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Lesson Planning

The purpose of all driver training is to assess and develop the learner’s skill, knowledge and understanding of the contents of the National Standard for Driver and Rider Training (NSDRT). Taking a client-centred & coaching approach is the best way to help the client take responsibility for their learning and development. We have some great courses that will help you develop your lesson planning, if you need help and guidance, we have a rasp of great trainers delivering great courses for you at PDIADI.COM

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

Usually, this process will take place at the beginning of a lesson. However, where you and the pupil have been working together for some time before the Part 3 Standards Check, you may already have a good understanding of the pupil’s learning goals.

If you have not worked with the pupil before you should undertake a demonstration/assessment drive. This will give you a good idea of the pupil’s level of competence and provide a basis for a discussion of the pupil’s needs.

It is also important to remember that a better understanding of the pupil’s needs may emerge as the lesson progresses. It follows that this may change as the lesson progresses and the client’s performance improves. If the client is not improving then, you will need to adapt the lesson. This though is often a reflection of bad planning, and the goal was not suitable. I have talked about the need to use bite-size chunks in my previous articles.

As the examiner observes the lesson, they will be looking for indications that you have planned this lesson, and that it is meeting the client’s learning goals and needs. They would be looking for some of the elements listed below:


  • You are encouraging the pupil to say what they want from the lesson.
  • You are asking questions to ensure understanding.
  • You are checking understanding as the lesson progresses.
  • You are listening to what the pupil is saying.
  • You are taking note of body language.


If you encourage the pupil to say what they want, it becomes easier to work out what you need to deliver. Asking questions to check understanding at the beginning and as the lesson progresses, will help the examiner identify that learning is taking place. Actively listen to what they are saying and pick up on body language. You will score higher.

 If, on the other hand, you do all the listening bits but fail to spot the learner getting very tense and nervous in a particular situation you would find it difficult to score 3.  You would have demonstrated your understanding of the need to listen etc. but have not yet developed your ability to spot nonverbal clues.

Indications of a lack of competence could include:


  • You are making assumptions about understanding or experience.
  • You are failing to note negative or concerned comments or body language that shows discomfort.
  • You are undermining the pupil’s confidence by continually asking questions clearly beyond the pupil’s knowledge or understanding.
  • You are pushing the pupil to address issues that they are not happy to talk about, unless there is a clear need, such as an identified risk or a safety critical issue.


If you require help and support to deliver great lessons then please get in touch with us at PDIADI.COM.


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