current ability?

National Driver Rider Training Standards – References:

• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk
• Element 6.4.2 – Manage the risk of violence in the learning environment

You Need to Consider:

• Your input must be sufficient, timely and appropriate.
• You must take account of the experience and ability of the pupil when giving directions.
• Unclear instructions take longer to interpret, which can worsen weaknesses.
• Late directions reduce reaction time and may cause missed turns or wide cornering.
• Early directions can trigger premature reactions, affecting timing and judgement.
• ‘Right, at the roundabout ahead turn left’ is confusing; instead say, ‘At the roundabout, turn left’.
• This competence includes all instructions—not just route directions.
• Clear and timely instructions are essential for managing risk effectively.

07. Was the ADI aware of the surroundings and the pupil’s actions?

THIS KEY COMPETENCY PROVIDES THE ‘PLATFORM’ THAT ‘IGNITES’ THE REMAINING 16 COMPETENCIES

This question lies at the heart of the PDI/ADI professional skill. You should be able to observe the road ahead and behind, as well as the pupil’s eyes, hands and feet – a vital part of risk management.

DVSA – Elements of Competence

• Take in the outside world
• Observe the actions of the pupil, including comments and body language
• Judge whether those actions are suitable in any given situation
• Respond accordingly

Lack of Competence

• Any serious lapses in this area are likely to lead to a ‘0’ marking
• Trainer looking outside and not at the pupil at the appropriate time

DVSA – Competency Could Link To:

• LP – Were the practice areas suitable?
• RM – Was any verbal or physical intervention by the trainer timely and appropriate?
• T&LS – Was the pupil encouraged to analyse problems and take responsibility for their learning?
• T&LS – Was the pupil given timely and appropriate feedback during the session?

National Driver Rider Training Standards – References:

• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk
• Element 6.4.2 – Manage the risk of violence in the learning environment

You Need to Consider:

• Were YOU solely focused on the road ahead in order to give the pupil a talk-through of the situation they were attempting to negotiate?
• By selecting practice areas well within the pupil’s capability, YOU should have better awareness of their actions and surroundings.
• If YOUR main focus is on surroundings, you could miss pupil mistakes such as improper mirror use.
• It is your responsibility to ensure the pupil can cope safely with road situations – this requires constant assessment of the environment.
• Were YOU aware of any potential safety-critical incidents or significant driving mistakes that needed to be highlighted?

Are You Aware / Do You Need to Ask / Then Adapt

(THE 3 = A – A – A)

AWARE / ASK / ADAPT

• AWARE – Observe the pupil’s driving behaviour and identify strengths, weaknesses, or risks.
• ASK – Use coaching questions to encourage the pupil to analyse their own performance.
• ADAPT – Modify the lesson, your approach, or the pupil’s technique to improve learning outcomes.

Example in Action: Helping a Pupil Improve Mirror Use

• AWARE – You notice the pupil isn’t checking mirrors before changing lanes.
• ASK – “Before changing lanes, what should you check first?”
• ADAPT – If they struggle, guide them through MSM (Mirrors–Signal–Manoeuvre) and adjust your teaching method accordingly.

08 – Was any verbal or physical intervention by the ADI timely and appropriate?

Remains in full control of risk while helping the pupil develop crucial awareness and decision-making skills.

The overall approach should be client-centred. Remember that there is a fine balance between giving enough input and giving too much. When stationary, it would be expected that inputs and interventions would take the form of dialogue with the pupil.

Clearly, the most important ‘interventions’ are those that manage risk in a moving car. You are expected to point out situations in which a risk or hazard might arise to your pupil. However, direct intervention by you may be needed in order to prevent the escalation of a situation. This criterion is primarily about your response in those situations.

If you have intervened verbally, physically, or used the dual controls, then it will probably be necessary to ensure that the pupil realises that you have taken action, reassure them and check that they are alright to continue until it is safe to pull up and discuss what has happened.

