Welcome to Your Online ADI Training Tool and Resources

Learning Hub

The course information and recourses guide was carefully put together together to assist those requiring further information on Lesson Planning, Risk Management and Teaching and Learning Strategies. The content within this page is frequently updated regularly to ensure all information is accurate, accessible and kept up to date, to that of the (DVSA) Driver and Vehicle Standards Agency course syllabus.

Your very own "Learning Resources Tool Kit" (LRTK), where you can find useful
information to help you in preparation for your (ADI) Part 3 or Standards Check exam.

Course hub content

Lesson Planning

Information can be found below on

this topic

Risk Management

"Risk Management" can be found on the following page

Teaching Strategies

More information can be found on "Trainers Tool Kit"

SERVICES

HuB information

The information within this HUB portal is regularly updated, to ensure that the trainee is equipped with fresh, modern and most recent information and releases from the DVSA, Driver and Vehicle Standards Agency.

What is included in the HUB?

1. Training Aims: NEW

Course Training Modules

2. Study Resources:

ADI 3 Examiners marking sheet
ADI1 - Examiners guidance notes

3. Self-Study Resources:

Instructor training syllabus 2026

Structured training syllabus

Last Updated. 2024/25

Other useful info: Questioning Techniques Guide.

4. Structured Training

Using a simple SMART 4 step plan

Free Lesson Plan - (Print out)

5. Lesson Planning

View the competencies which are covered on your ADI 3 training, and applied in practice.

It is recommended that you read, download or preview these publications to build an insight of the instructor role and responsibilities, to development a better understanding of the knowledge, understanding and skill set requirements.

Download, save or print our "structured training syllabus" below, to see what is included in the 40 hours training offered.

GROW/S.M.A.R.T - Video. Understanding the GROW/SMART model with an exclusive video explaining how to set goals. This video can support your Lesson Plan.

Responsibilities and Feedback Guide. This guide is essential, and will provide invaluable information on a better understanding of what is expected on the ADI 3 exam.

Reflection Training Log (Print-out) . This is a useful way to summarise your training sessions, and can be completed after every session to have your very own training trail for own records.

Do you have a student that you are planning on taking to your ADI 3 attempt? Download and complete your free lesson plan template in your own words, and study guided sheets in that section to support your with your plan.

Training Aims

Training objectives and information guide to the 7 training competencies.

Learn More

Goals and Needs?

Specifically, your client should have agreed to work on specific goal, to the point and achievable within the allocated time frame. For example, if you have a client who has some weaknesses with mirrors, find out when this may happen, why this may happen and where, or how often? This is specific, and to the point.

Measurable, You may encourage your clients to scale themselves on a confidence ratio, or in relation to a other road users, a friend or souse, that they’ve been in the car with for example what ar, or the here and now.

Achievable, is the goal achievable, or overwhelming, are there enough opportunities to allow the client to reach the goal, is it too easy, too hard, will it push them out of their comfort zone? Have you looked at the current situation, and do they have the necessary skills and tools to achieve the goal, building upon from what they have learnt on previous learning.

Realistic, is the goal relevant to their situation, are you the right person to achieve it, and with the right person to help and support them work towards the goal?

Time-bound, assign a start and end to this goal, when they wish to start, what will they include in this to make the goal meet its deadline. (think of this as the journey) Think about what you can do today, tomorrow, next month, to achieve the goal in a time frame that is workable.

Needs:

Needs can often arise out of the agreed goal. In driver training, you must never compromise on risk, therefore if a need develops whilst in a lesson, it must be addressed at the earliest possible point. When addressing needs, it is important to keep the goal in mind, as the saying goes, “without a need – there is no goal”!

We can’t teach goals, but we can teach a skill that goes into need!

Lesson Adapted to Suit/Lesson Structure to Suit?

Lesson Adapted to Suit: You are expected to understand your clients goals and when there is a need for change. For example, you should have the necessary skills as a trainer to ensure the lesson provides great value, and that learning is being achieved.

