Section 3 Part 3 Exam Preparation

Driving Instructor Training Course: Section 3 Exam Preparation.
Driving Instructor Training Course: Exam Preparation - Units 28-43

Unit: 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 Subject: The Part 3 Exam How it works The Phases Beginner/Part trained/Trained/FLH Briefings Need/Should/Could be handy information Beginner Controls Beginner Move off and stop Part Trained Reverse into a limited opening Part Trained Turn in the road Part Trained Mirrors and the emergency stop Part Trained/Trained Approach junctions left/right Part Trained/Trained Emerging at t-junctions Part Trained/Trained/FLH Dealing with crossroads Part Trained/Trained/FLH Meet/Cross/Overtake Part Trained/Trained/FLH Pedestrian Xings/signals Trained/FLH Progress/Hesitancy/Normal position Trained/FLH Reverse parking Part 3 Mock Examination Grade:
Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 28: The Part 3 Examination How it works
Research Material: The Driving Instructors Handbook The examiner's marking guidelines ADI 1 First things first - youre good at this job: youve been practicing, youve been studying, and youve 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 actually come 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 get to 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 to your students. Dont attempt to look through all of your PST briefings at this stage, you will know them well enough already, this is a time for making sure you feel as professional as you intend to be once you pass. When the examiner calls your name, they will ask how you wish to be addressed, and they will ask you for: Your letter of appointment Your photo licence and paper counterpart (if you have an old style licence, have your pink badge to hand as photo id) The examiner will ask you to sign the insurance declaration, and if you are working as a trainee on a pink badge, they will ask whether you have your Training Declaration (ADI21AT). If you do not have your Training Declaration, this will not be a problem for the test, 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 do this would be an ideal time to replace your pink badge in the windscreen if you needed it for photo id. The examiner will then explain how the test will be conducted, and give you the word picture 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 the same way as you would normally. It may be necessary for me to interrupt you from time to time. This could be because we are 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 any other pupil. I may need to interrupt you to give a direction or to end the phase. Is that quite clear? Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

They will then continue to describe the customer they will be role-playing for the first phase, 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 you find. I have driven a car similar to this one before. My other instructor is on holiday. You can assume that we have already done the eyesight and licence checks. Do you have any questions? During the first phase the examiner will often use their own first name, and they will then change this for the second phase. This is the point at which you should ask any out of role questions. Clarify what you 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 normal new customer, you'll listen carefully to what they say. The examiner will assume the role of the pupil you will be teaching in the first phase of the test, usually they are a pupil who is new to you whom you are picking up from their place of work. The examiner will describe themselves in different ways according to which PST and Phase 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 never moved 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 direct you 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 how to get there.) Part Trained: (Phase 1) The examiner will explain that they have had some tuition, though the number of hours will not be quoted. Trained: (Phase 2) The examiner will explain that they may be about to take their L-test (tomorrow, in a couple of weeks, or simply thinking about it!), the precise number of lessons they have had will not be quoted, they may never have had formal lessons with an instructor.

Full Licence Holder: (Phase 2) The examiner will explain that they are a full licence holder who might: Require development for a driving job Has been abroad for a couple of years Has not driven for some time, and now needs to commute Has 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 all unsure 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 the PST, 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 pick things up quite quickly, in order to observe your teaching throughout the subject. Once the first 28 minutes is over, they will tell you the phase is complete and will tell you the next exercise, allowing you a minute or two to find your briefing and prepare yourself. During this time they will make a few notes, though they will write down nothing which has a direct impact 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 will return to their office for a few minutes to write up the results of the test, and they will ask you 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 to find 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 the instructors response to the pupils progress, in other words the instruction given on each individual item relevant to the subject heading. Not Covered - subject not covered or grossly incorrect or dangerous instruction given Unsatisfactory - subject attempted, but guidance and/or training offered was assessed as incomplete 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 rating marked in the Core Competencies section.

Column B: Core Competencies: This section of the assessment is of all faults over the whole lesson, and not individual faults. 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 the pupil that require correction as part of an effective instructional process. This ability is expected 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, but it 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 or error that has been identified and analysed. (Your overall marks for each phase will be the lowest mark you receive in the core competencies - 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 the ability of the pupil. This will normally match the grade given Planning: Covers the planned and actual sequence of instruction/activity together with the appropriateness and effectiveness of teaching methods used, taking due account of the difficulty/complexity of the content covered and progress of the pupil. Includes the allocation of time between training activities and methods used such as the distribution 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 Feedback and Encouragement.

Communication: Is concerned with pupils understanding of instruction, appropriateness of language and use 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 complex explanations. Question and Answer Technique: At appropriate points during the lesson the PDI should preferably ask questions that contribute towards realising the objectives of the lesson. Ideally the questions should be simply worded, well defined, reasonable and relevant. There is a need for questions that are thought provoking and challenging as well as ones that 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 they have done something well. Feedback is key to providing the necessary level of instruction and has close links with the Core 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 and is 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 and creating 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 a patient and tactful manner. Any unnecessary physical contact with the pupil will be reflected in the marking.

