Section 3 Part 3 Exam Preparation

8/2/2019 Section 3 Part 3 Exam Preparation

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Driving Instructor Training Course: Section 3 Exam Preparation.

Driving Instructor Training Course:Exam Preparation - Units 28-43

Unit: Subject: Grade:

28 The Part 3 Exam How it works

29 The Phases Beginner/Part trained/Trained/FLH

30 Briefings Need/Should/Could be handy information

31 Beginner Controls

32 Beginner Move off and stop

33 Part Trained Reverse into a limited opening

34 Part Trained Turn in the road

35 Part Trained Mirrors and the emergency stop

36 Part Trained/Trained Approach junctions left/right

37 Part Trained/Trained Emerging at t-junctions

38 Part Trained/Trained/FLH Dealing with crossroads

39 Part Trained/Trained/FLH Meet/Cross/Overtake

40 Part Trained/Trained/FLH Pedestrian Xings/signals

41 Trained/FLH Progress/Hesitancy/Normal position

42 Trained/FLH Reverse parking43 Part 3 Mock Examination

Copyright 2007 www.beyonddriving.co.uk [email protected].
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Unit 28: The Part 3 Examination How it works

Research Material:The Driving Instructors HandbookThe examiner's marking guidelines ADI 1

First things first - youre good at this job: youve been practicing, youve been studying, andyouve put a hell of a lot of work in just to get this far. Well done.

On the day of the test, you should look your best, and so should your car - remember,youve got to teach this new student. Theres nothing wrong in hoping you might actuallycome across better than their normal instructor, so looking the part is a good place to start.Dont have anything floating around in the back of the car that doesnt need to be there.Have all of your teaching materials and references easily to hand. And as soon as you getto the test centre, put your L-plates on, youll need them for the first part of the test at least.

While you are waiting, put into practice all of those confidence techniques you suggest toyour students. Dont attempt to look through all of your PST briefings at this stage, you willknow them well enough already, this is a time for making sure you feel as professional asyou intend to be once you pass.

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

Your letter of appointmentYour photo licence and paper counterpart

(if you have an old style licence, have your pink badge to handas photo id)

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

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

The examiner will then explain how the test will be conducted, and give you the wordpicture describing the customer they will portray:

This is the test of your ability as an instructor, regard me as a pupil and instruct me in thesame way as you would normally.It may be necessary for me to interrupt you from time to time. This could be because weare moving on to the next stage, or if time is running short.I will give you instructions and you can repeat them back to me just as you would with anyother pupil. I may need to interrupt you to give a direction or to end the phase.

Is that quite clear?



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

I would like you to call me dave, and I am at the partly trained stage. I would like you to

instruct me on emerging at t-junctions. You should also correct any other driving faults youfind. I have driven a car similar to this one before. My other instructor is on holiday. Youcan assume that we have already done the eyesight and licence checks. Do you have anyquestions?

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

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

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

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

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

before.

Beginner Exercise 2: (Phase 1)The examiner will explain that they have had a lesson on controls, but have nevermoved off, and are unsure of when to use their mirrors.

(In both of these PSTs the examiner will sit in the passenger seat, and will usually directyou to an appropriate area to undertake the lesson, they will usually stay in character

e.g.: everyone I know always has their first lesson on Windermere Road, Ill tell you howto get there.)

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

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



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Full Licence Holder: (Phase 2)The examiner will explain that they are a full licence holder who might:

Require development for a driving jobHas been abroad for a couple of years

Has not driven for some time, and now needs to commuteHas difficulty with reverse parking as they were never taught it,

and now find themselves needing to use it more often.

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

Certain PSTs, especially Meet, Cross and Overtake will be given as only a part of thePST, so be sure of what your customer is asking of you.

Dont worry about fitting a lesson which would normally take you an hour into the allocated

28 minutes. The examiner will make allowances if you over-run, and they will also pickthings up quite quickly, in order to observe your teaching throughout the subject. Once thefirst 28 minutes is over, they will tell you the phase is complete and will tell you the nextexercise, allowing you a minute or two to find your briefing and prepare yourself. Duringthis time they will make a few notes, though they will write down nothing which has a directimpact on the outcome of the test, so just concentrate on your next subject.

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

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

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

Column A:

The three columns headed Not Covered, Unsatisfactory, Satisfactory record theinstructors response to the pupils progress, in other words the instruction given on eachindividual item relevant to the subject heading.Not Covered- subject not covered or grossly incorrect or dangerous instruction givenUnsatisfactory- subject attempted, but guidance and/or training offered was assessed asincomplete or not fully satisfactory.Satisfactory- subject covered satisfactorily or better.The overall grading awarded will not be higher than, and will equate to, the lowest ratingmarked in the Core Competencies section.



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

depends on the balance of correct to incorrect.

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

Fault Analysis:This covers the ability, having identified a fault, to accurately analyse the cause and offer

an analysis as appropriate. It covers inaccurate, incomplete or omitted fault analysis.

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

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

Level of Instruction:

Relates to the match (or lack of it) between the level of instruction and the level of theability of the pupil.

