Title: Driving Skills Insight
Current Content:

Overview

A 45-minute one-to-one session focused on assessing and developing a new driver’s competencies in line with the DVSA ADI Standards Check and the National Standard for Driver and Rider Training. Designed for an approved driving instructor (ADI) working with a learner driver, this lesson plan emphasises learner-centred goal identification, structured lesson planning, safety relevance, adaptive instruction, and comprehensive risk management. The session integrates the four core lesson planning competencies—Goal Identification, Lesson Structure, Safety/Relevance, and Adaptation—alongside detailed Risk Management competencies: Shared Responsibility, Safety Awareness, Proactive Teaching, Controlled Interventions, and Safety Compliance. Eight key Teaching and Learning Strategies are embedded throughout: Teaching Style, Effective Communication, Active Learning, Clarity, Constructive Feedback, Student Inquiry, Professionalism, and Reflection. The lesson uses a 0-10 scaling system for evidence, development, support, success, and practice to target a perfect professional standard score (51/51).

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Learning Objectives

• Goal Identification: Collaboratively identify and articulate learner’s driving goals using SMART criteria, ensuring clarity and relevance.
• Lesson Structure: Demonstrate a clear, logical lesson progression aligned with learner goals and safety priorities.
• Safety/Relevance: Integrate safety considerations explicitly into lesson content, route planning, and teaching points.
• Adaptation: Adjust instruction responsively to learner needs, confidence, and performance throughout the session.
• Risk Management Competencies:
  • Shared Responsibility: Engage learner actively in safety decisions and goal setting.
  • Safety Awareness: Promote learner understanding of hazards and safe driving practices.
  • Proactive Teaching: Anticipate risks and prepare learner accordingly.
  • Controlled Interventions: Use measured, calm instructor interventions to maintain safety without undermining learner autonomy.
  • Safety Compliance: Reinforce adherence to legal and safety standards continuously.
• Teaching and Learning Strategies:
  • Employ an adaptive Teaching Style suited to learner needs.
  • Use Effective Communication techniques including clear explanations and active listening.
  • Encourage Active Learning through questioning and practical application.
  • Maintain Clarity in instructions and feedback.
  • Provide Constructive Feedback that balances positive reinforcement with developmental guidance.
  • Foster Student Inquiry by prompting reflective and critical thinking.
  • Model Professionalism in conduct and delivery.
  • Support Reflection to consolidate learning and plan next steps.
• Measurement: Use a 0-10 scaling system to assess evidence, development, support level of instruction, success, and practice in each competency area.

Aligned with:

• DVSA National Standard for Driver and Rider Training (NSDRT)
• National Curriculum: PSHE (Personal, Social, Health and Economic Education) – Road safety, responsibility, and decision-making
• Department for Transport road safety objectives

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Resources Needed

• Dual controls car
• Driving route pre-assessed for safety and aligned with learner goals
• Clipboards with learner goal sheets (SMART Goal template)
• Risk identification checklist
• Observation and reflection notes template
• Scoring sheets (0-10 scale for competencies: evidence, development, support, success, practice)
• Quick reference visual aids on road signs, hazards, and safe stopping distances

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Lesson Structure

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Chunk 1: 0 – 10 mins | Learner Needs and Goal Identification

Aim: Establish rapport, assess learner baseline, and collaboratively set SMART learning goals incorporating shared responsibility and safety awareness.

• Welcome & introduction: Clearly explain lesson purpose, structure, and roles emphasizing learner-centred training and safety-first mindset.
• Elicit learner goals: Use open questioning to explore driving experience, concerns, and aspirations, encouraging learner inquiry and reflection.
• Apply SMART goal setting: Guide learner to formulate 1-2 specific, measurable, achievable, relevant, and timely driving objectives, ensuring clarity and relevance.
• Initial skill self-assessment: Support learner to rate confidence and understanding on a 0-10 scale, fostering active learning and reflection.
• Identify perceived risks: Discuss learner’s safety concerns to promote safety awareness and shared responsibility.
• Teacher records baseline evidence: Document learner responses with supporting examples and initial competence scores (0-10) across goal identification, safety awareness, and communication.

Risk Management:

• Shared Responsibility: Involve learner actively in goal setting and risk identification.
• Safety Awareness: Highlight learner’s safety concerns as focus areas.