Criteria for Grading A 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 you really need to do is teach the pupil something new, or see improvement in something they werent 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 same purpose - 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 these examiners are the same people who will perform your check tests later in your career, the grading system from that may help you understand exactly how to get a better grade at part 3. If you would like a more detailed breakdown of the grading criteria, the following grading information has been taken from the Senior Examiner's guidelines for the conduct of Check Tests. Though not all of the information is applicable to the part 3 examination, the majority is relevant.

(From the DSA guidance to SEADI examiners in ADI1) GRADE 6 Overall performance to a very high standard with no significant instructional weaknesses. 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 appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Quick to recognise and address all the important driving faults and provided thoroughly sound analysis, with clear, prompt and appropriate remedial action. An appropriate route chosen for the pupils ability and experience and took every opportunity to develop the pupils driving skills and awareness using the problems presented en-route. Structured an appropriate learning environment that positively encouraged the pupil to further develop their skills and good driving practice. The lesson concluded with a concise recap, which was an accurate overview of the lesson. The strengths and weaknesses in the pupils performance identified and discussed constructively. Realistic and appropriate objectives set for the next lesson. Professional attitude and approach to the pupil throughout the lesson. GRADE 5 A good overall standard of instruction with some minor weakness in instructional technique. A recap given on the previous lesson and objectives set for the current lesson, with pupil involvement. Demonstrated the ability to vary/select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil, with only minor weaknesses. Recognised and addressed all the important driving faults and provided sound analysis with appropriate remedial action. An appropriate route chosen for the pupils ability and experience taking advantage of most of the opportunities to develop the pupils driving skills and awareness using the problems presented en-route. Structured an appropriate learning environment in which the pupil could readily further develop their skills and good driving practice. The lesson concluded with a concise recap, which was an accurate overview of the lesson. The strengths and weaknesses in the pupils performance identified and discussed. Objectives set for the next lesson. Attitude and approach to the pupil was good throughout the lesson. GRADE 4 A satisfactory overall performance with some minor deficiencies in instructional technique. Acceptable recap with limited pupil involvement and objectives for the current lesson outlined. Demonstrated the ability to vary/select the most appropriate instructional techniques as necessary to suit most of the needs, aptitude and ability of the pupil. Recognised and addressed the important driving faults, providing generally sound analysis and remedial action. An acceptable route chosen for the pupils ability and experience, taking advantage of most of the opportunities to develop the pupils driving skills and awareness using the problems presented en-route. Structured a generally appropriate learning environment that provided opportunities for the pupil to develop their skills and good driving practice. The lesson concluded with a general summary, giving an accurate overview of the lesson. The main strengths and weaknesses in the pupils performance identified. Attitude and approach to the pupil was acceptable throughout the lesson.

GRADE 3 An inadequate overall performance with some deficiencies in instructional technique. Inadequate or sketchy recap on the previous lesson. Did not adequately set out/explain the objectives for the current lesson, and did 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. Inconsistent identification, analysis and remedial action of driving faults. Some unnecessary retrospective instruction. A poor route chosen for the pupils ability and experience and missing opportunities to develop the pupils driving skills and awareness using the problems presented en-route. Failed to structure a learning environment to enable the pupil to develop their skills and good driving practice. Inaccurate or incomplete summary at the end of the lesson. Many of the strengths and weaknesses in the pupils performance not identified or treated superficially. Shortcomings in attitude and approach to the pupil. GRADE 2 A poor overall performance with numerous deficiencies in instructional technique. Little or no recap on previous lesson, failed to set objectives for the current lesson. Unable to vary/select instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Many problems with correct identification of driving faults and analysis and very late remedial action. An unsuitable route chosen for the pupils ability and experience and missed numerous opportunities to develop the pupils driving skills and awareness using the problems presented en-route. A poor learning environment from which the pupil would not be able to develop their skills and good driving practice. Superficial summary at the end of the lesson. Main strengths and weaknesses in the pupils performance not mentioned. Serious shortcomings in attitude and approach to the pupil. GRADE 1 An extremely poor overall standard with incorrect or even dangerous instruction. No recap on previous lesson, objectives not set for the current lesson. Unable to even recognise the need to select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Failed to identify, analyse or correct driving faults, many of which were of a serious or dangerous nature. A totally unsuitable route chosen for the pupils ability and experience and didnt use the opportunities presented en-route to develop the pupils driving skills and awareness. No attempt to structure any kind of learning environment. No summary at the end of the lesson. Very serious shortcomings in attitude and approach to the pupil. And before you panic. much of the information above will seem quite strict and regimented, remember that this is simply the guidelines for the examiners. Compare this to the advice on the part 3 exam in The Driving Instructors Handbook, and you will be able to start thinking constructively about your part 3 plan. Simple advice just before you pull your hair out, is to remember that the examiner at the part 3 stage simply wants to see that you can teach the pupil something, and clean up their mistakes!
Driving Instructor Training Course: Section 3 Exam Preparation. 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 just under half an hour for each phase. These 2 phases are designed to test your skills with customers of differing capabilities. Phase 1: This phase involves you training a customer (role-played by the examiner) who has never attempted the subject in hand. The Beginner is a customer who has had very limited experience (or none at all!) behind the wheel. The Pre Set Tests in this section are: Safety precautions on entering the car and explanation of the controls Moving off and Stopping The Partly Trained customer has 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 left Emerging at T-junctions Dealing with Crossroads Meeting, Crossing, Overtaking, Clearance and Anticipation Pedestrian Crossings and Signals Phase 2: This phase involves assessing a customer who has dealt with a lesson subject before, but is having problems in dealing with it safely. It involves an assessment of their current knowledge, skill and attitude, and relies heavily on the core competencies to analyse problems then suggest remedial action in order to fix them. The Trained customer may be approaching test standard, but needs help dealing with a subject they have trouble dealing with. The PSTs which may feature a Trained customer are: Approaching junctions to turn right or left Emerging at T-Junctions Dealing with Crossroads Meeting, Crossing, Overtaking, Clearance and Anticipation Pedestrian Crossings and Signals Progress/Hesitancy/Normal road position Reverse Parking

