Was the agreed lesson structure appropriate for the pupil’s experience and ability?
Your lesson structure should allow your pupil to progress at a manageable rate; stretching them without overwhelming them.
For example, a pupil who is concerned about entering roundabouts should not be asked to tackle a fast-flowing multi-lane, multi-exit junction as their first attempt. Neither should they be restricted to very quiet junctions, unless you have identified a potential risk issue that you want to Check out first.
Indications that all the elements of competence are in place could include:
- ensuring your pupil understands what you plan to do and agrees with that plan
- a lesson that reflects the information given by your pupil and the learning goals they want to tackle
- building in opportunities to Check the statements made by your pupil before moving to more challenging situations
- Checking theoretical understanding
Indications of lack of competence include:
- delivering a pre-planned, standard lesson that doesn’t take into account your pupil’s expressed needs or concerns
- failing to build in a suitable balance of practice and theory
Agree a way forward to meet the identified goals, what sort of experiences we can set up to allow reflection and review. What levels of assistance will be required?
It is absolutely vital that all parties involved know what to expect and what is expected of them and what they can expect of the other (also links to risk management but this is mostly handled with a moving vehicle)
I Might mention that I have their back as always and that if I need to intervene I will and we would then discuss what can be learned from it
Avoid pre prepared risk speeches at all costs because examiners hate it
Important that the plan is matched to pupils ability ( links to teaching and learning strategies)