CLOSED QUESTIONS = EFFECTIVE ON THE MOVE

Have a limited bank of responses, can be answered ‘yes’ or ‘no’ but have correct and incorrect answers (such as speed limits, road markings, lightings, potential risk hazards, etc). Closed questions largely benefit the instructor as much as the pupil, since they enable you to understand any gaps in the learning, on the approach to any potential risk.

Examples of Closed Questions:

• What is the speed limit here?
• What does the flashing amber light mean? What is the best gear to use for this?
• Why should you check your mirrors before this left turn?
• What will be a good speed to approach this closed junction?
• Would you signal on the approach for this exit?
• Can you get through the gap? (Meeting vehicles).
• How long have the lights been on green/red? What’s your plan.
• Is there anyone stood at the crossing?

DVSA – Elements of Competence

• Intervening in a way that actively supports the pupil’s learning process and safety during the session.
• Allowing the pupil to deal with situations appropriately.
• Taking control of situations where the pupil is clearly out of their depth.

Lack of Competence

• Ignoring a developing situation and leaving the pupil to flounder.
• Taking control of a situation that the pupil is clearly dealing with appropriately.
• Constantly intervening when unnecessary.
• Intervening inappropriately and creating distractions.
• Undermining the pupil’s confidence.
• Reinforcing the trainer as the person who is in sole control of the lesson.

DVSA – Competency Could Link To:

• 🔶 LP – Was the agreed lesson structure appropriate for the pupil’s experience and ability?
• LP – Were the practice areas suitable?
• 🟨 RM – Did the trainer make sure that the pupil fully understood how the responsibility for risk would be shared?
• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• 🎓 T&LS – Was the teaching style suited to the pupil’s learning style and current ability?

National Driver Rider Training Standards – References:

• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk
• Element 6.4.2 – Manage the risk of violence in the learning environment

Considerations for Timely and Appropriate Intervention:

• The sooner you can identify the potential risk, the more likely you will keep responsibility with the pupil by asking an appropriate question or giving a timely instruction.
• You must act and manage actual safety-critical incidents appropriately.
• You are responsible for maintaining a safe learning environment that suits the pupil’s learning style.
• Was physical intervention used appropriately to enhance learning, and was it suitable for the pupil’s experience?
• Were there missed opportunities to instruct and lower risk, resulting in unnecessary pressure on the pupil?

🧠 Time to Reflect

• 📘 I need more knowledge & understanding
• 📘 I understand but could improve
• 💪 I fully understand and feel confident

09 – Was sufficient feedback given to help the pupil understand any potentially safety–critical incidents?

If a safety-critical, or potentially critical, incident does occur, it is vital that the pupil fully understands what happened and how they could have avoided it, or dealt with it in a better way. Ideally, the pupil should be supported to analyse the situation for themselves.

However, it may be necessary for you to provide feedback if, for example, the pupil simply did not see a problem. That specific feedback should be given as soon as is practical after the incident.

SAFETY CRITICAL – 10 KEY TAKEAWAYS

1. Re-visit a safety critical incident, use the ‘core reflection strategy’.
2. Find a safe place to stop and identify safety critical incidents.
3. Ensure the pupil understands what happened and how they could have avoided or dealt with it better. UNDERSTAND THE ‘CAUSE’.
4. If dual controls had to be used, was this discussed?
5. Support your pupil to understand the risks and strategies to manage similar situations better in the future.
6. Ensure full understanding of the incident and how to avoid or handle it better next time.
7. Ideally, the pupil should be supported to analyse the situation for themselves.
8. Discuss strategies for safety next time, use real-life scenarios.
9. Provide feedback if the pupil didn’t recognise the problem.
10. Give feedback as soon as practical after the incident.