The Full Licence Holder may be a customer who has lived abroad for some time, needs an assessment and some training for a job or is looking for refresher lessons for another reason. The PSTs which may feature a Full Licence Holder are: Dealing with Crossroads Meeting, Crossing, Overtaking, Clearance and Anticipation Pedestrian Crossings and Signals Progress/Hesitancy/Normal road position Reverse Parking Progress/Hesitancy/Normal Road Position Reverse Parking Discussion Points: 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 and prepare for a lesson. The subjects to be worked on will be the same as those on the part 3 exam, but should give you the skills you need to prepare 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: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 30: The Briefing What does a customer need to know?
Research Material: The Driving Instructors Handbook - Chapter 5 Depending on which phase and which PST is involved, your briefing will give your customer the information which they will need to know in order to achieve the objective for the 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 they have about the subject in hand. Start with closed questions to establish Knowledge and Skill, then open questions to assess Attitude. Remember that to teach something new is to move from the Known to the Unknown. Anchor the start of any lesson in the Known. Objective: Now you know about your customer, you can decide on your Objective, remember this 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 the end of the session (timed). How do you feel about that? (agreed - hopefully!). Obviously the level attained (measurable) must be realistic, given the answers you have received on your recap. Main Points & Action Plan: With a Phase 1 customer, this will involve diagrams and references to the highway code in order to describe the safest approach. Run through the skills which will be needed, and how the lesson will flow - with a route (if known), and the level of instruction you intend to use, for example And remember that I will be guiding you through 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 filled before moving off. Gaps in skill should be noted, and will decide the level of instruction, and problems involving attitude must be fixed with encouragement and solid reasoning. Main points for a Phase 2 customer will not take as long as for a Phase 1 customer, in order to get more practise in.

Discussion Points: 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 important points 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 about necessary knowledge, skills and attitude towards each subject. Before each session with your trainer you will be expected to have thoroughly researched the subject in hand. Practice the subject yourself, and think carefully about how you - an advanced and experienced driver - deal with it. Using your notes and the guidelines on timings for the main points of each subject, practice delivering the necessary information in a clear and concise 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), and work up bullet points as cues. Reading from a script is impossible in an interactive situation, but easily followed cues can be picked up during a briefing. Have diagrams ready to be referred to. Remember what I see, I remember. While doing these briefings - consider: MSPSL, POM, and SCALP Control skills The Highway Code - Law and Guidelines Reference points and clearances Refer to: The PST Sheets Driving: The Essential Skills The Highway Code The Driving Instructors Handbook Lesson Presenter Make a start - work on the beginner lessons (units 28 & 29). Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 31: Beginner Controls
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - Parts 3, 4 & 5 Lesson Presenter PST sheet Examiners Part 3 Guidelines It is rare that you will pick your customer up at the ideal place for them to move off for the first ever time, so you will usually drive them to a suitable nursery area. On your part 3 exam this is also usually the case - ask your examiner if they have an area in mind to start off, or if they would like the controls explained while at the test centre. Introductions and Recap: (Timings depend on drive - 5 minutes?) Once you have introduced yourselves, you will need to drive to your nursery area. Try to find out what your customer knows about using the roads from whatever perspective they have had - passenger, pedestrian, cyclist, moped rider - it is surprising what you find out. This is also an ideal time to discover your customers motivations for, and attitude to driving. Hopefully they will express an interest in what you are doing - use your commentary driving skills to talk through what and why you are doing it. This is often an ideal time to introduce MSM and possibly clutch control. Once at the site, remove the key, and ensuring everything is safe, and see them safely into the drivers seat around the back of the car. Now for the fun bit! Objective: (30 Seconds) To know where the main controls of the car are (specific), and with prompting be able to understand their use (measurable and realistic). What do you think if we aim to be ready to move off in around half an hour? (agreed & timed).