This will normally match the grade given

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

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



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Communication:Is concerned with pupils understanding of instruction, appropriateness of language anduse of jargon (with or without explanation).Includes the ability to adapt and to use language and terminology likely to be familiar to

the particular pupil and not to overload them with over-technical and complexexplanations.

Question and Answer Technique:At appropriate points during the lesson the PDI should preferably ask questions thatcontribute towards realising the objectives of the lesson. Ideally the questions should besimply worded, well defined, reasonable and relevant.There is a need for questions that are thought provoking and challenging as well as onesthat simply test a pupils memory.In addition the PDI should encourage the pupil to ask questions at appropriate times.Bear in mind that, whilst this is a useful technique to employ, excessive importance should

not be placed on this alone as it is quite possible to give a satisfactory lesson without it.

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

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

Attitude and Approach to Pupil:This aspect should be dealt with as an overall assessment of the PDI characteristics andis concerned with the skills used to create a relaxed, but supportive learning environment.It is not to be used as a measure of the personality characteristics of the PDI, but as a

measure of how effective they are in establishing and maintaining a good rapport andcreating the right atmosphere for learning to take place.The PDI should display a relaxed manner and be outgoing but not over-familiar.They should be self confident and capable of transmitting confidence to the pupil in apatient and tactful manner.Any unnecessary physical contact with the pupil will be reflected in the marking.



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Criteria for GradingA mark should be awarded on the scale from 1 to 6 for each of the two phases of the test,and the following notes should be the basis for the mark.6. Overall performance to a very high standard with no significant instructional

weaknesses.5. A good overall standard of instruction with some minor weakness in instructional

technique.4. A competent overall performance with some minor deficiencies in instructional

technique.3. An inadequate overall performance with some deficiencies in instructional

technique.2. A poor overall performance with numerous deficiencies in instructional technique.1. Overall standard of instruction extremely poor or dangerous with incorrect or even

dangerous instruction.

Your Result:Remember, that to achieve the grade 4 or higher pass rate in both of the phases, what youreally need to do is teach the pupil something new, or see improvement in something theywerent so good at.

It really is as simple as that.

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

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

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



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(From the DSA guidance to SEADI examiners in ADI1)GRADE 6 Overall performance to a very high standard with no significant instructionalweaknesses. Concise accurate recap given on the previous lesson and realistic,attainable objectives set for the current lesson. There was dialogue, with pupil

involvement. Consistently demonstrated the ability to vary/select the most appropriateinstructional techniques as necessary to suit the needs, aptitude and ability of the pupil.Quick to recognise and address all the important driving faults and providedthoroughly sound analysis, with clear, prompt and appropriate remedial action. Anappropriate route chosen for the pupils ability and experience and took everyopportunity to develop the pupils driving skills and awareness using the problemspresented en-route.Structured an appropriate learning environment thatpositively encouragedthe pupil tofurther develop their skills and good driving practice. The lesson concluded with a conciserecap, which was an accurate overview of the lesson. The strengths and weaknesses inthe pupils performance identified and discussed constructively. Realistic and

appropriate objectives set for the next lesson. Professional attitude and approach tothe pupil throughout the lesson.

GRADE 5A good overall standard of instruction with some minor weakness ininstructional technique. A recap given on the previous lesson and objectives set for thecurrent lesson, with pupil involvement. Demonstrated the ability to vary/select the mostappropriate instructional techniques as necessary to suit the needs, aptitude and ability ofthe pupil, with only minor weaknesses.Recognised and addressed all the important driving faults and providedsoundanalysis with appropriate remedial action. An appropriate route chosen for the pupils

ability and experience taking advantage of most of the opportunities to develop the pupilsdriving skills and awareness using the problems presented en-route. Structured anappropriate learning environment in which the pupil could readily further develop theirskills and good driving practice. The lesson concluded with a concise recap, which wasan accurate overview of the lesson. The strengths and weaknesses in the pupilsperformance identified and discussed. Objectives set for the next lesson.Attitudeand approach to the pupil was good throughout the lesson.

GRADE 4A satisfactory overall performance with some minor deficiencies ininstructional technique. Acceptable recap with limited pupil involvementandobjectives for the current lesson outlined. Demonstrated the ability to vary/select the

most appropriate instructional techniques as necessary to suit most of the needs, aptitudeand ability of the pupil. Recognised and addressed the important driving faults, providinggenerally sound analysis and remedial action. An acceptable route chosen for the pupilsability and experience, taking advantage of most of the opportunities to develop the pupilsdriving skills and awareness using the problems presented en-route. Structured agenerally appropriate learning environment that provided opportunities for the pupil todevelop their skills and good driving practice. The lesson concluded with a generalsummary, giving an accurate overview of the lesson. The main strengths andweaknesses in the pupils performance identified.Attitude and approach to thepupil was acceptable throughout the lesson.



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GRADE 3An inadequate overall performance with some deficiencies in instructionaltechnique. Inadequate or sketchy recap on the previous lesson. Did not adequatelyset out/explain the objectives for the current lesson, anddid not involve the pupil.Demonstrated only a limited ability to vary/select the most appropriate instructional

techniques as necessary to suit the needs, aptitude and ability of the pupil. Inconsistentidentification, analysis and remedial action of driving faults. Some unnecessaryretrospective instruction. A poor route chosen for the pupils ability and experience andmissing opportunities to develop the pupils driving skills and awareness using theproblems presented en-route. Failed to structure a learning environmentto enable thepupil to develop their skills and good driving practice. Inaccurate or incompletesummaryat the end of the lesson. Many of the strengths and weaknesses in thepupils performance not identified or treated superficially. Shortcomings in attitudeand approach to the pupil.