Adapting the lesson is almost like reading the road ahead when driving. In my experience, it’s anticipating where there is a need for change and progression, e.g. making the lesson more challenging, or easier to accommodate a need. This may mean adapting the route plan to work towards a specific need.

A need could be driving fault committed outside of the agreed goal. This, in no way should be ignored, as history of a fault will only repeat itself, if it isn’t dealt with. (Always remember that one a need has been addressed that you should return to the original plan).

Lesson Structure: Your lessons should have a structure, based on the lesson planning prior to arriving at your clients address. Your lesson should have a natural flow, to how it starts, followed by the middle part of the lesson, and end. Agree with your client, what the roles and responsibilities are between trainer and client.

Who will do what and at what point during the lesson. Consider who you will be teaching, what you will teach, and how you will teach it with a simple plan of action, not compromising on timings for that lesson. Then lastly, it is important that they understand it, to ensure the lesson had value.

Lesson Summary/Active Listening and Positive Attitude with Appraisal

and Suitable Practice Area?

Lesson Summary:

It is essential to summarize the lesson goals whilst the examiner is present. Discuss prior knowledge and link with current situation, as and when.

Active listening skills:

Listen attentively to your learner, make eye contact if necessary, and avoid talking over them. Sometimes it can be useful to repeat what they have asked, before answering to ensure you have understood the question. Always remain positive, calm and relaxed, as your clients may often sense if something is different, if they have had past lessons with you.

Time-bound, assign a start and end to this goal, when will you start, what will you include in this to make the goal meet its deadline. Think about what you can do today, tomorrow, next month to achieve the goal.

Positive Attitude and Appraisal

Always be positive in yourself as a trainer, and in others. Have the mindset that you are there to teach, and they are there to learn. Praising motivates, encourages and builds rapport, and good working relationships.

Practice area:

Ensure the route is suited to your learners’ needs, don’t try and do everything! Keep the objective simple, and to the point. Ensure the route has many opportunities for learning to take place, and the client is able to reach the goal.

DRA Assessment/Proactive-Timely-Intervention/Job Sharing-Responsibilities?

DRA Assessment:

You are expected to understand and know the safety and legal matters as an Approved Driving Instructor and the safety of others.

You should assess your own fitness levels and vehicle roadworthiness before giving instruction. Likewise, you should be able to assess if one isn’t fit to drive.

Proactive-Timely-Intervention:

You may need to use the dial controls as the very last resort, where time does not allow for verbal intervention. Where it is regarded that time allows, you should proactively intervene to any hazards in which your client may not have responded too, in a timely manner.

You should be able to ask questions, without distracting your client from the road ahead. Sometimes closed questions can be useful when the vehicle is moving at speed, where it’s at lower speeds, you have more time to ask more open or leading questions.

Job Sharing-Responsibilities:

To manage and reduce any potential safety critical incidents, it can be useful to have a discussion on what both trainer and client can manage whilst the car is moving to reduce risk. For instance, if the need was approach speed at junctions, the trainer could agree with client that they will support with this need, whilst the client manages their mirrors, signals, positioning and looking effectively at junctions for approaching traffic. This is referred to as “job-sharing”.

But the trainer must make the client aware, when they feel the client is able to take responsibility for their speed control.

Environmental Awareness, Actions of Pupil/Others, and Timely Feedback to Avoid any Potential Critical Incidents?

Environmental Awareness:

You must be able to identify situations that may pose a risk to client’, trainer or other road users. You need to be open-minded, that potential situations can arise very suddenly, or when least expected in a moving environment.

Consider the possibilities:

Has your learner seen,

Bus moving off
Pedestrian stepping out from stationary vehicle
That car parked incorrectly
Cyclist at the side
The car following closely

Actions of Pupil/Others

You should have the skills to identify developing and actual hazards, read from your client’s body language, acknowledge any verbal or non-verbal clues, and tone of voice when dealing with complex situations.

Timely Feedback to Avoid any Safety Potential Critical Incidents:

It is important that feedback is clear, constructive and to the point, addressing any areas of concern.