DVSA – Elements of Competence

• Finding a safe place to stop and examine the critical incident
• Allowing the pupil time to express any fears or concerns
• Supporting the pupil to reflect clearly about what happened
• Providing input to clarify aspects the pupil does not understand
• Helping the pupil identify strategies for future situations
• Clarifying what the pupil should do differently if not understood
• Checking that the pupil feels able to implement the strategy
• Offering engaging ways to develop the competence if needed

Lack of Competence

• Failing to explore / reflect on the incident
• Delaying too long before addressing issues
• Not allowing the pupil to explore their own understanding
• Telling the pupil the problem and solution without checking their understanding
• Not checking the pupil’s ability to implement the agreed strategy

DVSA – Competency Could Link To:

• LP: Were the practice areas suitable?
• LP: Was the agreed lesson structure appropriate?
• RM: Did the trainer ensure the pupil fully understood how responsibility for risk would be shared?
• RM: Was the trainer aware of surroundings and the pupil’s actions?
• T&LS: Was the pupil encouraged to analyse problems and take responsibility for their learning?

National Driver Rider Training Standards – References:

• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk

YOU NEED TO CONSIDER

• Did the pupil fully understand the incident and how they could have dealt with it differently?
• Was feedback timely or delayed until the end?
• If you used dual controls, did you ensure the pupil knew and were they reassured?
• How much feedback was appropriate based on the pupil’s understanding, experience, and emotional readiness?
• Did the feedback promote wider learning and not just cover that one incident?

TIME TO REFLECT

🧠 I need more knowledge & understanding
🔄 I understand but could improve
✅ I fully understand and feel confident

Review and Reflect

MY ACTION PLAN

What do I want and/or need to learn?

How can I achieve this?
(What support or resources will I need?)

How will I evaluate my success?

Target and dates for review or completion?

Teaching and Learning Strategies

10. Was the teaching style suited to the pupil’s learning style and current ability?

This is about adapting the way you teach to suit the way someone learns. You should consider all that you understand about the pupil. You should recognise that different pupils will have different preferred approaches to learning, although these may only emerge fully over a number of lessons.

Some pupils may be very willing to learn actively and others may want opportunities to reflect before they take the next step in their learning.

You should, at least, be able to give evidence of your sensitivity to these issues. In a one-off session, this will probably be best demonstrated by offering a range of options. You should be able to adjust your approach if evidence emerges of a different preferred style.

It is impossible to force learning on a pupil. Progress is always determined by what the pupil is comfortable with.

The skill is in recognising when the pupil stops learning. The pace of a session should be set by the pupil. On the other hand, a pupil should not be talked out of experimenting, if this is within safe bounds.

When coaching, you should ensure that the tools used are suitable. If a question-and-answer technique is used, this should match the pupil’s level of ability and encourage them to use a higher level of thinking to give a response.

Direct instruction is useful in helping a pupil in the early stages to cope with new situations or in supporting a pupil who is clearly struggling in a certain situation. Good coaching will use the correct technique at the correct time, matching the pupil’s needs.

Suggestions:

• Try different techniques to help the pupil understand situations where necessary.
• Provide the pupil some independence and allow them to make decisions.
• Are you able to adapt to the pupil’s preferred learning style?
• Do you understand when and where to use a range of Q&A techniques to suit the pupil’s ability and circumstances at the time – (open / closed / thoughts / feelings)?
• Use varied instructional techniques until the pupil has the LIGHTBULB MOMENT.
• Continually assess if learning is taking place; if not, WHY NOT?

IF YOU SAY WHAT YOU HAVE ALWAYS SAID… YOU GET WHAT YOU HAVE ALWAYS GOT!

DVSA – Elements of Competence

• Actively working to understand how they can best support the pupil’s learning process.
• Modifying teaching styles when or if they realise there is a need to do so.
• Providing accurate and technically correct demonstration, instruction or information.
• Using practical examples and other tools to provide different ways of looking at a subject.
• Linking learning in theory to learning in practice.
• Encouraging and helping the pupil to take ownership of the learning process.
• Responding to faults in a timely manner.
• Providing enough uninterrupted time to practice new skills.
• Providing the pupil with clear guidance about how they might practice outside the session.

Lack of Competence may include:

• Adopting a teaching style clearly at odds with the pupil’s learning style.
• Failing to check with the pupil whether the approach being used 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.

