ADI Standards Check Test training with driveJohnson’s
On 7th April 2014, the Standards Check replaced the ADI check test.
There are many rumours that the expectations and standards expected from the ADI are higher. This is not the case. The examiners are just marking differently, hence the new marking sheet.
Why should you be tested again?
It’s very easy to slip into bad habits after passing your driving instructor exams. So the DVSA want to see everyone conducting driving lessons the DVSA way.
You can have a fantastic pass rate with your pupils, but that counts for nothing if you are not teaching the DVSA way. Things like recaps, objectives and briefings are often easily missed after passing the Part 3 ability to teach to which might not seem that bad but to the DVSA the pupil may not be receiving their monies worth. Other things that often go missing after qualifying is proper analysis and remedial action. Simple things like asking the pupil for verbal feedback can go missing when we go into auto pilot or we are working too many hours.
It’s very easy to identify the fault, however, good driving instructors follow up the fault identification with thought provoking analyse that requires a response from the pupil. The DVSA would like instructors to step away from telling and doing all the time and spend more time trying to help the pupil understand what they are doing, why and how to do it.
Here are a few things that the SE is looking for in the new Standards Check:
- More pupil involvement, using open and intriguing questions that develops the pupil’s thinking.
- Sharing responsibility, handing responsibility over to the pupil and knowing when to take responsibility back.
- Consulting your pupil and agreeing a subject/lesson that benefits their current level of driving.
- Knowing when to increasing the difficulty of a lesson or in some instances, reducing the difficulty or even changing the subject.
- Managing risk throughout the lesson.
The requirements to pass: A/B or FAIL
Grade A: High overall standard of instruction. Minimum of 43 marks is required to achieve this. The maximum mark is 51.
Grade B: Sufficient competence level achieved in order to remain teaching. 31-42 marks required.
FAIL: Unsatisfactory performance. Anything between 0-30 marks.
28 pages of easy to read information on how to pass the standards check. With so many books explaining what's expected there is a gap in the market for a book that tells you what to do.
This manual was written by the owner of driveJohnson’s - Anthony Johnson (Grade A, scoring 51/51) and goes through each section of the marking sheet and tells you what to do. This book would benefit PDI's and seriously benefit qualified ADI's with their standards check test coming up.
This manual is straight to the point and covers the following subjects:
1. The Standards Check Explained
2. What the DVSA want
3. Every section of the marking sheet explained 4. It's not like the Part 3 test
5. Choosing the right subject
6. Structuring your lesson for the day
7. Choosing the right pupil
8. Top Tips
If you are unsure of what to expect or you would like advice on what to do and how to prepare then this might be a great option for you. Speak to Anthony Johnson by phone or Skype and he will advise you on what to do and how to prepare. Every consultation comes with a full lesson plan for you and your pupil on the day of your standards check.
Standards Check Lesson plan examples
After your one hour consultation over the phone/Skype, Anthony will spend approximately an hour planning your lesson for you. So far he has advised over 50 instructors on their new standards and none have failed after talking to him via phone, Skype or visiting him personally for training.
If you would prefer practical training near you, Anthony can recommend an approved trainer to meet you in a mutual location for practical training.
Lesson plan example for an instructor in Milton Keynes
Testimonials that do the talking…
Over 50 instructors have successfully passed their standards check with driveJohnson’s.
Instructors coming from all walks of life, such as:
– Laszlo transferred his Romanian licence to teach to UK ADI version.
– S Khaliqe’s first language isn’t English and he only recently qualified from his Part 3.
– Richard Wilson is an established instructor who just wanted a really high grade, he scored 50/51.
– Alex Rolhion was extremely nervous, so choosing the right pupil/lesson and planning was vital to keep nerves to a minimum. He passed with an A too.
These are just a few of many real life testimonials sent by text in general conversation.
Standard Check, The Marking Sheet Explained
An insight to what the manual contains.
Snippets from the Risk Management section
1. Ensure that the pupil fully understands how the responsibility will be shared
Many ADIs are concerned with this question with many thinking that it’s okay to just say, “I have dual controls on my side of the car, if you lose control of the car during the lesson I will have to use them.”
They seem to think that by saying this at the beginning of a lesson, it will score them a 3 out of 3 in this area.
What you say to the pupil with regards to sharing the risk and the responsibilities will depend on the lesson you have planned.