This should be done at the earliest possible opportunity, and in a safe place whilst parked. If there is nowhere suitable to pull over, then you should discuss whilst on the move, or wait until an appropriate place arises, to park.

When giving feedback, it is important to understand what the client could have done differently to avoid a potential safety issue. You may need to coach/provide suggestions if your client struggles to answer.

Learning Style and Teaching Methods/Examples/Questioning/Tone of Voice?

Learning Style and Teaching Methods/Examples/Questioning/Tone of Voice

Teaching Methods:

You should adapt your teaching style to suit your clients’ specific needs.

It is important to remember that we all learn in different ways, and VARK can be a useful tool, to understand the many ways that people learn.

Visual
Auditory
Reading/Writing
Kinesthetic

Examples:

There are many ways of getting the message across when teaching. One of the biggest learning styles is visual.

In teaching, using examples in the environment to clarify learning outcomes can prove a success for many wishing to learn new skills. It is worth remembering, we live in a bright and colorful world, where objects, shapes and styles are everywhere. So, as trainers, we should take advantage of this world and use examples to demonstrate the key messages.

Questioning Techniques:

Questions are useful tools when assessing someone’s thinking. Every day, we naturally ask questions without even thinking and hardly reflect on the questions we ask. It is useful to look at different ways questions can be asked, and what are our expectations in our client’s responses.

Questions on the move have many benefits, we establish and get into the thoughts of others minds, and In many ways this can tackle, manage and reduce risk.

Tone of Voice:

When I was taught by many at past experiences, I always like someone to be calm and softly spoken. If I felt they were aggressive or their tone of voice sounded somewhat evasive, I would be reluctant to want to learn. So, put yourself in your clients’ shoes!

Performance Feedback & Review/Reflection?

Performance Feedback and Review

Feedback should be honest, constructive and well thought. Feedback has many benefits and allows clients to reflect and analyze their own performance, and what they could do to improve. It allows clients to know where they stand in the current learning process, and what they feel will be the next steps to improving. Feedback should be positive, clear and to the point, and of a 2-way discission.

Reflection:

You should give time for clients to facilitate reflection, not push, nudge or become impatient. Pause moments are best for this, as silence is more.

study RESOURCES

Download the National Standards for Driver and Rider Training, ADI 1 Examiners Guidance Notes, and SC1 form used by examiners on qualifying tests.

Click on image (above) to see Guide 2022/23:

Ref: DVSA/NS/DRT

PDF, 597 KB, 33 pages
National Standards for Driver and Rider Training
DVSA Syllabus

In this guide, it will provide those with the understanding and criteria against performance standards identifying roles and responsibilities,

from Units 6.1. Prepare to train learner drivers and meet all legal aspects, Unit 2. Design learning programs, Unit 6.3. Enable safe and responsible driving, Unit 4. Manage risk to learner, vehicle and others.

KS1 Driver & Vehicle Standards Agency form

Click on image (above) to see Guide 2022/23:

SC1 DVSA
ADI Part 3 Form Examiners Marking Sheet

This form used on instructional ability tests gives a better understanding of the named competencies broken down in to 3 categories, Lesson Planning, Risk Management and Teaching and Learning Strategies.

We offer online Zoom meetings to give better clarity in detail on each competency and how to apply these in your lesson.

Click on image (above) to see Guide 2022/23:

ADI Examiner Guidance Notes for ADI 1, 2 and 3.
(Essential Read)

This guide is based on all 3 instructor qualifications, from ADI theory - Part 1, to the ADI practical driving element. and inclusive of the ADI instructional ability exam which is the last of all examinations to qualify as a approved driving instructor and have their name entered on to the national register of approved driving instructors.

This guide is used by examiners carrying out instructor tests.

Assessment overview

Credentials

Choose a Student

Best advice is to choose a student is reliable, chatty, asks questions and one you have a good rapport with.

Agree a Goal

Avoid selecting a goal, and remember.. it isn't about you, it's about your students needs rather than goals.

Achieve an Outcome

Ensure you support, and help your student achieve an outcome in the timeframe you are given.

Self study area

Encourage Reflection, Feedback and Responsibilities Guide.

