Part 3 Marking Form

Lesson Planning – Elements Possible 12 Marks

1. Did the trainer identify the pupil’s learning goals and needs?

  • Encouraged the pupil to express their learning goals and concerns.
  • Asked relevant questions to confirm understanding and experience.
  • Checked for previous learning progress and adjusted accordingly.
  • Identified verbal and non-verbal cues indicating confidence or discomfort.
  • Provided ongoing support as the lesson progressed and needs changed.

2. Was the lesson structure appropriate for the pupil’s experience and ability?

  • Ensured the lesson structure aligned with the pupil’s skill level.
  • Created a balance between challenge and manageability.
  • Provided clear objectives linked to the pupil’s learning needs.
  • Incorporated checks to reinforce theoretical knowledge with practice.
  • Adapted pace to maintain engagement without overwhelming the pupil.

3. Was the practice area suitable for the learner’s needs?

  • Selected a practice area aligned with the lesson’s objectives.
  • Provided a mix of challenges to develop competence progressively.
  • Ensured the location allowed safe learning without unnecessary risks.
  • Adapted route choice to match the pupil’s confidence and ability.
  • Utilized realistic road conditions and scenarios to enhance learning.

4. Was the lesson plan adapted, when appropriate, to help the pupil achieve their learning goals?

  • Recognized when adjustments were needed based on pupil performance.
  • Provided timely intervention to support skill development.
  • Adapted teaching style based on the pupil’s preferred learning method.
  • Responded to external factors like traffic, weather, or pupil stress levels.
  • Ensured the pupil understood any lesson plan modifications and their purpose.

Risk Management  – Elements Possible 15 Marks

In the Risk Management section of the ADI Part 3 test, you must score at least 8 out of 15 to pass.

However, even if your total score is 31 or higher, you will automatically fail if you score less than 8 in Risk Management, as this section is critical for ensuring safe driving instruction.

Risk Management – Part 3 Marking Form

Risk Management (12 Marks Total)

1. The trainer ensured that the pupil fully understood how the responsibility for risk would be shared

  • Was the pupil made aware of their role in managing risk?
  • Did the instructor explain how responsibility would be shared based on the pupil’s ability?
  • Were risk management strategies adapted to the pupil’s experience level?
  • Did the instructor clearly outline when and how they would intervene if necessary?

2. Directions and instructions were given to the pupil clearly and in good time

  • Were instructions delivered with enough time for the pupil to react safely?
  • Did the instructor use clear, concise, and easy-to-understand language?
  • Were instructions adapted to the pupil’s learning style and ability?
  • Was the timing of instructions appropriate for the situation?

3. The trainer was aware of the surroundings and the pupil’s actions

  • Did the instructor demonstrate good observational skills and situational awareness?
  • Was the instructor actively monitoring the driving environment?
  • Did they anticipate potential hazards and prepare the pupil accordingly?
  • Was the instructor aware of the pupil’s actions and possible misjudgments?

4. Was any verbal or physical intervention by the trainer timely and appropriate?

  • Did the instructor intervene only when necessary, allowing the pupil to develop independence?
  • Was verbal intervention given at the right moment to prevent safety risks?
  • If physical intervention was needed, was it applied in a controlled and measured way?
  • Did the intervention effectively prevent or reduce risk without being excessive?

5. Was sufficient feedback given to help the pupil understand any potential safety-critical incidents?

  • Was the feedback immediate and relevant to the situation?
  • Did the instructor help the pupil reflect on what went wrong and how to improve?
  • Was feedback constructive, focusing on learning rather than criticism?
  • Did the instructor encourage the pupil to develop their own awareness of safety risks?

Teaching & Learning Strategies – Elements Possible 24 Marks

Teaching and Learning Strategies

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

  • Identify the pupil’s learning style (visual, auditory, kinesthetic).
  • Adapt explanations, demonstrations, and practice to suit their needs.
  • Adjust difficulty based on their confidence and competence level.
  • Support the pupil with the most appropriate teaching technique, whether that be instruction or coaching.
  • Actively work to understand how they can best support the pupil’s learning process.
  • Modify teaching style when or if they realize there is a need to do so.
  • Provide accurate and technically correct demonstrations, instruction, or information.
  • 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 pupil to take ownership of the learning process.

2. Did the instructor encourage the pupil to analyse problems and take responsibility for their learning?

  • Use open-ended questions to prompt self-reflection.
  • Guide the pupil to recognize and correct mistakes independently.
  • Encourage them to think critically about their driving decisions.
  • Provide time, in a suitable location, to explore any problems or issues that arose during the lesson.
  • Provide timely opportunities for analysis, especially in risk-critical incidents.
  • Take time and use suitable techniques to understand any problems the pupil had with understanding an issue.
  • Suggest suitable strategies to help the pupil develop their understanding, such as using practical examples or EDP (explanation, demonstration, and practice).
  • Give clear and accurate information to fill gaps in the pupil’s knowledge or understanding.
  • Leave the pupil feeling that they had responsibility for their learning in the situation.

3. Were suitable opportunities and examples provided to clarify learning outcomes?

  • Use real-world driving scenarios to reinforce key concepts.
  • Relate explanations to practical situations the pupil encounters.
  • Adjust lesson plans to include a variety of learning opportunities.
  • 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 styles.
  • Use examples that are within the pupil’s range of experience and ability to understand.
  • Recognize that some pupils will be able to respond instantly while others will want to think about the issue.

4. Was technical information given in a comprehensive, appropriate, and accurate manner?

  • Ensure explanations are clear, correct, and suited to the pupil’s level.
  • Avoid information overload—focus on what is relevant.
  • Use simple language and analogies when necessary.
  • 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 pupil still does not understand.

5. Was the pupil given appropriate and timely feedback during the session?

  • Provide constructive feedback immediately after actions.
  • Balance praise with areas for improvement.
  • Keep feedback specific, actionable, and linked to the lesson’s goals.
  • Provide timely feedback in response to risks or questions from the pupil.
  • Seek appropriate opportunities to provide feedback that reinforces understanding.
  • Provide feedback about failure to achieve learning objectives in a way that helps the pupil understand how to improve.
  • Ensure feedback is relevant and reinforces key learning points.

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

  • Encourage the pupil to ask questions throughout the lesson.
  • Provide clear and accurate answers to their concerns.
  • Check understanding to ensure their queries were fully resolved.
  • Create a learning environment that encourages the pupil to ask questions.
  • Regularly ask if the pupil has any questions if none are forthcoming.
  • Respond openly, readily, and appropriately to queries.
  • Provide answers of sufficient content or direct the pupil to suitable sources of information.
  • Actively confirm with pupils if their comments or body language suggest they may have a question.

7. Did the trainer maintain an appropriate non-discriminatory manner throughout the session?

  • Treat the pupil with respect, patience, and professionalism.
  • Avoid biased language or behavior.
  • Ensure all communication and feedback are inclusive and constructive.
  • Promote a conducive learning environment with quality instruction and support.
  • Keep a respectful distance and avoid unnecessary physical contact.
  • Use language about other road users that is not derogatory.

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

  • Ask the pupil to assess their own performance.
  • Guide them to identify strengths and areas for improvement.
  • Help them set personal goals for the next lesson.
  • Encourage honest self-appraisal and highlight areas for development.
  • Ensure a balanced discussion, acknowledging both strengths and improvement areas.
  • Set clear goals for the next lesson with pupil agreement.