DVSA – Competency Could Link To:

• LP – Did the trainer identify the pupil’s learning goals and needs?
• LP – Was the agreed lesson structure appropriate for the pupil’s experience and ability?
• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• T&LS – Was the pupil encouraged to analyse problems and take responsibility for their learning?
• T&LS – Was the pupil given appropriate and timely feedback during the session?

National Driver Rider Training Standards – References:

• Element 6.3.1 – Create a climate that promotes learning
• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk

Reflection Questions

• I need more knowledge & understanding
• I understand but could improve
• I fully understand and feel confident

11. Was the pupil encouraged to analyse problems and take responsibility for their learning?

A key part of the client-centred approach is the development of active problem solving in the pupil. This means that you have to provide time for this to happen and will need to stop talking for long enough for the pupil to do the work. The key thing to remember, however, is that different pupils will respond to this invitation in different ways.

Some may be able to do it instantly, in a discussion. Others may need to go away and reflect upon a particular problem. They may need to be directed towards exploring texts, or other inputs, in order to enable them to become more familiar with the issue. Pushing a pupil to come up with answers on the spot may be unproductive for some.

There is no need to interject with the answer every time a fault occurs. If your pupil stalls the car, for example, ask them if they know what just happened. This develops their ability to analyse problems, which is a crucial skill when they are driving independently.

A client-centred approach to learning should provide the learner with the opportunity to analyse their own driving abilities and seek their own remedies and strategies.

The role of the instructor is to facilitate the learning process. CCL encourages the pupil to evaluate their own performance through self-assessment and, in so doing, actively engage with their experience.

Traditional instruction tends to use a ‘top down’ approach, where the ADI provides the answer, placing the pupil in a passive role. Direct instruction does have a place in learning to drive, depending on the circumstances at the time.

Encourage the pupil to identify the problem

• The pupil should be encouraged to analyse their driving where possible.
• Support the pupil when necessary to provide a ‘solution’ to the problem, apply the theory into practice and move forwards.
• What support does the pupil want from you? Provide a platform that encourages the pupil to be independent.

DVSA – Elements of Competence

Competent if:

• Providing time, in a suitable location, to explore any problems or issues that arose during the lesson or that were raised by the pupil
• Providing timely opportunities for analysis; promptly in the case of risk critical incidents
• Taking time and using suitable techniques to understand any problems the pupil had with understanding an issue
• Suggesting suitable strategies to help the pupil develop their understanding, such as using practical examples or pointing them at further reading
• Giving clear and accurate information to fill gaps in the pupil’s knowledge or understanding
• Leaving the pupil feeling that they had responsibility for their learning in the situation

Lack of competence if:

• Leaving the pupil feeling that the trainer was in control of the teaching process
• Failing to explore alternative ways of addressing a problem – in response to evidence of different learning preferences
• Providing unsuitable or incorrect inputs
• Leaving the pupil unsure of what they should be doing next

DVSA – Competency could link to:

• LP – Was the agreed lesson structure appropriate for the pupil’s experience and ability?
• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• T&LS – Was the teaching style suited to the pupil’s learning style and current ability?
• T&LS – Was the pupil given appropriate and timely feedback during the session?

National Driver Rider Training Standards – References:

• Element 6.3.1 – Create a climate that promotes learning
• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk

You Need to Consider:

• There is no need for YOU to jump in with the answer every time a driving mistake happens.
• If the pupil stalls the car, ask them if they know what just happened and why.
• This develops the pupil’s ability to analyse problems, an important skill for independent driving.
• Did YOU provide time for the pupil to analyse their mistakes?
• Did they stop talking for long enough for the pupil to work things out themselves?
• Was the pupil helped to come up with strategies for overcoming obstacles?
• Did YOU transfer the balance of responsibility for the learning process to the pupil as soon as they were ready?
• If the pupil was unable to analyse things instantly, were they encouraged to reflect later?

Time to Reflect

• I need more knowledge & understanding
• I understand but could improve
• I fully understand and feel confident

12 – Were opportunities and examples used to clarify learning outcomes?

