Learning Essentials

Welcome to Learning Resources Reference Hub (LRRH), where you can find useful information to help you in preparation for your (ADI) part 3 examination process.

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Content Overview

Step 1 = Introduction

Preparation, time, distant learning, the client, and the marking sheet grading explained

Step 2 = The Test

The examiner and you, 17 Competencies explained, client led approach, consistency to assessing risk, and the end result

Step 3 = The Result

Recorded briefings, Differences in coaching vs instruction and how to apply both methods, smart goals, and Q&A techniques, actioning analysis and feedback

Guidance of course use

The course syllabus was carefully designed and put together to assist those requiring further information.   The material within this page is frequently updated regularly to ensure all material is kept up to date, and align with the (DVSA) Driver and Vehicle Standards Agency, National Standards for Driver and Rider Training course syllabus.    

This course will look at the 3 competencies below, Lesson Planning, Risk Management and Teaching and Learning Strategies (teaching strategies) and will explore each sub-heading in that category.

Lesson Planning

Introducing Lesson Planning and how you can understand each competency in it's title.

Lesson Planning

Who am I teaching?


This is all about knowing your client, who they are, what they know, what they don't know and what works best for them so that you can adopt their learning style that best is suited to them.




What am I teaching?


this is about actively listening to your clients every needs, and concerns raised, so that you can st an agreement of where the lesson should start and what you need to tech to help your pupil acheive their goals.




How will I teach it?


This is best known as client centered learning, helping the pupil in a way that they best understand using their prefered method and learning style with agreement and objectives set at the begining. Remember, in the real world things change very quickly, so be prepeared to change those objectives and agree new goals if needed.




Do my students understand?


This links back to some of the other questions, as it is important to understand that your pupil will not know everything, but in most cases will know probably more thsan you think, however never assume anything, and by establishing knowledge, it can be a good idea to ask open questions to check understanding. Avoid questions that have no meaning, or those that the pupil can only reply yes, or no.