GRADE 2A poor overall performance with numerous deficiencies in instructional

technique. Little or no recap on previous lesson, failed to set objectives for the currentlesson. Unable to vary/select instructional techniques as necessary to suit the needs,aptitude and ability of the pupil. Many problems with correct identification of drivingfaults and analysis and very late remedial action. An unsuitable route chosen for thepupils ability and experience and missed numerous opportunities to develop the pupilsdriving skills and awareness using the problems presented en-route. A poor learningenvironment from which the pupil would not be able to develop their skills and gooddriving practice. Superficial summary at the end of the lesson. Main strengths andweaknesses in the pupils performance not mentioned. Serious shortcomings inattitude and approach to the pupil.

GRADE 1An extremely poor overall standardwith incorrector even dangerousinstruction. No recap on previous lesson, objectives not setfor the current lesson.Unable to even recognise the need to select the most appropriate instructionaltechniques as necessary to suit the needs, aptitude and ability of the pupil. Failedto identify, analyse or correct driving faults, many of which were of a serious ordangerous nature. A totally unsuitable route chosen for the pupils ability and experienceand didnt use the opportunities presented en-route to develop the pupils driving skills andawareness. No attempt to structure any kind of learning environment. No summaryat the end of the lesson. Very serious shortcomings in attitude and approach to thepupil.

And before you panic.much of the information above will seem quite strict and regimented, remember that thisis simply the guidelines for the examiners. Compare this to the advice on the part 3 examin The Driving Instructors Handbook, and you will be able to start thinking constructivelyabout your part 3 plan.

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



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

Research Material:The Driving Instructors Handbook - Chapter 5

The Examiners Guidelines for the ADI Part 3 Examination(Sorry guys - this is where the heavy reading and preparation will really help!)

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

Phase 1:This phase involves you training a customer (role-played by the examiner) who has neverattempted the subject in hand.

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

Safety precautions on entering the car and explanation of the controlsMoving off and Stopping

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

Approaching junctions to turn right or leftEmerging at T-junctionsDealing with Crossroads

Meeting, Crossing, Overtaking, Clearance andAnticipationPedestrian Crossings and Signals

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

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

are:Approaching junctions to turn right or leftEmerging at T-JunctionsDealing with CrossroadsMeeting, Crossing, Overtaking, Clearance and AnticipationPedestrian Crossings and SignalsProgress/Hesitancy/Normal road positionReverse Parking



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

Dealing with Crossroads

Meeting, Crossing, Overtaking, Clearance and AnticipationPedestrian Crossings and SignalsProgress/Hesitancy/Normal road positionReverse ParkingProgress/Hesitancy/Normal Road PositionReverse Parking

Discussion Points: Covered:

Phase 1 Briefing for a new subject - with an Action Plan

Phase 1 Levels of Instruction - Guided Talk Through

Phase 2 Recap of Knowledge, Skills and Attitude

Phase 2 Briefing reminders

Phase 2 Levels of Instruction - Starting at prompted

Phase 2 The importance of the core competencies

Over the next few sessions you will be working on how to plan andprepare for a lesson. The subjects to be worked on will be the same asthose on the part 3 exam, but should give you the skills you need toprepare for any lesson. The PSTs are not the be all and end all of the job,

but are a good cross section of exercises designed to test your skills.

To do:

Start preparing briefings for all of the subjects (Units 28-40).

Before each session, work through each subject thoroughly.

Notes:



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


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

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

Recap:This will involve finding out about your customer - what relevant experience do theyhave about the subject in hand. Start with closed questions to establish Knowledgeand Skill, then open questions to assess Attitude. Remember that to teachsomething new is to move from the Known to the Unknown. Anchor the start ofany lesson in the Known.

Objective:Now you know about your customer, you can decide on your Objective, rememberthis objective must be SMART (Specific, Measurable, Agreed, Realistic and Timed,for example I think we should aim to be able to perform the Turn in the Road safely(specific) with nothing more than a little prompting (measurable & realistic), by theend of the session (timed). How do you feel about that? (agreed - hopefully!).

Obviously the level attained (measurable) must be realistic, given the answers youhave received on your recap.

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

With a Phase 2 customer, after establishing what they already know about a

subject, we will have identified any gaps in their Knowledge, and these can be filledbefore moving off. Gaps in skill should be noted, and will decide the level ofinstruction, and problems involving attitude must be fixed with encouragement andsolid reasoning. Main points for a Phase 2 customer will not take as long as for aPhase 1 customer, in order to get more practise in.



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Timings

Flexibility after recap

Must know, Could know and Might come in useful

Use what you can see

To do:

For each of the following subjects (units 28-40), note down importantpoints to be included in your briefings.Use the PST sheets included in each unit - the important (need to know)points to be covered are in the left column.