Main Points and Practise: (19 minutes?) On the PST sheet (ADI 26/PT/01), the left column includes all of the main points you must cover in your briefing. This is effectively a list of areas where your customer is likely to put faults in - if you leave out anything from this list you are leaving a big hole for your customer to fall into! 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 knows where all of the controls are. Remember that with most of these controls you can actually try using them - get them to choose gears, put indicators on, and remove and apply the handbrake (footbrake pressed of course!). This list does not cover the ancillary controls like the windscreen wipers, lights and demisters - if you feel they might be needed - explain them. If necessary to avoid the car misting up, show your customer how to turn the engine on earlier in order to keep demisters working. At this point on the PST there is a dividing line - this is to show that the moving off aspect may not be necessary to do on the Part 3 examination. If your examiner is role-playing a particularly adept customer, and does not tell you that the first phase is over, continue through to moving off and stopping. Summary: Ask questions of your customer to find out how much of the information they recall, and go into detail if necessary to explain how, why, when and where each of the controls are used. Remember to give feedback (starting with the positives) on how they demonstrate what you have asked them to attempt, and how well they remember information they have been given. Fill out their track record and give a good objective for the next lesson. On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. In real lessons, you will often get further on a lesson. Discussion Points: Involve your customer to find out the known and unknown Notes: Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk. Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 32: Beginner Moving off, making normal stops and use of the mirrors
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - Parts 3, 4 & 5 Lesson Presenter PST sheets Examiners Part 3 Guidelines With a customer who is at this stage, it will usually be on their first lesson, so you will have driven them to the nursery site already. However, you may find customers who have only been taught the controls and cockpit drill by an instructor in their first lesson, or that they have had this all explained to them by a parent. On your part 3 examination, you will be expected to drive your customer to a suitable area, and this is an ideal time for the recap Recap: (Timings depend on drive to area - 5 minutes?) If you are driving them to the area, recap their previous lesson(s?) and find out where the gaps are in their knowledge. Explain the process of moving off and stopping during the drive - using your part 2 commentary driving skills. During the drive, explain your use of the MSM routine, and what you are looking for in all of the mirrors. Explain how what you see will affect how you act in the car. Objective: (30 Seconds) To be able to move away under control, and stop in a safe, convenient and legal place (specific), under full instruction (measurable and realistic). How do you feel about trying to do that maybe a couple of times in the next half an hour? (agreed & timed). Main Points: (9 Minutes?) Ensure that the cockpit drill and safety checks are carried out safely - bearing in mind that this is known information and should be treated as such, independently if possible, or with prompts if you see problems. Then move on to the subject in hand. 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).

Practise: You should allow for a few attempts at moving off and stopping. Remind your customer that you will be guiding them with a full talk through of the process. At this stage, word everything carefully, watch your customer like a hawk, and be aware of what is happening on the road all around you! Use your core competencies to correct any faults, and if possible try to reduce your level of instruction to an appropriate prompted level for any subsequent attempts. Summary: Feedback at this point is hugely important - this may be the first time they have managed to move a car! Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control which you couldnt 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. This is the point where a negative driving instructor will lose a customer - make sure that you leave yours wanting to come back! Fill out their track record. On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. In real lessons, you will often get further on a lesson. Discussion Points: Concentration inside the car, and awareness outside the car. Pacing and judging the correct level of instruction. The use of diagrams. The use of questions during recap, prompting and summary. Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 33: Partly Trained - Reversing.
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - Part 9 Lesson Presenter PST sheets Examiners Part 3 Guidelines Reversing in this instance refers to the reverse around a corner to the left or to the right the examiners try to keep a 50/50 split between left and right. Bear in mind that on all manoeuvres Control and Observations are the most important factors for both yourself and the customer. With a phase 1 (partly trained) customer approaching this subject, listen carefully to the word picture, and you will find that you are expected to train them to do this for the first time. Recap: (1-2 Minutes) At this stage your customer will probably be able to drive to a suitable area for this manoeuvre. Ask them whether they have driven away from where they are before (if you are unsure of the area as may be the case in part 3, ask them whether there are any problem areas or junctions on the way to site). Find out whether they have ever reversed before, and if so in what situation and how it went. Objective: (30 Seconds) To be able to reverse into a side road in a safe, convenient and legal place (specific), under full instruction (measurable and realistic). How do you feel about trying to do that maybe a couple of times in the next half an hour? (agreed & timed). Inform then that you will give them the main points about reversing once you are at a suitable site. Main Points: (5-8 Minutes) In order to test control skills before attempting the manoeuvre ask them to look out of the back window and describe how they would turn the wheel to move the car to the left or the right. Test clutch control skills by a creeping exercise. Co-ordination of controls: Testing creep and steering. Knowledge of brake control while declutched under gravity. Handbrake when paused or if likely to roll in the wrong direction. Difficulty in controlling pedals when turned in the seat. Observations: These should be mainly in the direction of travel, so a changed seating position may be necessary. Blind spots should be covered. Use of windows for safety observations. Appropriate reactions to other road users. Accuracy: Use of reference points and mirrors in order to judge accuracy. Use of diagrams to explain. Point of turn & point to straighten.