The self study resources allows you to gain a better understanding of what is expected on the Part 3 & Standards Check test to further develop your skills as a trainer and answer the questions correctly within the course assignments.

Study Now

Instructor training

Based on the National Standards for Driver and Rider Training.

Ever wondered what the the 40 hours recommended training consists of? Click here to view the 2026 syllabus.

View Syllabus

Course Assignment 0.1

Structure

View, and print your students Lesson Plan here.

View/download or print your very own guided Lesson Plan. Start with a simple brief plan that is workable, achievable and realistic using the SMART/GROW Model.

Guided Lesson Plan

Click here to get more support with this plan.

Trainee reflective log

View, and print the trainee reflective log which we advise you bring to all your training sessions. You may be asked to complete the reflection notes at the end of each session.

Print Training Log 2025

top 5 reasons the pass rate is low

Not recognising a need to adapt the lesson plan to ensure the student works towards their need and goals
Not identifying the students specific needs
Not meeting the needs of the style of learning
Not allowing the student to reflect on their performance and take some responsibility for their own learning
Trainer did not intervene in good time to prevent any safety or critical incidents.
Click on the link below to see where these competencies stand on the marking sheet that is used on DVSA observational tests.

Practice, learn new skills, and gain experience!

It can be a very good idea to practice what you have learnt on your training with real life learners. You don't have to be a fully qualified ADI to teach, you just need to have one person/one driver that you can add to your existing insurance policy as a second named driver, so that you can get the practice and gain experience in doing what you love best with real people, and in a real life environment! Just remember, you cannot charge a lesson fee for helping others to drive unless you're sponsored on a trainee license with a franchise.

Confused

about something?

If you are unsure about anything on the resources pages and self study, you can book a Zoom session appointment to clarify any misunderstandings.

Structured Training

A simple smart 4-step plan using G.R.O.W

This section of the learning hub explores lesson goals, lesson structure and GROW

1. KNOW YOUR PUPIL 2. UNDERSTAND THEIR ABILITIES 3. CONSIDER WHAT NEEDS TO BE ACHEIVED 4. HOW WILL IT BE ACHEIVED

Watch this awesome video !

WHO AM I TEACHING

Understanding what your students strengths and development points are, are key to who you are teaching thus can be crucial to a client lead approach to training.

WHAT AM I TEACHING

Your lesson theme/subjects will be based on any prior agreement of what is to be achieved on that lesson, taking into account previous lesson, if any, experiences, knowledge and understanding.

HOW WILL I TEACH IT

You will agree and set goals and objectives to help your student work towards them, in their preferred learning style.

Keeping in mind specific requirements and level of understanding and experiences.

DO THEY UNDERSTAND it

Pitch the level of instruction to the students understanding, ensuring they are able to feel comfortable with the questions asked - to check understanding, and deal with different situations that aren't out of their comfort zone.

THE G.R.O.W MODEL GUIDE & VIDEO TRAILER ABOVE *.

Base your lesson GOALS on reality!

Lesson
Recap recorded!

I have put this recording together with named student to give a better insight to how a recap should look at the start of your part 3 exam/SC to support your Lesson Plan.

Step 1: The recording of the "recap" is only the lesson introduction and often gives a examiner who is observing you an idea of how the lesson will flow. It is understood that without a clear understanding of the GROW model, the lesson goals may not be specific, achievable or even of any relevance that are based on reality, that the lesson will have no value or purpose, and will resort in driving the route without any specific goal or need.
Having just listened to the briefing, you will have heard’ that a clear defined goal had been agreed, ‘use of mirrors” and observations.
Step 2: You will also have noticed that this was based on reality, as to identifying the student’s confidence at which point the discussion took place. This was by identifying where they were between a scale of 1-10 standing by measurable achievements that are again, based on reality. a student giving themself a 10, would not have been achievable in this lesson due to time constraints and the steps needed to take the student where they would have said they were, to where they wanted to be. (realistic).
Step 3: You may have notice during the discussion, that the trainer had asked the student what help/support is required and when, including of practice area. This is providing the “Options/obstacles” within the GORW model, or specific in SMART. It is important to understand and work with your students needs, and this is why it is such an important part. (Always encourage feedback/discussion/reflection with learner so you will know how much input is needed, and when, in order to help them think of a way forward.
Step: 4: The “W” is the last element of the GROW acronym. You may have realised that the trainer led a discussion on “where, when, how and who with”. This section was more about understanding the route cause in order to establish a "Way forward". It was also emphasised during the discussion that the trainer had mentioned how they may wish to transfer the responsibility once confidence came along from the learner as the lesson progresses.