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

Before each session with your trainer you will be expected to havethoroughly researched the subject in hand.Practice the subject yourself, and think carefully about how you - anadvanced and experienced driver - deal with it.

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

If you wish to write a script for yourself, this can be useful, but learn the

script (recording it and playing it back can be helpful at this stage), andwork up bullet points as cues. Reading from a script is impossible in aninteractive situation, but easily followed cues can be picked up during abriefing.

Have diagrams ready to be referred to. Remember what I see, Iremember.

While doing these briefings - consider:MSPSL, POM, and SCALPControl skillsThe Highway Code - Law and Guidelines

Reference points and clearancesRefer to:The PST SheetsDriving: The Essential SkillsThe Highway CodeThe Driving Instructors HandbookLesson Presenter

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

Notes:



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Unit 31: Beginner Controls


Driving: The Essential Skills - Parts 3, 4 & 5Lesson PresenterPST sheetExaminers Part 3 Guidelines

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

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

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

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

Now for the fun bit!

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



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

customer to fall into! Doors: Safe entering and exiting. Properly closed. Seat: Positioning for control of pedals and wheel. Head Restraint: Correct adjustment and why. Seat Belt: Correct adjustment and placement, not twisted and secured. Mirrors: Adjustment, use and blindspots. Accelerator: Foot positioning, pressure and smooth use. Terminology. Footbrake: Foot positioning, pressure and smooth use. Terminology. Clutch: Foot positioning, swiftly down, slowly up, feet still. Terminology. Handbrake: How it works and use. Gears: Finding neutral, technique for finding gears. Terminology. Steering: Pull push method, hand position, thumbs on rim. Indicators: Use - fingertips, same direction as wheel. Starting the Engine: Safety precautions, ignition, warning lights.

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

This list does not cover the ancillary controls like the windscreen wipers, lights anddemisters - if you feel they might be needed - explain them. If necessary to avoid the car

misting up, show your customer how to turn the engine on earlier in order to keepdemisters working.

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

Summary:Ask questions of your customer to find out how much of the information they recall, and gointo detail if necessary to explain how, why, when and where each of the controls are used.

Remember to give feedback (starting with the positives) on how they demonstrate whatyou have asked them to attempt, and how well they remember information they have beengiven. Fill out their track record and give a good objective for the next lesson.

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


Involve your customer to find out the known and unknown

Notes:



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Unit 32: Beginner Moving off, making normal stops and use of themirrors

Research Material:The Driving Instructors Handbook - Chapter 5Driving: The Essential Skills - Parts 3, 4 & 5Lesson PresenterPST sheetsExaminers Part 3 Guidelines

With a customer who is at this stage, it will usually be on their first lesson, so you will havedriven them to the nursery site already. However, you may find customers who have onlybeen taught the controls and cockpit drill by an instructor in their first lesson, or that theyhave had this all explained to them by a parent. On your part 3 examination, you will be

expected to drive your customer to a suitable area, and this is an ideal time for the recap

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

Objective: (30 Seconds)To be able to move away under control, and stop in a safe, convenient and legal place

(specific), under full instruction (measurable and realistic). How do you feel about trying todo that maybe a couple of times in the next half an hour? (agreed & timed).

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

Mirrors - vision and use: Adjustment and what they are for. Blindspots. Mirrors - direction, overtaking and stopping: The use of mirrors in pairs, flat and

convex. Mirror Signal Manoeuvre: The routine for dealing with hazards and stopping. Precautions before moving off: The POM routine. Co-ordination of Controls: Practise gas and clutch control and the application of

signals before putting it all together and moving away. Normal stop position: Distance from the kerb, including reference points and wing

mirror check. Normal stop control: Smooth braking, correct de-clutching and allowing roll to

ensure accuracy. Terminology (cover pedals and gentle pressure).



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Practise:You should allow for a few attempts at moving off and stopping. Remind your customerthat you will be guiding them with a full talk through of the process. At this stage, wordeverything carefully, watch your customer like a hawk, and be aware of what is happening

on the road all around you! Use your core competencies to correct any faults, and ifpossible try to reduce your level of instruction to an appropriate prompted level for anysubsequent attempts.

Summary:Feedback at this point is hugely important - this may be the first time they have managedto move a car! Be enthusiastic about how it all went, but ensure that you put into place anaction plan to deal with any problems with control which you couldnt fix during the timeyou had in the lesson. Remember to acknowledge any mistakes, but to keep very positiveabout both your ability and your customers. This is the point where a negative drivinginstructor will lose a customer - make sure that you leave yours wanting to come back! Fill

out their track record.



Concentration inside the car, and awareness outside the car.

Pacing and judging the correct level of instruction.

The use of diagrams.

The use of questions during recap, prompting and summary.

Notes:



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Unit 33: Partly Trained - Reversing.


Driving: The Essential Skills - Part 9Lesson PresenterPST sheetsExaminers Part 3 Guidelines

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

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

Objective: (30 Seconds)To be able to reverse into a side road in a safe, convenient and legal place (specific),

under full instruction (measurable and realistic). How do you feel about trying to do thatmaybe a couple of times in the next half an hour? (agreed & timed). Inform then that youwill give them the main points about reversing once you are at a suitable site.