2. Ensure directions and instructions are given to the pupil clear and given in good time?
Here are some dos and don’ts to help clear up any confusion on what is expected:
- Make sure you’re familiar with the test centre you are assigned to for your standards check. If you have recently changed location, taking your standards check in an area you don’t know may affect your score.
- Give instructions well in advance. Reinforce the directions if there is a language barrier by using your hands to guide them correctly and keep them on route.
- Use the same instructions/directions terminology as the examiners on the test.
- When exiting roundabouts, mention the exit required – first, second, third, fourth exit off.
- Make sure the pupil you use for your standards check understands you well. If there is a language barrier this may hinder your ability to score a higher grade in this area.
- Don’t waffle and use more words than is necessary for your instruction. Ensure that your instruction is concise and to the point as much as possible.
- Don’t give instructions to change direction at short notice.
- Don’t force your pupil to stay on route if they have misunderstood a direction. Keep them driving as safely as possible and get back on the route you want as soon as you can.
3. Be aware of the surroundings and the pupil’s actions
In this section the examiner is looking to see how your pupil copes with the route you have chosen.
If you are teaching meeting and anticipation for the first time and you end up taking your pupil through a busy market square on a Saturday, then you might be in trouble. The pupil will be out of their depth and start struggling with many hazards and have little time to react to your instruction.
If you apologise to the pupil and say, “I’m so sorry, I completely forgot the market was on today” and get them out of the busy area then the examiner will understand that’s not normal practice from yourself.
If you carry on going through the market square and repeat the route again then you are likely to score 0-1 in this area.
There will be times when your pupil is struggling with a chosen route and it is your job to recognise this and reduce the difficulty level to something they can cope with.
If you are working like a lunatic and talking really quickly just to keep the car safe then you may have pitched the difficulty level too high for your pupil. You need to work the pupil’s mentally with thought provoking instruction and questions. If you are working at 100%, your pupil is probably working at around 20%.
Keep an eye on the pupil’s emotions, body language and general manner. If the pupil seems bored, you may need to ask more thought provoking questions or increase the difficulty of the lesson.
If the pupil looks anxious or nervous then you may need to reduce the difficulty. Ask questions to see if they understand what they are doing or are they just following orders/ instruction.
4. Make sure verbal or physical intervention is timely and appropriate
You will often have to intervene during a lesson. However, it’s how you do it that’s important to the examiner.
Many instructors think it’s okay to use the dual controls then let the pupil know what they have done wrong. Many instructors feel that it is okay to assist with the brake and clutch throughout a lesson, without letting the pupil know they are being assisted. If this is you, you need to stop touching the dual controls now – unless it’s an emergency. All you are doing is keeping the car on the road. You are fooling the pupil and ultimately increasing problems later when they want to book their test or questioning why they are not ready to book/take their test. If you had not been kidding them for the last 10 hours, they would be able to understand better why they are not ready to drive on their own.
In the event that you do have to intervene, try to do it verbally and early before the problem requires the dual controls. For example, if your pupil is approaching a roundabout too quickly, ask them to slow down but give them a speed to slow down to and a time to do it by.
If they haven’t slowed down to 20mph by the time you have reached the target area you may need to assist as a last resort. If you have to intervene, explain why and what is required next time, so you don’t have to physically assist them.
5. Give sufficient feedback to help the pupil understand potential safety critical incidents
The key words to note here are “safety critical incidents”.
Firstly, ask yourself, what does critical mean? The Oxford English Dictionary explains it as having the potential to become disastrous; at a point of crisis. Now that we have an understanding of the word critical, it’s safe to say that any potential safety critical incidents occurring during the lesson will need to be addressed, discussed and understood. Doing this should, hopefully, prevent the pupil from making the same fault again. The best way is to get your pupil’s full attention by pulling up by the side of the road and discussing, analysing and ensuring that your pupil understands what to do next time in order to avoid the same incident from happening again.
You’re driving along and your pupil suddenly brakes for a pigeon that has landed in the road. It has taken you by surprise and you emphasised to the pupil to come off of the brake and not stop. Fortunately, there is nobody behind you. There is a definite need to pull up as soon as possible and explain when you should brake in an emergency and when you shouldn’t. Explain the consequences, risks, effects on the car and most importantly what the pupil should do next time when the situation arises.
If you dismiss something like above, or aren’t thorough enough, then you certainly won’t score 3 in this area.