T-Junctions: Safer Decisions

Overview

A 45-minute, one-to-one client-centred practice session for a learner driver, delivered as DVSA ADI Standards Check training. The pupil and instructor agree a goal for approaching and emerging from T-junctions safely, building from a brief recap and needs analysis towards independent driving and a pupil-led action plan.

Learning intentions

Students will:

• agree and work towards a specific goal for approaching and emerging at T-junctions;
• identify hazards, assess risk and choose safe responses;
• use effective observation, speed, positioning and decision-making;
• reflect on performance and take shared responsibility for safer driving.

Success criteria

I can:

• approach a T-junction at a safe, controlled speed and position;
• make effective observations before and while emerging;
• explain the risks, faults and solutions I identify;
• recognise when I need support and state my next practice step.

Curriculum links

• Personal safety: identifying risk and managing safety in increasingly independent situations, including roads and unfamiliar settings.
• English – key stage 4 writing: selecting, organising and using information, details and evidence effectively.
• English – key stage 4 writing: adapting language and structure to explain, instruct, respond to information and argue.
• English – key stage 4 writing: making notes and drafting from information provided by others.

Lesson structure (45 minutes)

1. 0–5 min · Welcome, safety and agreed goal. Teacher confirms the vehicle is road legal and safe for the session: tyres and visible damage, lights, mirrors, seatbelts, doors, fuel or battery level, windscreen visibility and appropriate footwear; confirms insurance, supervision arrangements and a suitable route. Teacher asks, “What would you like to feel more confident doing at T-junctions today?” and agrees a measurable goal, recorded on the T-junction practice and reflection sheet. Student completes the checks, identifies confidence level and helps choose the goal and route.

2. 5–10 min · Recap and client-led needs analysis. Teacher uses the opening, recap and risk-question slides and asks prompts rather than giving a long explanation: “Talk me through your usual approach”; “Where might your safety margin reduce?”; “What would make you wait?” Student recalls the routine—planning, mirrors, speed, position, observation, decision and control—then identifies a previous difficulty, likely risk and preferred learning strategy. Teacher agrees how and when feedback or intervention will be given.

3. 10–15 min · Risk assessment and responsibility agreement. At a safe stationary location, teacher asks the student to identify visibility, pedestrians, cyclists, parked vehicles, road camber, traffic speed and possible escape space. Ask, “What is the worst credible outcome?” and “What can you do early to prevent it?” Agree intervention triggers: instructor will act or give a clear instruction if there is an immediate danger, the pupil is unlikely to stop safely, or another road user is put at risk; otherwise the pupil will be allowed time to think. Student records hazards, controls and the shared-responsibility agreement on the T-junction practice and reflection sheet.

4. 15–23 min · Guided practice with questioning. Teacher gives a clear destination and uses graded prompts: “What can you see?” “What speed gives you time?” “Which mirror matters now?” “What would you do if the view is restricted?” Feedback is brief, timely and linked to the pupil’s goal. If needed, teacher demonstrates one approach only when safely parked, verbalising observations and decision points, then asks the pupil to explain what was noticed. Student approaches several T-junctions, identifies developing hazards, adjusts speed and position, and explains decisions. Teacher notes evidence for lesson planning, risk management and teaching-and-learning strategies.

5. 23–33 min · Independent practice and pupil-led fault finding. Teacher reduces prompts and sets a short route containing varied T-junctions, including restricted and clearer views where safe. After each junction ask, “What went well?” “Was there a fault or emerging risk?” “What is your solution next time?” Student independently plans, approaches and emerges, then identifies any missed observation, excessive speed, late decision, poor positioning or unnecessary hesitation. Teacher distinguishes a driving fault from a serious or dangerous risk and intervenes only according to the agreed triggers, giving the pupil thinking time whenever safe.

6. 33–40 min · Review, correction and re-practice. Teacher selects one priority improvement, asks the pupil to formulate the solution and revisits a suitable junction: “What will you do earlier?” “How will you know it is safe to go?” “What evidence will show improvement?” Student re-practises, compares the result with the earlier attempt and updates the worksheet. Teacher checks whether the chosen strategy improved safety, independence and confidence, adapting support for the pupil’s response.

7. 40–45 min · Recap and pupil-led action plan. Teacher asks the pupil to summarise the agreed routine, strongest evidence and remaining risk, then completes a brief verbal review using the recap and action-plan slides. Student states: one successful behaviour, one specific next step, the practice conditions, and the point at which help should be requested. Teacher records concise evidence and agrees the next lesson focus.

Resources

• Roadworthy dual-control training vehicle
• Suitable route with varied T-junctions and safe stopping places
• the opening, recap and risk-question slides
• the T-junction practice and reflection sheet
• Pen or clipboard
• DVSA Standards Check marking guidance, checked against the current official version
• Observer checklist for trainee ADI

Assessment

• Formative assessment through questioning, observation of planning, mirror use, speed, positioning, observations, decisions and response to feedback.
• Evidence of ADI Standards Check dimensions: lesson planning through the agreed goal and route; risk management through risk assessment, timely support and proportionate intervention; teaching and learning strategies through client-led questions, adapted prompts, guided-to-independent practice and reflection.
• Exit evidence: pupil explains the main risk, identifies a solution and states a realistic action plan. The observer records whether the pupil was involved in decisions, whether responsibility was shared, and whether interventions were necessary, timely and appropriate.

Differentiation

• For a nervous or inexperienced pupil, begin on a quiet route, use a slower progression, frequent reassurance and one prompt at a time; agree a pause signal and stop safely if workload becomes excessive.
• Provide the routine as a visual sequence on the T-junction practice and reflection sheet and allow think time before questioning. Use plain language, repeat or rephrase instructions, and check understanding rather than asking, “Do you understand?”
• For a more confident pupil, reduce prompts, include more complex visibility and traffic conditions where appropriate, and require precise justification of decisions and risk margins.
• The instructor must prioritise safety, remain alert to fatigue, anxiety or overload, and follow current legal requirements and local risk controls. This is training guidance and must be checked against the current official DVSA ADI Standards Check marking guidance.