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

Co-ordination of controls: Testing creep and steering. Knowledge of brake controlwhile declutched under gravity. Handbrake when paused or if likely to roll in thewrong direction. Difficulty in controlling pedals when turned in the seat.

Observations: These should be mainly in the direction of travel, so a changedseating position may be necessary. Blind spots should be covered. Use of windowsfor safety observations. Appropriate reactions to other road users.

Accuracy: Use of reference points and mirrors in order to judge accuracy. Use ofdiagrams to explain. Point of turn & point to straighten.



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Practise:Once explained and agreed - full talk through will be necessary, though due to the slownature of manoeuvres, pauses with question and answers may be useful to find out howmuch learning is taking place rather than simple following of instruction. Involve the learner

- ask them what they see. Remember that the reference points you may have suggestedwill be your own - if you are 62 and your customer is 51 these reference points may bedramatically different. Once this manoeuvre has been achieved the first time, givefeedback and encouragement, and a short chat about how they found the manoeuvre willhelp you decide the level of instruction for a second attempt if there is time. Remember, ifyou feel that they can do something with a question or prompt rather than with guidedinstruction - let them - always be ready to transfer responsibility.

Summary:Feedback at this point is hugely important - this may be the first time they have managedto reverse! Be enthusiastic about how it all went, but ensure that you put into place an

action plan to deal with any problems with control or observations which you couldnt fixduring the time you had in the lesson. Remember to acknowledge any mistakes, but tokeep very positive about both your ability and your customers. Give your customerownership of what they have done by asking them where their weak and strong points are.Fill out their track record.



Complete control

Dont let anything surprise you - observations

Clear instructions

Use of pauses to allow brains (yours and theirs!) to function

Notes:



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Unit 34: Partly Trained - The Turn in the Road



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

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

Objective: (30 Seconds)To be able to perform a turn in the road in a safe, convenient and legal place (specific),under full instruction (measurable and realistic). How do you feel about trying to do that

maybe a couple of times in the next half an hour? (agreed & timed).

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

Co-ordination of controls: Testing creep and steering. Knowledge of brake controlwhile declutched under gravity. Handbrake when paused or if likely to roll in thewrong direction. Kerbs and Cambers. Difficulty in controlling pedals when turned inthe seat to reverse. Quick hands, slow feet.

Observations: These should be in the direction of travel, so a changed seating

position may be necessary - however during this manoeuvre good awareness upand down the road will be necessary due to its obstructive nature. Blind spotsshould be covered. Use of windows for safety observations. Appropriate reactionsto other road users.

Accuracy: Use of reference points and mirrors in order to judge accuracy. Use ofdiagrams to explain. Straightening wheels at the end of each section.



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Practise:Once explained and agreed - full talk through will be necessary, though due to the slownature of manoeuvres, pauses with question and answers may be useful to find out howmuch learning is taking place rather than simple following of instruction. Involve the learner

- ask them what they see. Remember that the reference points you may have suggestedwill be your own - if you are 62 and your customer is 51 these reference points may bedramatically different. Once this manoeuvre has been achieved the first time, givefeedback and encouragement, and a short chat about how they found the manoeuvre willhelp you decide the level of instruction for a second attempt if there is time. Remember, ifyou feel that they can do something with a question or prompt rather than with guidedinstruction - let them - always be ready to transfer responsibility.

Summary:Feedback at this point is hugely important - this will probably be the first time they havemanaged to turn the car around! Be enthusiastic about how it all went, but ensure that you

put into place an action plan to deal with any problems with control or observations whichyou couldnt fix during the time you had in the lesson. Remember to acknowledge anymistakes, but to keep very positive about both your ability and your customers. Give yourcustomer ownership of what they have done by asking them where their weak and strongpoints are. Fill out their track record.

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


Complete Control

Don't let anything surprise you Observations

Clear Instructions

Use of pauses to allow brains (yours and theirs!) to function

Notes:



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


Driving: The Essential Skills - Part 4 and Pages 73 & 74, 254-257Lesson PresenterPST sheetsExaminers Part 3 Guidelines

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

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

Mirrors - vision and use: taking notice of their adjustment. Mirrors, direction, overtaking and stopping: what to look for and why. Mirror, signal, manoeuvre: use of the routine

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

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

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

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



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Main Points: (5-8 Minutes)After a quick chat about how to avoid an emergency stop, explain how you will talk throughthe procedure itself. When explaining how to perform the Stop itself, explain:

Quick reactions: unlike under other braking conditions, mirrors are not necessary,

and why. Use of Footbrake/Clutch: Use of footbrake and clutch in an ABS car. Explain how

to do this in a non-ABS car. Practise a dry run with the pedals before moving. Skidding: Avoidance, cadence braking, dealing with skids.

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

attempt before the end of the lesson.

Summary:Feedback at this point is hugely important - carefully question your customer for theirknowledge and attitude, this isnt something that can be practised all the time, so you needto know how much they have taken on. Be enthusiastic about how it all went, but ensurethat you put into place an action plan to deal with any problems with control orobservations which you couldnt fix during the time you had in the lesson. Remember toacknowledge any mistakes, but to keep very positive about both your ability and yourcustomers. Give your customer ownership of what they have done by asking them where

their weak and strong points are. Fill out their track record.