Practise: Once explained and agreed - full talk through will be necessary, though due to the slow nature of manoeuvres, pauses with question and answers may be useful to find out how much learning is taking place rather than simple following of instruction. Involve the learner - ask them what they see. Remember that the reference points you may have suggested will be your own - if you are 62 and your customer is 51 these reference points may be dramatically different. Once this manoeuvre has been achieved the first time, give feedback and encouragement, and a short chat about how they found the manoeuvre will help you decide the level of instruction for a second attempt if there is time. Remember, if you feel that they can do something with a question or prompt rather than with guided instruction - let them - always be ready to transfer responsibility. Summary: Feedback at this point is hugely important - this may be the first time they have managed to reverse! Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record. On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. In real lessons, you will often get further on a lesson. Discussion Points: Complete control Dont let anything surprise you - observations Clear instructions Use of pauses to allow brains (yours and theirs!) to function Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 34: Partly Trained - The Turn in the Road
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - Part 9 Lesson Presenter PST sheets Examiners Part 3 Guidelines The Turn in the Road is no longer referred to as the 3 point turn - but should be manageable in 3. Bear in mind that on all manoeuvres Control and Observations are the most important factors for both yourself and the customer. With a phase 1 (partly trained) customer approaching this subject, listen carefully to the word picture, and you will find that you are expected to train them to do this for the first time. Recap: (1-2 Minutes) At this stage your customer will probably be able to drive to a suitable area for this manoeuvre. Ask them whether they have driven away from where they are before (if you are unsure of the area as may be the case in part 3, ask them whether there are any problem areas or junctions on the way to site). Find out whether they have ever reversed before, and if so in what situation and how it went. Objective: (30 Seconds) To be able to perform a turn in the road in a safe, convenient and legal place (specific), under full instruction (measurable and realistic). How do you feel about trying to do that maybe a couple of times in the next half an hour? (agreed & timed). Main Points: (5-8 Minutes) In order to test control skills before attempting the manoeuvre ask them to look out of the back window and describe how they would turn the wheel to move the car to the left or the right. Test clutch control skills by a creeping exercise. Co-ordination of controls: Testing creep and steering. Knowledge of brake control while declutched under gravity. Handbrake when paused or if likely to roll in the wrong direction. Kerbs and Cambers. Difficulty in controlling pedals when turned in the 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 up and down the road will be necessary due to its obstructive nature. Blind spots should be covered. Use of windows for safety observations. Appropriate reactions to other road users. Accuracy: Use of reference points and mirrors in order to judge accuracy. Use of diagrams to explain. Straightening wheels at the end of each section.

Practise: Once explained and agreed - full talk through will be necessary, though due to the slow nature of manoeuvres, pauses with question and answers may be useful to find out how much learning is taking place rather than simple following of instruction. Involve the learner - ask them what they see. Remember that the reference points you may have suggested will be your own - if you are 62 and your customer is 51 these reference points may be dramatically different. Once this manoeuvre has been achieved the first time, give feedback and encouragement, and a short chat about how they found the manoeuvre will help you decide the level of instruction for a second attempt if there is time. Remember, if you feel that they can do something with a question or prompt rather than with guided instruction - let them - always be ready to transfer responsibility. Summary: Feedback at this point is hugely important - this will probably be the first time they have managed to turn the car around! Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record. On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. Discussion Points: Complete Control Don't let anything surprise you Observations Clear Instructions Use of pauses to allow brains (yours and theirs!) to function Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 35: Partly Trained - Mirrors and the Emergency Stop.
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - Part 4 and Pages 73 & 74, 254-257 Lesson Presenter PST sheets Examiners Part 3 Guidelines This is a 2 in 1 lesson. The emergency stop will need to be dealt with at an appropriate place, on the journey there mirrors should be dealt with. Recap: (1-2 Minutes) At this stage your customer will be able to drive to a suitable area for the emergency stop. Ask them whether they have driven away from where they are before (if you are unsure of the area as may be the case in part 3, ask them whether there are any problem areas or junctions on the way to site). Ask questions re: 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 them appropriately and independently (measurable and realistic). How do you feel about trying to do that over the next short drive? (agreed & timed). Practise: (5 Minutes? - drive to site for Emergency Stop) At first allow the customer to be quite independent, picking up immediately with the Core Competencies when faults are noted, from here judge the level of instruction necessary to keep all further instruction positive where possible. Recap: (for the Emergency Stop 1-2 Minutes) Once at the site for the emergency stop, look carefully at the road ahead of you, and decide on your plan of action for the Emergency stop itself. While doing this, question your customer for knowledge of the emergency stop - if they have needed to perform it, or been a passenger during one. Question about braking systems and skids. Objective: (30 Seconds) To be able to stop the car as if in an emergency while guided with a full talk through (specific, measurable and realistic). How do you feel about being able to do that a couple of times over the next 10 minutes? (agreed and timed)

