Lesson Plans Diagrams

Driving Instructor
Lesson Plans &

Diagrams
Bill Plant Driving School Academy is a national ORDIT registered training establishment
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Contents
Driving Instructor Lesson Plans & Diagrams
Introduction 05
Core Competences 06
Levels of Instruction 08
Lesson Planning 11
Understanding the Part 3 Marking Sheet 14
Example lesson plan 19
Diagrams 25
25-36 37-48 49-60 61-66
Setting up & Junctions and Emergency Interacting

getting on the roundabouts braking and with other road
move reversing users
67-70 73-76 77-83
Faster roads Complex Scenario

and making situations creation
progress stations
Exam tips 84
Sketchpad 86
Bill Plant Driving School PDI Licence 87
This Driving Instructor Lesson Plans & Diagrams training book is intended only to be used alongside your practical training with your Bill Plant Driving School trainer and is
not intended to be used as a standalone training product. All information is correct at the time of going to print - July 2018.
© Bill Plant Driving School LTD | 3

Introduction
Congratulations on the successful completion of

your Parts 1 and 2 of your ADI qualifying exams.
Now is the time to put into practice the knowledge and skills you have gained in both parts and to
start to develop the skills you will need to teach pupils.
Your training will be tailored to your own individual This book aims to help you prepare for the Part 3
learning needs, in order for you to gain the skills test for instructional ability as well as provide you
required to become an ADI (Approved Driving with lesson plans and diagrams, for both practice
Instructor). and teaching.
Role play will be used by your trainer to help you

safely learn and develop as a PDI (Potential Driving
Instructor) to a level where you will become capable
of teaching real learners. Where possible, your
trainer will supervise you during training sessions.
THIS BOOK WILL GIVE YOU GUIDANCE ON:
01 02 03 04 05
Core Level of Lesson Risk Teaching
Competencies Instruction Planning Management and Learning
Strategies
The Part 3 exam lasts about an hour. You will choose a subject to teach, to either a learner driver or full licence
holder (but not an ADI or PDI) and the examiner will sit in the back of the car and mark you under the 3 main
areas of competency (Lesson Planning, Risk Management, Teaching and Learning Strategies). These are then
further broken down into 17 lower level competencies. These are fully explained on pages 15-17.

Core Competences
The Three Core Competencies

Correct use of the Core Competencies is one of the key skills that a PDI
needs to master. These are:
01 02 03
0KLU[PÄJH[PVUVM-H\S[Z Fault Analysis Remedial Action
Your success with a pupil will depend, to a large extent, on how well you use the Core Competences
in addition to giving a good all-round performance during the lesson. Let’s break down the Core
Competencies as follows:
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Find the Fault driving instructor. Anyone who is learning will make mistakes, but
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to anticipate what faults may occur…but you must not forget to
watch your pupil too!
Your timing of when to watch the pupil and when to look well ahead, will
come with practice and experience. Learn to watch the pupil’s Eyes,
Hands and Feet at the appropriate time; after giving instruction and
when they are carrying out your instructions.
You will know from your own Part 2 driving when actions should be taken
and in which order they should be completed. Follow this order, think:
“Would I do it like that?” and it should be easier to spot any faults.
Find the Some faults are simple and straightforward. For example, not
Reason (Analysis) checking the mirrors or selecting the wrong gear. Others are not
so simple. The training sessions in the car with your trainer will
help you recognise and deal with faults.
First of all, ask the pupil how they felt they did with the skill through questions.
If they can identity the issues, ask them WHY they did it that way; this can
help you determine the reason behind the fault. Help them to identify and
agree upon any areas of risk and their potential consequences. Ask them
what they think they could do to rectify the problem and if necessary,
guide them towards the answer using pointed questions.
6 | © Bill Plant Driving School LTD

Core Competences
Remedial Use the “Stairway of Learning”.

Action
Remedial action is carried out in much the same way. Give the
pupil the option of guided or prompted instruction. If they want
to be guided, give positive instruction “talk through”, then as
they start to respond well, take a step up to prompted “Q&A”
and then, in due course, on to independence, thus passing back
the responsibility. However, when you feel that the pupil can act
independently, suggest that they seem to have mastered that
task and ask them if they would be happy to try it on their own.
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before acting – and that could cause confusion or an error.
Whatever you do, do not forget to rectify the fault on the road. Do not fall
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Try to encourage feedback. If the pupil wants to ask questions, answer

them as quickly as possible. Use questions yourself in your answers to
promote greater understanding. The object of the exercise is for the pupil
to understand and learn, not just for you to teach.
To Summarise
Step 01 Step 02 Step 03 Step 04

Find the Fault Find the Reason Help the pupil to Offer a remedy
(Analysis) understand potential
consequences
Step 05 Step 06
Consider further Two-way feedback
instruction