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


Mirrors common faults in knowledge, skill and attitude

Emergency Stop the script

Emergency Stop ABS confusion

Emergency Stop common faults the 'unrealistic situation'

Notes:



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



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

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

Phase 2: (3-5 minutes)Your customer will have tackled these before, but as the purpose of the lesson is to helpdevelop their ability you must discover the extent of their knowledge, skill and attitude toapproaching junctions. With a phase 2 customer you will need to be prepared to deal with

busier junctions paying particular attention to turning right across traffic. Use the mainpoints from the phase 1 briefing as a starting point for your questions.

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

Phase 2:To enable independent turning at junctions (specific, measurable and realistic). How do

you feel about aiming for that over the next 20 minutes? (agreed & timed).

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

Mirrors: In pair, as soon as instructed, and why. Signal: Direction, as early as possible, without confusing others. Brakes: Smooth and gentle use - not necessarily to a stop, off when safe. Gears: Choosing the correct gear once at the correct speed Coasting: Bringing the clutch back up in order to have the engine in control. The

dangers of coasting.



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Too fast on approach: Judging other traffic - crossing traffic. Too slow on approach: Look early for space to cross/turn, affecting road users

behind. Position: Turn left - follow the kerb, turn right - follow the lines. Point of Turn/Wait

Point. Pedestrians: In the new road. Cross Approaching Traffic: Judgement, safety, the walk across rule. Ability to stop. Right corner cut: The dangers of steering too early.

Practise:Phase 1:Once explained and agreed - full talk through will be necessary, and you will need to beready for strange reactions - crossing traffic for the first time can be stressful, and inertiaoften makes early learners want to continue when they shouldnt. Be ahead of the potentialproblems, positive instruction (ahead of the game) is essential at early stages to avoid

danger and loss of confidence in your learner. Once things seem under control encourageyour customer to start to take the initiative (move to prompted from guided).

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

Summary:

Feedback at this point is hugely important - carefully question your customer for theirknowledge and attitude. Be enthusiastic about how it all went, but ensure that you put intoplace an action plan to deal with any problems with control or observations which youcouldnt fix during the time you had in the lesson. Remember to acknowledge anymistakes, but to keep very positive about both your ability and your customers. Give yourcustomer ownership of what they have done by asking them where their weak and strongpoints are. Fill out their track record.

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


The differences in Phase 1 and Phase 2 customers

Potential hazards and the dangers in both phases

Watching your customer like a hawk

Enforcing the MSM/PSL routine as firmly as possible

Notes:



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



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

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

Phase 2: (3-5 minutes)Your customer will have tackled these before, but as the purpose of the lesson is to helpdevelop their ability you must discover the extent of their knowledge, skill and attitude toemerging. With a phase 2 customer you will need to be prepared to deal with busier

junctions paying particular attention to closed junctions and emerging right and left intoheavier traffic. Use the main points from the phase 1 briefing as a starting point for yourquestions.

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

Phase 2:

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

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

Mirror-signal-manoeuvre: Good use of the routine, including choice of gear andwhen to bring the clutch up.

Speed: Slow enough to be certain that it is safe to continue - priorities. Gears: Open and closed junctions and choice of 1st and creep, or 2nd and clutch up

once safe.



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Coasting: Drive into the new road, dont roll, it is a decision to go, not a hope thatwhen you get there it will be safe.

Observation: Both ways, and potential hazards from both directions. Emerging: Who could you affect? Dont make other road users change their speed

or position. The difference in crossing and joining traffic. Position right: Follow the lines - problems for people from the left turning in front of

your car. Position left: The importance of following the kerb. Pedestrians: In the new road.

Practise:Phase 1:Once explained and agreed - full talk through will be necessary, and you will need to beready for strange reactions - emerging for the first time can be stressful, and inertia oftenmakes early learners want to continue when they shouldnt. Be ahead of the potential

problems, positive instruction (ahead of the game) is essential at early stages to avoiddanger and loss of confidence in your learner. Once things seem under control encourageyour customer to start to take the initiative (move to prompted from guided).


Summary:Feedback at this point is hugely important - carefully question your customer for theirknowledge and attitude. Be enthusiastic about how it all went, but ensure that you put intoplace an action plan to deal with any problems with control or observations which youcouldnt fix during the time you had in the lesson. Remember to acknowledge anymistakes, but to keep very positive about both your ability and your customers. Give yourcustomer ownership of what they have done by asking them where their weak and strongpoints are. Fill out their track record.

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

the end in order to summarise.


The differences in Phase 1 and Phase 2 customers

Potential hazards and dangers in both


Enforcing the MSM/PSL Routine

Avoiding the tuition car being rear ended

Notes:



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



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

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

Phase 2: (3-5 minutes)Your customer will have tackled these before, but as the purpose of the lesson is to help

develop their ability you must discover the extent of their knowledge, skill and attitude tocrossroads. With a phase 2 customer you will need to be prepared to deal with busierjunctions paying particular attention to light controlled junctions and turning right acrossheavier traffic. Use the main points from the phase 1 briefing as a starting point for yourquestions.