Main Points: (5-8 Minutes) After a quick chat about how to avoid an emergency stop, explain how you will talk through the procedure itself. When explaining how to perform the Stop itself, explain: Quick reactions: unlike under other braking conditions, mirrors are not necessary, and why. Use of Footbrake/Clutch: Use of footbrake and clutch in an ABS car. Explain how to do this in a non-ABS car. Practise a dry run with the pedals before moving. Skidding: Avoidance, cadence braking, dealing with skids. Practise: Once explained and agreed - full talk through will be necessary, and you will need to be ready for strange reactions - this is something which tends to cause an adrenaline rush. Be aware of hands leaving the wheel, feet coming off brakes inappropriately and the like. Be absolutely certain that it is safe to perform the manoeuvre. Once performed, move to the side of the road and discuss how it went. Hopefully there will be time for a second attempt before the end of the lesson. Summary: Feedback at this point is hugely important - carefully question your customer for their knowledge and attitude, this isnt something that can be practised all the time, so you need to know how much they have taken on. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record. On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. Discussion Points: Mirrors common faults in knowledge, skill and attitude Emergency Stop the script Emergency Stop ABS confusion Emergency Stop common faults the 'unrealistic situation' Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 36: Partly Trained/Trained - Approach Junctions to turn right or left.
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - Part 8 Lesson Presenter PST sheets Examiners Part 3 Guidelines Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude to the subject. Be aware that this subject should not need to include emerging from side roads/at T-junctions. On phase 1 be on the move after 10 minutes, on phase 2, 5 minutes. Recap: Phase 1: (1-2 minutes) Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about junctions. Keep an eye on their cockpit drill and safety checks. Phase 2: (3-5 minutes) Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to approaching junctions. With a phase 2 customer you will need to be prepared to deal with busier junctions paying particular attention to turning right across traffic. Use the main points from the phase 1 briefing as a starting point for your questions. Objective: (30 seconds) Phase 1: To understand how to turn left and right at junctions, and to be able to perform these turns under guidance (specific, measurable and realistic). How do you feel about completing a few turns safely over the next 15 minutes? (agreed and timed) Phase 2: To enable independent turning at junctions (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed). Main Points: (5-8 Minutes - Phase 1 only) Phase 1: Remember this is the first time they will have attempted this properly, so cover everything necessary. 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. Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