Level of Instruction
Once on the move, the pupil may need a full “talk through” of the
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driving in Part 2).
FOR EXAMPLE:
Gear Changing • Check Mirrors, if safe gently brake to about 15mph

Down (4th to 2nd)
• Cover the clutch, hand on gear lever
• As you continue to gently brake, clutch down, select

2nd gear
• Slowly clutch up and off the brake, hand back to

steering wheel
As soon as your pupil is responding well to your “talk through”, it

is time to start passing over that responsibility. Start by using the
“Question & Answer” (Q & A) technique.
For example, when you see your pupil is responding well to “talk
Question & through” on approach to turn left, start to ask the following types of
Answer (Q & A) question:
• Which mirrors should you look in, and why?
• How far from the kerb should you position the car, and why?
• What speed and gear will you need?
• Is it safe to enter the new road?
Each of the above questions is a “prompt” for the pupil to follow.

However, if he/she does not know the correct answer on the move,
then go back to “talk through” at that point. On the other hand, if
your pupil is responding well to Q & A, let them drive independently to
see how they manage for themselves.

Here is a simple chart to follow called the “Stairway to learning”:
Full Talk Through Questions & Answer Independence

(Guided) (Prompted)
Using the “Stairway to learning” as a guide, if you start to see the pupil feeling more at ease, or responding
well to instruction, take a step up. If the pupil “forgets”ÔH[[VKVVYOHZKPMÄJ\S[`JVTWSL[PUN[OL[HZR^P[OV\[
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FOR EXAMPLE:
Instructor
(using Q & A) “Which mirrors should you look in?”
Pupil “I don’t know.”
Instructor
(reverting to talk through) “Look in your interior mirror, then your door mirror(s).”
In this example, the pupil gave a negative response to the Instructor’s

Q & A, so the Instructor took immediate action by taking a step down
and talking the pupil through.
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mirrors again to see if knowledge has been passed on. It can
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demonstration on the subject being covered.

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,_WSHUH[PVU+LTVUZ[YH[PVU7YHJ[PJL,+7^VYRZ^LSSMVYTVZ[W\WPSZ
Remember:
I HEAR I SEE I DO
I FORGET I LEARN I UNDERSTAND
You will be given the required guidance and support you will need to complete the course by your Trainer at
all stages, so don’t worry if you don’t feel comfortable with this for a little while.
If you want to explore your pupil’s learning preferences in more depth, a good starting point
might be the VARK model
VISUAL: AUDITORY: READ-WRITE: KINAESTHETIC:

Demonstrations, Listening to an Reading text, doing, having a
diagrams etc explanation. taking notes etc. go, practising.
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could help you to tailor their training.
Directional ¸-VSSV^[OLYVHKHOLHK\USLZZ[OL[YHMÄJZPNUZVYYVHKTHYRPUNZKPYLJ[
Instructions you otherwise. If I ask you to turn, I will do so with plenty of time.”
“Would you pull up on the left in a safe, convenient and legal place
To the right are some please?” or “Pull up here just before/after ........... please.”
examples of clear
“Drive on when you are ready please.”
directional instructions
you would give to avoid ;V[HRL[OLÄYZ[YVHK! ¸;HRL[OLÄYZ[YVHKVU[OLSLM[YPNO[WSLHZL¹
misunderstanding by
your pupil. To take the second road: “Take the second road on the left/right
please.” (When appropriate, adding as you pass it: ¸;OPZPZ[OLÄYZ[YVHK¹)
T-Junctions: “At the end of the road turn left/right please.”
Roundabouts: (turning left)¸([[OLYV\UKHIV\[[\YUSLM[P[»Z[OLÄYZ[L_P[¹
Roundabouts: (turning right) “At the roundabout turn right, taking the
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signs & road markings.)
Roundabouts: (straight ahead) “At the roundabout follow the

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appropriate from checking signs & road markings.)

Lesson Planning
The Lesson Structure

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interest, each lesson will need to be structured. The following structure
should be used for all lessons:
01 02 03 04
Introduction Aim (Subject) Recap 6IQLJ[P]L9PZR
(Knowledge known (Links the Aim &
relative to the aim) the Recap)
05 06 07
)YPLÄUN Practice Summary
(De-brief)
The lesson structure will be practised and discussed in more detail throughout your training sessions, but the
following breakdown will serve as a quick reference point for whenever you may need it:
Aim (Subject) Easy... ask the pupil what you are going to do in today’s lesson.
Draw up a list of what the pupil should know about the lesson
Recap and what needs to be learnt.
For instance, if you are to carry out a lesson on Emerging, the pupil should
have already learnt Approaching and should therefore know the MSPSL
routine. As with Approaching, the MSP part of the approach routine is
also common to Emerging but the Speed/Gear and Look aspects are
different and need to be taught. Therefore knowledge of MSP should be
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Ask the pupil some open questions to establish existing knowledge

relevant to today’s lesson. This helps to establish the pupil’s level of
knowledge and where to pitch your level of instruction.