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

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



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

Mirror-signal-manoeuvre: Thorough and early use with reference to emerging andturning.

Speed: Assessment of the junction (turn or emerge, open or closed) and how thisshould affect speed.

Gears: Good choice of gears, again with reference to turning and emerging. Coasting: Again in reference to turning and emerging, choice of correct gear for the

type of junction and priorities Observation: Judgement of gaps when crossing traffic, looking into the new road for

hazards Emerging: Turning right - everyone else has priority. People flashing lights and

waving on. Position right: Lane choice and protected right turns. Position left: As previously covered. Pedestrians: As previously covered. Crossing approaching traffic: As previously covered. Right Corner Cut: As previously covered, bearing in mind at light controlled

crossroads, the stop lines are set back. Turning nearside-nearside or offside-offside.

Practise:Phase 1:

Once explained and agreed - full talk through will be necessary, and you will need to beready for strange reactions - being stuck in the middle of a crossroads in heavy traffic canbe stressful, and inertia often makes early learners want to continue when they shouldnt.Be ahead of the potential problems, positive instruction (ahead of the game) is essential atearly stages to avoid danger and loss of confidence in your learner. Once things seemunder control encourage your customer to start to take the initiative (move to promptedfrom guided).

Phase 2:Watch your customer carefully to determine the level of instruction to be used. Implementcore competencies in the event of any faults, and use these to determine changes to the

level of instruction. Once something is being done correctly, attempt to transferresponsibility to an independent driver.



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Summary:Feedback at this point is hugely important - carefully question your customer for theirknowledge and attitude. Be enthusiastic about how it all went, but ensure that you put intoplace an action plan to deal with any problems with control or observations which you

couldnt fix during the time you had in the lesson. Remember to acknowledge anymistakes, but to keep very positive about both your ability and your customers. Give yourcustomer ownership of what they have done by asking them where their weak and strongpoints are. Fill out their track record.



The differences in Phase 1 and Phase 2 customersPotential hazards and dangers in both


Enforcing the MSM/PSL routine as firmly as possible

Ideal positioning when turning right at crossroads hold back

Notes:



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Unit 39: Partly Trained/Trained - Meet, cross and overtake other trafficallowing adequate clearance for other road users and anticipation.

Research Material:The Driving Instructors Handbook - Chapter 5Driving: The Essential Skills - Parts 7 & 10Lesson PresenterPST sheetsExaminers Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1),and providing extra training to someone who has already received training in the subject,but needs help with their knowledge, skills or attitude. This is a huge subject, and as suchshould never be taught all in one go - break it down sensibly into anticipation (necessary

for all) and only 2 of the other subjects. If this is part of your part 3 examination, listen tothe word picture carefully, as they will only mention 2 subjects plus anticipation - KNOWWHICH 2 YOU ARE EXPECTED TO TEACH! On phase 1 aim to be on the move within 10minutes, on phase 2, 5 minutes

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

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

Objective: (30 Seconds)Phase 1:To understand how to deal with the subjects, and to be able to do this under guidance

(specific, measurable and realistic). How do you feel about dealing with some the subjectssafely over the next 15 minutes? (agreed and timed)

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

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

Mirror-signal-manoeuvre: Thorough and sensible use of the routine.



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Meet approaching traffic: Priorities, and that priority cannot be taken, only given. Cross other traffic: With reference to turning and crossroads lessons. Overtaking other traffic: With reference to road markings, and the highway code,

clearance.

Keep a safe distance: Doors width to each side - if not go slow. When passingcyclists - 2 metres if at all possible. Following distances - 2 second rule, andadaptations due to road surface and weather.

Shaving other vehicles: Safe passing of parked vehicles, dont cut back in too early. Anticipation of pedestrians: Scanning of the road ahead, far, near and middle

distance. Clues as to how they will act. Anticipation of cyclists: Scanning well ahead. Safe places to overtake. Clues as to

how they will act. Anticipation of Drivers: Scanning for hazards and passing places. Look at

positioning and speed of other drivers. Clues as to their intentions.

Practise:Phase 1:Once explained and agreed - full talk through will be necessary, and you will need to beready for strange reactions - meeting an oncoming taxi or van in a small gap can bestressful, and inertia often makes early learners want to continue when they shouldnt. Beahead of the potential problems, positive instruction (ahead of the game) is essential atearly stages to avoid danger and loss of confidence in your learner. Once things seemunder control encourage your customer to start to take the initiative (move to promptedfrom guided).


Summary:Feedback at this point is hugely important - carefully question your customer for theirknowledge and attitude. Be enthusiastic about how it all went, but ensure that you put intoplace an action plan to deal with any problems with control or observations which youcouldnt fix during the time you had in the lesson. Remember to acknowledge any

mistakes, but to keep very positive about both your ability and your customers. Give yourcustomer ownership of what they have done by asking them where their weak and strongpoints are. Fill out their track record.