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 be ready for strange reactions - crossing traffic for the first time can be stressful, and inertia often makes early learners want to continue when they shouldnt. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided). Phase 2: Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver. Summary: Feedback at this point is hugely important - carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record. On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.
Discussion Points: The differences in Phase 1 and Phase 2 customers Potential hazards and the dangers in both phases Watching your customer like a hawk Enforcing the MSM/PSL routine as firmly as possible Notes:
Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 37: Partly Trained/Trained - Emerging at T-Junctions.
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - Part 8 Lesson Presenter PST sheets Examiners Part 3 Guidelines Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude to the subject. Be aware that although the route will necessarily include left and right turns off major roads, this is not the focus of the lesson. On phase 1 be on the move after 10 minutes, on phase 2, 5 minutes. Recap: Phase 1: (1-2 minutes) Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about emerging. Keep an eye on their cockpit drill and safety checks. Phase 2: (3-5 minutes) Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to emerging. With a phase 2 customer you will need to be prepared to deal with busier junctions paying particular attention to closed junctions and emerging right and left into heavier traffic. Use the main points from the phase 1 briefing as a starting point for your questions. Objective: (30 seconds) Phase 1: To understand how to emerge from minor roads, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about being able to emerge safely from some junctions over the next 15 minutes? (agreed and timed) Phase 2: To enable independent emerging (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed). Main Points: (5-8 Minutes) Phase 1: Remember this is the first time they will have attempted this properly, so cover everything necessary. Mirror-signal-manoeuvre: Good use of the routine, including choice of gear and when 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. Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Coasting: Drive into the new road, dont roll, it is a decision to go, not a hope that when 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 be ready for strange reactions - emerging for the first time can be 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 at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided). Phase 2: Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver. Summary: Feedback at this point is hugely important - carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record. On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise. Discussion Points: The differences in Phase 1 and Phase 2 customers Potential hazards and dangers in both Watching your customer like a hawk Enforcing the MSM/PSL Routine Avoiding the tuition car being rear ended Notes: Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk. Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 38: Partly Trained/Trained - Dealing with Crossroads.
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - Part 8 Lesson Presenter PST sheets Examiners Part 3 Guidelines Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude. Be aware that there may be a necessity to deal with roundabouts during the crossroads lesson. If you are unsure of the route you are likely to take, ask your customer whether there are any roundabouts on route. On phase 1 aim to be on the move within 10 minutes, on phase 2, 5 minutes Recap: Phase 1: (1-2 minutes) Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about crossroads and priorities Remember that they will know a lot from lessons on turning and emerging. Keep an eye on their cockpit drill and safety checks. Phase 2: (3-5 minutes) Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to crossroads. With a phase 2 customer you will need to be prepared to deal with busier junctions paying particular attention to light controlled junctions and turning right across heavier traffic. Use the main points from the phase 1 briefing as a starting point for your questions. Objective: (30 Seconds) Phase 1: To understand how to deal with crossroads, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about dealing with some crossroads safely over the next 15 minutes? (agreed and timed) Phase 2: To deal with crossroads independently (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes) Phase 1: Remember this is the first time they will have attempted this properly, so cover everything necessary. Mirror-signal-manoeuvre: Thorough and early use with reference to emerging and turning. Speed: Assessment of the junction (turn or emerge, open or closed) and how this should 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 offsideoffside. Practise: Phase 1: Once explained and agreed - full talk through will be necessary, and you will need to be ready for strange reactions - being stuck in the middle of a crossroads in heavy traffic can be stressful, and inertia often makes early learners want to continue when they shouldnt. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided). Phase 2: Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary: Feedback at this point is hugely important - carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record. On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise. Discussion Points: The differences in Phase 1 and Phase 2 customers Potential hazards and dangers in both Watching your customer like a hawk Enforcing the MSM/PSL routine as firmly as possible Ideal positioning when turning right at crossroads hold back Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 39: Partly Trained/Trained - Meet, cross and overtake other traffic allowing adequate clearance for other road users and anticipation.
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - Parts 7 & 10 Lesson Presenter PST sheets Examiners Part 3 Guidelines Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude. This is a huge subject, and as such should never be taught all in one go - break it down sensibly into anticipation (necessary for all) and only 2 of the other subjects. If this is part of your part 3 examination, listen to the word picture carefully, as they will only mention 2 subjects plus anticipation - KNOW WHICH 2 YOU ARE EXPECTED TO TEACH! On phase 1 aim to be on the move within 10 minutes, on phase 2, 5 minutes Recap: Phase 1: (1-2 minutes) Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about the subjects. Remember that they will know a lot from previous lessons which can be used. Keep an eye on their cockpit drill and safety checks and their initial driving ability. Phase 2: (3-5 minutes) Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to the subject. With a phase 2 customer you will need to be prepared to deal with busier situations and faster roads. Use the main points from the phase 1 briefing as a starting point for your questions. Objective: (30 Seconds) Phase 1: To understand how to deal with the subjects, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about dealing with some the subjects safely over the next 15 minutes? (agreed and timed) Phase 2: To deal with the subjects independently (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed). Main Points: (5-8 Minutes) Phase 1: Whichever subjects you are teaching, the following will need to be covered - gear your tuition to the subjects in hand. Mirror-signal-manoeuvre: Thorough and sensible use of the routine. Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