Whilst training in technique is core to the learning process, it is important to reinforce this input and to link it with theory. The best way to do this is to use real-world situations during the lesson. The use of practical examples and scenarios within a lesson gives the pupil a better understanding of when, how and why to use a particular technique.

Opportunities:

• Opportunities are effectively “unplanned examples” – things that happen on the road or come up in general conversation.
• This situation offers an ideal opportunity to link the theory of allowing adequate clearance and driving at a speed to suit the conditions with the practice of driving past parked cars.

Real-Life Driving Situation Example

Scenario: Approaching a Busy Roundabout

During a lesson, the pupil approaches a busy multi-lane roundabout. They hesitate and stop abruptly, even though there was a safe gap to enter.

How to Use This as a Learning Opportunity

1. Ask Reflective Questions:
   • “What did you notice about the traffic flow as we approached?”
   • “Was there a safe opportunity to go? What made you hesitate?”
2. Clarify the Learning Outcome:
   • Explain gap selection and how to judge the speed and position of other vehicles.
   • Discuss decision-making under pressure and how hesitation can impact other drivers.
3. Use Practical Examples:
   • Compare this roundabout approach to a previous one where the pupil successfully merged.
   • If possible, revisit the roundabout later in the lesson to allow the pupil to apply their learning.
4. Encourage Pupil Ownership:
   • Ask, “What would you do differently next time?”
   • Guide them to develop a personal strategy for handling roundabouts confidently.

This approach ensures the pupil understands the learning outcome (safe and confident decision-making at roundabouts) while applying it to real driving experiences.

DVSA – Elements of Competence

• Using examples identified on a lesson in a suitable way and at a suitable time to confirm or reinforce understanding.
• Exploring different ways to use examples to respond to differences in preferred learning style.
• Using examples that are within the pupil’s range of experience and ability to understand.
• Recognising that some pupils will be able to respond instantly while others will want to think about the issue.

Lack of Competence

• Using examples the pupil cannot really understand through lack of experience.
• Using complex examples that the pupil doesn’t have the ability to respond to.
• Failing to give the pupil time to think through the issues and come to their own conclusion—imposing an interpretation.
• Only using physical examples rather than a scenario if nothing presents itself to clarify the learning outcome.

DVSA – Competency Could Link To:

• LP – Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?
• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• T&LS – Was the teaching style suited to the pupil’s learning style and current ability?
• T&LS – Was the pupil given timely and appropriate feedback during the session?

National Driver Rider Training Standards – References:

• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk

You Need to Consider:

• This is about taking advantage of the road and traffic conditions and recognising that there are plenty of opportunities that can be drawn on during the session that will help the pupil to gain a better understanding.
• If you were giving a lesson on a particular subject, did YOU take the opportunity of other vehicles also doing this on the same road? Or was this opportunity missed?
• Were other road users’ behaviour, either good or bad, used to help clarify learning outcomes?
• Did YOU explore unusual situations on the session to increase the pupil’s wider knowledge and understanding? i.e. emergency vehicles, extreme weather, road layouts etc.
• Whilst training in technique is core to the learning process, was the link to the pupil’s theoretical knowledge reinforced?
• Where appropriate, did YOU use real-world situations during the lesson to further help the pupil understand when, how and why to use a particular technique?

Time to Reflect

• 🔄 I need more knowledge & understanding
• ⚖️ I understand but could improve
• ✅ I fully understand and feel confident

13 — Was the technical information given comprehensive, appropriate and accurate?

Most sessions will require some technical input from you to help the pupil to 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 the pupil’s driving.

Information given unnecessarily may not be helpful, for example continually telling the pupil what to do and not allowing the pupil an opportunity to take responsibility. Unclear or misleading advice should also be avoided.

This competence is not necessarily limited to aspects around the Highway Code, Driving Procedures and Legalities, such as ‘stopping distances or when it is safe to overtake’.

The main concept is about giving clear, concise and timely information that helps the pupil enhance their learning, keeps the car safe, engages the pupil, agree responsibilities, all delivered in a way that helps the pupil achieve their goals and improve performance.

