Standards Check Practice

Overview

This 60-minute preparation session gives one trainee ADI a realistic mock DVSA Standards Check, followed by examiner-style feedback and an action plan. The trainee practises lesson planning, risk management, client-centred teaching, adaptation and reflective communication; details should be checked against current official DVSA guidance before assessment.

Learning intentions

Students will:

• plan and deliver a safe, client-centred driving lesson with a clear, agreed goal;
• identify and manage risk while maintaining appropriate responsibility for the vehicle and learner;
• use questioning, coaching, feedback and adaptation to support learning;
• evaluate their teaching using the three assessed areas and identify precise next steps.

Success criteria

I can:

• agree a realistic learning goal and adapt the lesson to the learner’s needs;
• use commentary, questions and timely intervention without taking unnecessary control;
• maintain effective risk management throughout the drive;
• explain what went well, what needs improvement and how I will practise it.

Curriculum links

• Religious education good practice: critical enquiry, creative problem-solving and communication in adult life and employment.
• English — key stage 4 writing: making notes and drafting from information provided by others.
• English — key stage 4 writing: selecting vocabulary, grammar and structure for audience, purpose and context.
• English — key stage 3 reading and writing: refining drafting skills and developing resilience to write at length.

Lesson structure (60 minutes)

1. 0–5 min · Briefing and standards reminder. Teacher opens the Standards Check opening slides and explains that this is preparation guidance, not an official assessment; student identifies the three assessed areas and the expected Grade A, Grade B and fail bands.

2. 5–10 min · Scenario and goal setting. Teacher gives the student the candidate planning and scoring worksheet and presents the scenario: “Sam is a competent but anxious learner preparing for a test. They can move off and stop safely but repeatedly hesitate at busy junctions, miss some mirror checks and become overloaded by too much verbal instruction.” Student conducts a client-centred briefing, asks diagnostic questions, agrees one measurable goal and plans adaptations.

3. 10–55 min · 45-minute mock Standards Check. Teacher acts as Sam and observes silently unless safety requires intervention. Student delivers the lesson in a stationary vehicle, simulator or safe practical setting, using the mock-session sequence slides only as a private prompt before beginning. The student should:

• confirm the goal, route or practice area, roles and safety expectations;
• establish what Sam already knows and invite self-assessment;
• demonstrate or explain one strategy for approaching junctions, then coach Sam to practise it;
• use concise questions such as “What are you checking now?” and “What would make this approach safer?”;
• vary support: prompt, allow processing time, give feedback, then reduce help when performance improves;
• monitor mirrors, speed, observation, positioning, planning and response to developing hazards;
• intervene clearly and early when necessary, explaining the safety reason afterwards;
• review progress during the drive and adapt the task if Sam is overloaded or under-challenged;
• finish with learner reflection: what changed, what remains difficult and what practice will follow.

Examiner notes should focus on whether the plan is appropriate, whether risk is controlled and whether teaching produces learning—not on delivering a fixed script.

4. 55–58 min · Examiner-style debrief. Teacher completes the scoring section of the candidate planning and scoring worksheet, giving one evidence-based comment for each assessed area. Student first identifies strengths and missed opportunities, then compares their reflection with the teacher’s notes.

5. 58–60 min · Action plan and exit check. Student completes the final action-plan box on the candidate planning and scoring worksheet and states one change for the next practice drive, one safety behaviour to retain and one piece of evidence that will show improvement.

Resources

• the Standards Check preparation deck
• the candidate planning and scoring worksheet
• Safe stationary vehicle, simulator or suitable practical training environment
• Stopwatch or visible timer
• Pen and clipboard
• Current DVSA guidance for verification before delivery

Assessment

• During briefing, check that the student identifies learner needs, agrees a measurable goal and plans suitable adaptations.
• During the mock, record specific evidence under lesson planning, risk management and teaching/learning strategies; note any serious or dangerous fault separately.
• Use the following mock scoring framework and record feedback on the worksheet:

Mock examiner scoring sheet: 0–51 points

• Lesson planning: /17 — identifies the learner’s goals and current ability; agrees a suitable, measurable lesson goal; structures progression logically; selects appropriate activities; reviews and adapts the plan.
• Risk management: /17 — identifies predictable hazards; gives clear safety information; maintains appropriate responsibility; intervenes promptly and proportionately; checks that the learner understands and responds safely.
• Teaching and learning strategies: /17 — uses client-centred questioning; encourages learner responsibility; gives clear explanations and demonstrations; provides timely, balanced feedback; adapts communication and challenge; promotes learner reflection.

Total: /51

• Grade A: 43–51 — consistently client-centred, safe, planned and adaptive; teaching leads to clear learner progress.
• Grade B: 31–42 — generally safe and effective, but with identifiable weaknesses in planning, risk control, adaptation or learning impact.
• Fail: 0–30 — insufficient effectiveness, safety, learner-centred practice or evidence of learning.
• A serious or dangerous fault may make the performance unacceptable regardless of the numerical total. Treat a dangerous fault as immediate, actual danger requiring prompt intervention; treat a serious fault as a significant safety or instructional failure with potential to create danger. Record the event, trainee response and consequence, and verify current DVSA definitions and scoring rules before use.

Feedback space: Strengths: ______________________________ Evidence of learner progress: ______________________________ Risk concern or fault: ______________________________ Priority improvement: ______________________________ Next practice date/evidence: ______________________________

Differentiation

• Provide the student with the scenario in writing, a planning model and sentence starters such as “My goal is…”, “How did that feel?” and “Next time, try…”.
• Allow brief planning pauses and use the simulator or stationary vehicle if practical driving is not appropriate; keep safety control with the trainer.
• For EAL or SEND needs, use plain language, one instruction at a time, visual route cues and additional processing time.
• Extend the challenge by requiring the student to justify each adaptation and explain how learner evidence supports the final action plan.