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Listening to the word picture carefully

Encouraging early use of the LADA MSM/PSL routines

Willingness to hold back priority cannot be taken, only given

Notes:



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


Driving: The Essential Skills - All, inc. Pages 129-132Lesson PresenterPST sheetsExaminers Part 3 Guidelines

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

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

Phase 2: (3-5 minutes)Your customer will have tackled these before, but as the purpose of the lesson is to help

develop their ability you must discover the extent of their knowledge, skill and attitude tothe subject. With a phase 2 customer you will need to be prepared to deal with busiersituations and faster roads. Use the main points from the phase 1 briefing as a startingpoint for your questions.

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

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



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

Mirror-signal-manoeuvre: Signalling as early as possible, covering the possibility ofconfusion. The routine as applied to approaching crossings.

Speed on approach: Recognising hazards posed by different types of crossing,adjusting speeds early.

Stop when necessary: When is it necessary? Overtaking on approach: The road markings. The problem issue of cyclists - are

they counted. Sensible decision making. Inviting pedestrians to cross: Highlight the dangers, but remind of hand signals for

slowing Signals by indicator: How do you make the decision, based on what information. Signals by arm: Check safe, then ask for a demonstration/teach them how to do

them. Highlight advantages of knowing them and when to use them. It may beworth encouraging the use of the slowing signal (only when safe) on the approachto a zebra crossing.

Signals timing: So as not to confuse. Unnecessary signals: Passing parked cars/buses? Meeting situations. Could it be of

any use to other road users? Could it be misleading to other road users? Setting off,and parking up.

Practise:Phase 1:

Once explained and agreed - full talk through will be necessary, and you will need to beready for strange reactions - once a crossing has been recognised it needs to beassessed, and signalling can be very confusing to get a grip on. Be ahead of the potentialproblems, positive instruction (ahead of the game) is essential at early stages to avoiddanger and loss of confidence in your learner. Once things seem under control encourageyour customer to start to take the initiative (move to prompted from guided).

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

responsibility to an independent driver.

Summary:Feedback at this point is hugely important - carefully question your customer for theirknowledge and attitude. Be enthusiastic about how it all went, but ensure that you put intoplace an action plan to deal with any problems with control or observations which youcouldnt fix during the time you had in the lesson. Remember to acknowledge anymistakes, but to keep very positive about both your ability and your customers. Give yourcustomer ownership of what they have done by asking them where their weak and strongpoints are. Fill out their track record.



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Common mistakes with signalling

Common mistakes with pedestrian crossings

Avoiding dangerous situations

Notes:



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Unit 41: Trained/Full Licence Holder - Progress, Hesitancy and NormalRoad Position.

Research Material:The Driving Instructors Handbook - Chapter 5Driving: The Essential SkillsLesson PresenterThe PST SheetsExaminers Part 3 Guidelines

This is another subject which will only be done on part 3 with a phase 2 subject - someonewho has been driving for a while, and is either in need of driver development, or isapproaching their test. Think through all of the common problems you see with other roadusers with regards to the three subjects, and try to imagine where the problems and

solutions lie. Aim to be on the move within 5 minutes

Recap & Main Points: (3-5 minutes)Your customer has driven for a while, whether they are preparing for a test, (possibly anextended test due to disqualification) or having refresher lessons after a break from drivingor after driving under different conditions for some time. Listen to your customersdescription of what they feel their problem is (or in the case of someone approaching theirtest, what their driving instructor has previously told them). From here start to work out away to test the knowledge, skills and attitude to the areas that are to be worked on.

Progress too fast - discuss the problems with this with regards to risk control. Progress too slow - discuss the problems with this with regards to risk control.

Hesitancy - find out your customers attitude to hesitancy, and discuss preparationto go, the walk across rule, and control skills as necessary.

Normal position too wide from the left - find out knowledge here, and question tounderstand skills and attitude. Offer reference points if possible.

Normal position too close to the left - find out knowledge and discuss the dangers,questioning to understand skills and attitude. Offer reference points if possible.

Objective: (30 Seconds)To deal with the progress, hesitation and normal position independently, safely and withmore confidence (specific, measurable and realistic). How do you feel about aiming forthat over the next 20 minutes? (agreed & timed).

Practise:Watch your customer carefully to determine the level of instruction to be used. Implementcore competencies in the event of any faults, and use these to determine changes to thelevel of instruction.Bear in mind that the main points in this area often contradict each other - once you havesolved their speed problem you may find that they dawdle! Or if they drive too wide,beware of shaving as you attempt to fix this - make them aware that there is an optimumspeed and position for every point during a journey, and ask them to question whether theyfeel they are attaining it.Once something is being done correctly, attempt to transfer responsibility to anindependent driver.



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Summary:Feedback at this point is hugely important - carefully question your customer for theirknowledge and attitude. Be enthusiastic about how it all went, but ensure that you put intoplace an action plan to deal with any problems with control or observations which you

couldnt fix during the time you had in the lesson. Remember to acknowledge anymistakes, but to keep very positive about both your ability and your customers. Give yourcustomer ownership of what they have done by asking them where their weak and strongpoints are. Fill out their track record.

If possible on phase 2 you should aim to call a halt a couple of minutes before the end inorder to summarise.


Progress problems get there, but do it safely flexibility

Hazard awareness & over awareness

Positioning for your

Section 3 Part 3 Exam Preparation

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Transcript of Section 3 Part 3 Exam Preparation