DVSA – ELEMENTS OF COMPETENCE

• Giving clear, timely and technically accurate demonstrations or explanations
• Checking understanding and, if necessary, repeating the demonstration or explanation
• Finding a different way to demonstrate or explain if the pupil still does not understand

LACK OF COMPETENCE

• Providing inaccurate or unclear information, too late or too early in the learning process
• Failing to check knowledge and understanding
• Failing to explore alternative ways of presenting information where the pupil does not understand the first offering

DVSA – COMPETENCY COULD LINK TO:

• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• RM – Was sufficient feedback given to help the pupil understand any potential safety critical incidents?
• T&LS – Were opportunities and examples used to clarify learning outcomes?
• T&LS – Was the pupil given appropriate and timely feedback during the session?

National Driver Rider Training Standards – References:

• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk

YOU NEED TO CONSIDER

• Was the level of information given appropriate for the ability and experience of the pupil? Was it unnecessary, unclear and misleading or was it accurate, relevant and timely?
• You need to understand when it is necessary to give technical information, and when it would be more effective for the pupil to go away and research it. However, when you give technical information, you need to be certain that it is comprehensive and that it is correct.
• Think about how many different techniques the trainer used to help the pupil understand—did they use a mind map, repeat the exercise, use pictures, use all that they could to get the message across?
• Was the information given to the pupil comprehensive when associated with a recurring weakness in their driving?
• Did the information impact on the level of risk, positively or negatively?

TIME TO REFLECT

14 – Was the pupil given appropriate and timely feedback during the session?

Feedback is an essential part of learning, but the process must be balanced. A pupil needs to have a clear picture of how they are achieving against their learning objectives throughout the lesson. They should be encouraged when performing well and coached when a problem or learning opportunity occurs. However, a constant stream of words, however technically accurate, given at an unsuitable time may be demotivating or actually 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 pupil is given 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, consider expressing it as a learning opportunity.

However, if they need to be told something is wrong or dangerous, there is no point in verbosity. The pupil should have a realistic sense of their own performance. Feedback is a two-way process. It should, ideally, be prompted by the pupil with you responding to the pupil’s questions or comments. The pupil’s feedback should never be overlooked or disregarded.

Honest / Appropriate Feedback

• Clear and honest picture of how they are performing.
• Regular and honest feedback helps you to manage your pupils’ expectations in relation to their goal.
• Positive feedback given straight away gives the pupil a sense of achievement and reinforces that they have done well.
• Be specific to the fault – the pupil needs to know the exact areas for development where the facts are accurately relating to the specifics and there is no room for confusion.

Timely Feedback

• Prioritising hazards, manage the risk first (e.g., speed limit).
• Feedback may involve open, thought-provoking questions to review what, why, and the way forward.
• Your route should provide the opportunity to immediately provide the feedback – this helps the pupil to remember exactly what happened and lets you tap into associated feelings.
• Feedback is essential for enabling the pupil to see where they are now and where they need to be.

DVSA – Elements of Competence

✔️ Competent

• Providing feedback in response to questions from the pupil
• Seeking appropriate opportunities to provide feedback that reinforces understanding or confirms achievement of learning objectives
• Providing feedback about failure to achieve learning objectives that helps the pupil understand what to do to improve
• Providing feedback that the pupil can understand
• Providing consistent feedback that is reinforced by body language

❌ Lack of Competence

• Providing feedback a long time after an incident so the pupil cannot link it to what happened
• Overlooking safety-critical incidents when giving feedback
• Continuously providing feedback when it becomes distracting
• Failing to check the pupil’s understanding of feedback
• Giving feedback irrelevant to learning objectives (e.g., personal appearance)
• Refusing to hear reasonable feedback about the trainer’s own performance

DVSA – Competency Could Link To:

• LP – Did the trainer identify the pupil’s learning goals and needs?
• LP – Was the agreed lesson structure appropriate for the pupil’s experience and ability?
• LP – Was the lesson plan adapted to help the pupil work towards learning goals?
• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• T&LS – Was the pupil encouraged to analyse problems and take responsibility for learning?