Learn More

Course Assignment 0.2 - Print/Download all Documents to complete this sections course assignments.

Lesson Planning

Create a Student Lesson Plan NOW!

Lesson Plan (Blank Template) 2026

Open file, enable edit, save and print.

Information Guide to Support Lesson Plan 2026

This guide will help you understand the key elements of the Lesson Plan.

Questioning Techniques to Support your Lesson Plan

Put these questioning techniques in to good practice.

ADI & standards CHECK timing SHEET GUIDE

Click below to download and print your "ADI/Standards Check timing sheet", as this can be a used as a timing checklist, to provide a better structure to the lesson.

View and Print

Certificated courses

View below, book courses online and select either one of the Competencies, from either Lesson Planning, Risk Management and Teaching and Learning Strategies. Clients who attend one of these three courses are awarded certificates upon completion. All our CPD online courses come complete with a unique certificate of award to add towards your portfolio of continued training and development.

Please note, this is a customized award from Option2Drive DITAC, and is not regulated by any other body but endorsed by DVSA, Driver and Vehicle Standards Agency.

View Template

TALK TO OTHER TRAINEES

Our WhatsApp ADI/PDI group is friendly, supportive, and engaging with many other ADI's networking with one another. It couldn't be a better time to join us. Subject to Terms and Requirements. Please register below for "approval". *

Network Everywhere You Go at Your Fingertips !

Only on Watsapp Messenger!

Network, Support and Engage with Other Trainees!

Risk Management

Now we have looked at a better understanding on the tools needed to Lesson Plan, now let's take a look at what Risk Management involves.

Find Out More

Welcome to Your Online ADI Training Tool and Resources

Learning Hub

Your very own "Learning Resources Tool Kit" (LRTK), where you can find useful information to help you in preparation for your (ADI) Part 3 or Standards Check exam.

Course hub content

HuB information

What is included in the HUB?

1. Training Aims: NEW

2. Study Resources:

3. Self-Study Resources:

Instructor training syllabus 2026

5. Lesson Planning

Training Aims

Goals and Needs?

study RESOURCES

Click on image (above) to see Guide 2022/23:

Click on image (above) to see Guide 2022/23: SC1 DVSA ADI Part 3 Form Examiners Marking Sheet

Click on image (above) to see Guide 2022/23: ADI Examiner Guidance Notes for ADI 1, 2 and 3. (Essential Read)

Assessment overview

Choose a Student

Agree a Goal

Achieve an Outcome

Self study area

Instructor training

Structure

Trainee reflective log

top 5 reasons the pass rate is low

Practice, learn new skills, and gain experience!

Confused

Structured Training

WHO AM I TEACHING

WHAT AM I TEACHING

HOW WILL I TEACH IT

DO THEY UNDERSTAND it

THE G.R.O.W MODEL GUIDE & VIDEO TRAILER ABOVE *.

Lesson Recap recorded!

Lesson Planning

ADI & standards CHECK timing SHEET GUIDE

Certificated courses

TALK TO OTHER TRAINEES

Risk Management

Your very own "Learning Resources Tool Kit" (LRTK), where you can find useful
information to help you in preparation for your (ADI) Part 3 or Standards Check exam.

Click on image (above) to see Guide 2022/23:

SC1 DVSA
ADI Part 3 Form Examiners Marking Sheet

Click on image (above) to see Guide 2022/23:

ADI Examiner Guidance Notes for ADI 1, 2 and 3.
(Essential Read)

Lesson
Recap recorded!