Teaching & Learning:

• Adaptive Teaching Style to build rapport.
• Effective Communication through active listening and open questioning.
• Clear explanation of SMART framework (Clarity).
• Encourage Student Inquiry and reflection.
• Maintain Professionalism in engagement.

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Chunk 2: 10 – 20 mins | Lesson Structure & Safety Relevance

Aim: Present a structured lesson plan that aligns with learner goals and emphasises safety relevance and proactive risk management.

• Review and confirm agreed SMART goals, linking them explicitly to lesson activities and safety priorities.
• Describe and justify the chosen driving route, highlighting key safety points such as hazard zones, speed limits, and environmental factors.
• Model proactive teaching by demonstrating planning and risk anticipation prior to driving.
• Establish agreed safety signals and controlled intervention methods (e.g., hand signals, pause in driving) to ensure learner confidence and safety compliance.
• Begin driving with focus on gentle starts, observations, and hazard spotting, scaffolding learning progressively.

Risk Management:

• Proactive Teaching: Prepare learner with anticipatory safety briefings.
• Controlled Interventions: Agree intervention protocols to maintain safety with minimal disruption.
• Safety Compliance: Reinforce legal and safety standards before and during driving.

Teaching & Learning:

• Maintain Clarity in communicating lesson structure and safety relevance.
• Scaffold learning to gradually introduce risk elements.
• Use clear, calm Effective Communication to set expectations.
• Model Professionalism in safety emphasis.

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Chunk 3: 20 – 30 mins | Adaptive Driving Practice & Risk Management

Aim: Facilitate adaptive practice of key driving skills with ongoing risk management, constructive feedback, and learner reflection.

• Focus practice on learner-identified goals (e.g., safe turning, speed control, hazard perception), adapting pace and complexity to learner’s responses.
• Instructor observes attentively, intervening only when necessary with calm, controlled corrections to maintain safety and learner autonomy.
• Use questioning techniques to encourage learner reflection and inquiry (“What do you see?”, “What would you do if…?”).
• Record learner’s responses and rate competencies (evidence, development, support, success, practice; each 0-10) in real time.
• Adjust instruction dynamically to learner confidence and performance, ensuring progress and safety compliance.

Risk Management:

• Continuous reinforcement of Safety Compliance and hazard awareness.
• Proactive Teaching: Anticipate and mitigate emerging risks during driving.
• Promote Shared Responsibility by involving learner in decision-making.
• Apply Controlled Interventions judiciously to maintain safety without undermining learner confidence.

Teaching & Learning:

• Encourage Active Learning through immediate application and inquiry.
• Deliver Constructive Feedback balancing positive reinforcement with developmental guidance.
• Foster Student Inquiry and reflection during practice.
• Maintain Professionalism in tone and approach.

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Chunk 4: 30 – 40 mins | Reflection, Reinforcement, and Practice Checks

Aim: Consolidate learning through structured reflection, reinforce progress, adapt goals, and plan ongoing development with a focus on safety and learner responsibility.

• Cease driving; engage learner in a structured reflection conversation using guided questions to promote insight and self-assessment.
• Support learner to self-assess progress against SMART goals using the 0-10 scaling system, encouraging honest reflection and ownership.
• Provide balanced, professional feedback referencing earlier assessments and observed evidence.
• Collaboratively adjust SMART goals as needed to ensure they remain realistic, relevant, and motivating.
• Discuss learner’s responsibilities for safe driving beyond lessons, reinforcing safety awareness and compliance.
• Outline next steps and practice expectations between sessions to sustain progress and safety focus.

Risk Management:

• Emphasise Shared Responsibility for safety outside formal instruction.
• Reinforce ongoing Safety Awareness and compliance.

Teaching & Learning:

• Deliver feedback with Professionalism and clarity.
• Engage learner in reflective practice to deepen learning.
• Clearly signpost progress and next steps to maintain motivation and safety focus.

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Final 5 mins | Summary & Close

• Recap major lesson points, celebrating achieved progress and reinforcing learner confidence.
• Confirm learner’s confidence level post-lesson on a 0-10 scale, noting any concerns for future focus.
• Thank learner and confirm next meeting plan, reinforcing professionalism and learner-centred approach.

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Assessment and Monitoring

Competency Area	Description	Evidence (0-10)	Development (0-10)	Support (0-10)	Success (0-10)	Practice (0-10)
Goal Identification	Clarity, relevance, and learner engagement in SMART goals