National Driver & Rider Training Standards – References:

• Element 6.3.2 – Explain and demonstrate skills and techniques
• Element 6.3.3 – Coach
• Element 6.4.1 – Manage the on-road environment to minimise risk

You Need to Consider:

• Did YOU provide appropriate and timely feedback to ensure the goals agreed for the session would be met?
• Did YOU give accurate feedback during the lesson on pupil performance?
• Did YOU provide feedback on strengths and weaknesses at the right time and place?
• Was feedback two-way – prompted by the pupil and responded to respectfully?
• Was the feedback relevant, realistic, and honest so the pupil understands their ability?
• Was feedback given at a time that allowed the pupil to link it to the event?
• Was it delivered positively, with weaknesses framed as learning opportunities?

15. Were the pupil’s queries followed up and answered?

17 — At the end of the session – was the pupil encouraged to reflect on their own performance?

At the end of the session, the pupil should be encouraged to reflect on their performance and discuss their feelings with you. You should encourage honest self-appraisal and use client-centred techniques to highlight areas that need development if the pupil has not recognised them.

Once development areas have been identified, the pupil should be encouraged to make them part of future development.

Reflection is a necessary part of learning. Reflecting on your pupil’s performance helps embed the learning that has taken place and determine whether or not the goal has been achieved. Reflection also develops self-evaluation skills and the ability to recognise strengths and development needs. This is crucial in ensuring your pupil has the best chance of reducing risk when driving on their own.

Some Alternative Reflective Questions

WHAT WENT WELL?

• What went well today?
• What did you enjoy most about today’s lesson?
• What do you feel improved most today?
• Which improvement surprised you today?
• What was the most valuable thing you learned today?

After setting a positive frame, explore areas to improve:

• What didn’t go so well today?
• What could you have done better today?
• Was there anything you were disappointed with?
• If you could change anything about the lesson, what would it be?
• Having made that change, how do you think you would feel?
• What help do you want from me to help make that change?

Record the discussion in the form of a Lesson Plan / Reflective Log that provides the opportunity to agree the Needs and set out the Goals for the next lesson.

DVSA – Elements of Competence

• Pupil encouraged to reflect on their performance
• Discuss their feelings, encourage honest self-appraisal
• CCL techniques to highlight areas
• Student encouraged to make them part of future development

Lack of Competence

• No reflection carried out
• Told the pupil how they had done
• Not an accurate reflection, examples missed
• Not discussing the needs or goals for the next lesson

DVSA – Competency Could Link To:

• LP – Did the trainer identify the pupil’s learning goals and needs?
• RM – Was the trainer aware of the surroundings and the pupil’s actions?
• T&LS – Was the teaching style suited to the pupil’s learning style and current ability?
• T&LS – Was the pupil encouraged to analyse problems and take responsibility for their learning?

National Driver Rider Training Standards – References

• Element 6.3.1 – Create a climate that promotes learning
• Element 6.3.3 – Coach

YOU NEED TO CONSIDER

• At the end of the session, the pupil should be encouraged to reflect on their performance and discuss their feelings with the trainer.
• Did YOU encourage honest self-appraisal and use appropriate techniques to highlight areas that need development if the pupil has not recognised them?
• If techniques such as scaling were used, were they relevant and honest?
• In the main, once development areas have been identified, the pupil should be encouraged to make them part of future development.
• Did YOU use this opportunity to agree goals for the next lesson?

Reflection Quality Checks

• Was the pupil given time to express their thoughts or was it mainly an overview from yourself?
• Did you use this ‘reflection’ to confirm learning outcomes with the pupil, including specific skills and knowledge that had been covered?
• Was the ‘reflection’ balanced and realistic, with strengths and weaknesses highlighted?
• Did the pupil leave the session with an accurate impression of their performance?
• Were reflective logs discussed and encouraged?
• Were you able to identify the pupil’s goals and needs for the next lesson?