Maximising your exam potential

Interpreting the Assessment Criteria on Form SC1 and Part 3 Exam

A guide to what might constitute a deviation from the norm, resulting in faults being recorded on the DL25 Driving test report form, therefore require attention on Standards Check or Part 3 test.

A guide as to what might constitute a deviation from the norm...

Eyesight

Highway code/Safety

Controlled stop

Reverse left (not applicable for car tests)

Reverse right (pull up on the right)

Reverse park

Turn in the road (not applicable for car tests)

Vehicle checks

Forward Park/Taxi manoeuvre

Use of mirrors well before Signalling/Changing direction/Stopping

Signals

Clearance to obstructions

Response to signs and signals

Judgement when overtaking

Positioning

Pedestrian crossings

Position for normal stops

Awareness and planning

Ancillary controls

And finally...

Thank you

Chunking the training

I will refer to this methodology as we go through the document. It is a simple process designed to deliver results. It has a proven track record.

It not only allows for development in small easily managed steps to allow us to meet the needs of the learner in terms of teaching and learning styles and preferences but allows us to manage the risk in bite-sized, easy to understand
steps.

It sets expectations of each other for each “chunk” of training meaning we are hitting the mark on all three of the upper-level competencies of Lesson Planning, Risk Management and Teaching and Learning Strategies. As you read through the document, think about how many of the 17 lower-level competencies can be met utilising this methodology.

So, we should help the learner to:

Put together a plan
Execute the plan (8-10 minutes)
Pull over for review or conduct on the move if appropriate, and ask:
Is the plan working?

If the answer is yes, then consider a bigger challenge or less help (or both)

If the answer is no, consider a lesser challenge or more help (or both)

Are we done with this today as we have either completed the plan or because it is too much for us?

Either way a new plan is required – so help your learner to put together this new plan

Whilst stopped also consider the following:

Did anything else occur that we need to discuss?
If the answer is yes, do we need to add this into the plan, or even replace existing plans as it is so safety-critical?

Finally, consider if what you are doing is working (are you observing the plan develop and inputting accordingly?)

A new plan should now be in place to take account of the above and off you go with the new plan, executing it for 8-10 minutes and then doing the same reflect and review process.

You could conduct the review on the move if the pupil is able to do this. You might ask which they would prefer, my own personal preferred option would be to stop as it allows clear blue thinking time for you both. I would be happy to conduct reviews on the move however for those that can manage it.