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 passing cyclists - 2 metres if at all possible. Following distances - 2 second rule, and adaptations 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 be ready for strange reactions - meeting an oncoming taxi or van in a small gap can be stressful, and inertia often makes early learners want to continue when they shouldnt. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided). Phase 2: Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver. Summary: Feedback at this point is hugely important - carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record. On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points: Listening to the word picture carefully Encouraging early use of the LADA MSM/PSL routines Willingness to hold back priority cannot be taken, only given Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 40: Partly Trained/Trained - Pedestrian crossings and signals.
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills - All, inc. Pages 129-132 Lesson Presenter PST sheets Examiners Part 3 Guidelines Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude. This is another 2 in 1 subject, but this time they can be sensibly combined. Usually by this stage, even with a phase 1 customer, their general driving will be pretty competent, so concentrate on the subject in hand. On Phase 1 aim to be on the move within 10 minutes, on Phase 2, 5 minutes Recap: Phase 1: (1-2 minutes) Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about signalling and pedestrian crossings. Remember that they will know a lot from previous lessons which can be used. Keep an eye on their cockpit drill and safety checks and their initial driving ability. Phase 2: (3-5 minutes) Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to the subject. With a phase 2 customer you will need to be prepared to deal with busier situations and faster roads. Use the main points from the phase 1 briefing as a starting point for your questions. Objective: (30 Seconds) Phase 1: To understand how to deal with signalling a pedestrian crossings, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about dealing with some different crossings and some signalling decisions safely over the next 15 minutes? (agreed and timed) Phase 2: To deal with the signalling and pedestrian crossings independently (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes) Phase 1: Use the knowledge of signalling which they already have from their training, and their knowledge of crossings as a pedestrian. Mirror-signal-manoeuvre: Signalling as early as possible, covering the possibility of confusion. 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 be worth encouraging the use of the slowing signal (only when safe) on the approach to 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 be ready for strange reactions - once a crossing has been recognised it needs to be assessed, and signalling can be very confusing to get a grip on. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided). Phase 2: Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver. Summary: Feedback at this point is hugely important - carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise. Discussion Points: Common mistakes with signalling Common mistakes with pedestrian crossings Avoiding dangerous situations Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 41: Trained/Full Licence Holder - Progress, Hesitancy and Normal Road Position.
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills Lesson Presenter The PST Sheets Examiners Part 3 Guidelines This is another subject which will only be done on part 3 with a phase 2 subject - someone who has been driving for a while, and is either in need of driver development, or is approaching their test. Think through all of the common problems you see with other road users 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 an extended test due to disqualification) or having refresher lessons after a break from driving or after driving under different conditions for some time. Listen to your customers description of what they feel their problem is (or in the case of someone approaching their test, what their driving instructor has previously told them). From here start to work out a way 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 preparation to go, the walk across rule, and control skills as necessary. Normal position too wide from the left - find out knowledge here, and question to understand 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 with more confidence (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed). Practise: Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Bear in mind that the main points in this area often contradict each other - once you have solved 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 optimum speed and position for every point during a journey, and ask them to question whether they feel they are attaining it. Once something is being done correctly, attempt to transfer responsibility to an independent driver. Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Summary: Feedback at this point is hugely important - carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points 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 in order to summarise. Discussion Points: Progress problems get there, but do it safely flexibility Hazard awareness & over awareness Positioning for yourself and others Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 42: Trained/Full Licence Holder - Reverse Parking.
Research Material: The Driving Instructors Handbook - Chapter 5 Driving: The Essential Skills Lesson Presenter The PST Sheets Examiners Part 3 Guidelines This is another subject which will only be done on part 3 with a phase 2 subject - someone who has been driving for a while, and is either in need of driver development, or is approaching their test. Think through all of the common problems you see with other road users with regards to reverse parking either on the road or into a car park bay, and try to imagine where the problems and solutions lie. Timings will depend on whether this is a new subject to the customer. Recap: (1-2 minutes) This is a slightly odd PST for the part 3, as it will only ever be covered on the 2nd phase with a trained driver or full licence holder, but it may well be the first time the person has ever attempted to reverse park. Be aware of this possibility and question for knowledge, skills and attitude as always. Objective: (30 Seconds) To be able to reverse park, safely and as independently as possible (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed). Main Points: (3-5 Minutes) If a customer has attempted to reverse park before, it will be worth asking them to talk through how they do it - and use this as a basis (remember to always teach from the known to the unknown). Briefing - with relevant diagrams. POM, SCALP, control and observations. Co-ordination of controls - with some static practice at clutch control. Observations - question about possible problems to discover knowledge and awareness, specifically including how they should react in common situations. Accuracy - outline the aim, and discuss how best to achieve it. Practise: This subject will often require guided instruction at first (though listen for any indication to the contrary). Pitch your instruction carefully, and while you are aiming for this to work first time, you want to avoid over instructing and taking the responsibility away from your customer. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary: Feedback at this point is hugely important - carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldnt 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 your customer ownership of what they have done by asking them where their weak and strong points 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 in order to summarise. Discussion Points: Bay or Parallel Skill problems control, or spatial awareness? Awareness of, and dealing with other road users Notes: Covered:
Driving Instructor Training Course: Section 3 Exam Preparation. Unit 45: The Part 3 Examination - Mock & PST Sheets.
These Pre-set Test sheets have been taken from the official part 3 examination sheets, and show everything in the same order and combinations. You will recognise the layout from the individual subject sheets included after each subject we have covered. We have re-set them to make printing and use easier during your training. When your examiner comes out at the test centre and asks you to sign the declaration for your part 3 - this will be the PST which you will required to do - so its always worth having a look at the sheet itself. Through your training we have avoided teaching simply to the PSTs, because this can lead to a very narrow view of the part 3 exam, and the job itself. Hopefully you will start to really get to grips with what you know, and the skills you have developed, and you will now be able to apply this to your preparation for the part 3 exam. Look carefully through each sheet, and try to fulfil every requirement - you know what your examiner is looking for - give it to them. There is often a myth in driving instructor circles that the part 3 is completely different to a real lesson - dont be taken in by this. Yes, the part 3 feels slightly false, and it is an engineered situation, but if you treat the examiner as your customer, and give good value for money (imagining they have paid you sometimes helps!) you are half way there. The PST sheet is simply a way of evaluating whether you are capable of giving value for money. Dont change what you do on the day - your training will have covered about 90% of eventualities, and should be the basis for what you do. The other 10% will rely on your interaction with your customer, and how well you help your customer overcome their difficulties. As the instructor you must keep control of the lesson, and if things feel wrong to you, you need to keep on top of them. Be flexible - your customer will give you the answer to why they are doing things wrong - but it is up to you, your flexibility and ingenuity to draw it out and make them understand what is happening, why it is happening and how to fix it. Keep researching, reading, thinking, planning and observing - there is no such thing as too much planning!

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Driving Instructor Training Course: Section 3 Exam Preparation.

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

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Driving Instructor Training Course: Section 3 Exam Preparation.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

Copyright 2007 www.beyonddriving.co.uk info@beyonddriving.co.uk.

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