Lesson Planning
Open Questions start with What? When? Where? Who? or How? They enable us to gain information from the
pupil rather than just a “Yes” or “No” answer to a closed question, unless of course, that is what you want to know:
Closed “Have you dealt with approaching Junctions to turn Left &
Question Right?” ... the answer should be “Yes” or “No”.
“What do you understand by MSPSL?” ... the pupil has to explain

Open Question what each letter in the procedure means in order for knowledge
to be established.
If the pupil answers an open question correctly then you know about their previous experience, although
never assume that they can do it in practice. If they don’t know the answer then you will have to cover this in
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This is linked to the aim and explores what the pupil wants to
6IQLJ[P]L achieve during the lesson. “Scaling” is an effective tool to use at
this point, as it allows the pupil to measure their progress. You
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where they would like to be by the end of the lesson.
EXAMPLE:
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judging gaps. If you were to score yourself, right now, on a
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“And where would you like to be, realistically, by the end of

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At this stage it is important to establish the risks associated

Risk ^P[O[OLSLZZVUZ\IQLJ[HUKOV^[OLYLZWVUZPIPSP[`MVY[OLYPZR
should be shared.
It is possible to be guided by the pupil on this. You should ask “What

do you think the risks are?” and “How much help would you like
from me?” Risk as a general topic should also be introduced and
discussed.

Lesson Planning
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)YPLÄUN covered before the pupil moves off to practice.
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with a diagram, in order to allow the pupil to run through and see what
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once you see, you start to learn.
Remember the KISS Principle... Keep it Short & Simple!
Your trainer will spend a great deal of time in the car with you
Practice explaining the different methods of instruction and allowing you
a lot of time practice for yourself.
But, remember
POOR PREPARATION = POOR PERFORMANCE!
Summary
An important part of the lesson structure is to summarise at the end of the lesson. A
summary should inform the pupil of progress achieved during the lesson. This is a two-
way process and should start with a question from you.
Always start with the Good Points, then the Bad Points - if any need to be mentioned. It’s a good idea to ask
your pupil what they feel they do well and what they could do better. Ask probing questions. What else could
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Point so the pupil does not go away discouraged.
This is called the Sandwich Effect: GOOD - BAD - GOOD
Remember: PRAISE IS A GOOD MOTIVATOR.
At this stage you will have a lot of questions to ask your trainer. Your trainer is there to help with your training in
any way he / she can, so please ask for their help and advice at any time.
Finally, good luck...

The more you put in, not only during the training sessions but in the practice on your own or with a friend, the
sooner you should be ready for your Part 3 Exam.

Understanding the Part 3 Marking Sheet
The Part 3 marking sheet

ADI Part 3 (SC)
INFORMATION
Candidate’s Outcome
Location
name
PRN Date / /
I declare that my use of the test vehicle for the purposes Dual Controls
of the test is covered by a valid policy of insurance which Yes No Reg No
satisfies the requirements of the relevant legislation.
Log book Trainer
Yes No PRN
Trainee Licence ORDIT
Yes No Yes No
Accompanied? QA Trainer Other
ASSESSMENT
Lesson Competence
Student: Beginner Partly trained Trained FLH New FLH Experienced 0 1 2 3
Lesson theme:
Demonstrated in a
Demonstrated in
Demonstrated in
most elements
Junctions Town & city driving Interaction with other road users
few elements
No evidence
all elements
Dual carriageway / faster moving roads Defensive Driving Effective use of Mirrors
Independent driving Rural roads Motorways Eco-safe driving
Recap a manoeuvre Commentary Recap Emergency stop Other
Lesson Planning
Did the trainer identify the pupil’s learning goals and needs?
Was the agreed lesson structure appropriate for the pupil’s experience and ability?
Were the practice areas suitable?
Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?
Score for lesson planning
Risk Management
Did the trainer ensure that the pupil fully understood how the responsibility for risk would be shared?
Were directions and instructions given to the pupil clear and given in good time?
Was the trainer aware of the surroundings and the pupil’s actions?
Was any verbal or physical intervention by the trainer timely and appropriate?
Was sufficient feedback given to help the pupil understand any potential safety critical incidents?
Score for risk management
Teaching & learning strategies
Was the teaching style suited to the pupil’s learning style and current ability?
Was the pupil encouraged to analyse problems and take responsibility for their learning?
Were opportunities and examples used to clarify learning outcomes?
Was the technical information given comprehensive, appropriate and accurate?
Was the pupil given appropriate and timely feedback during the session?
Were the pupils queries followed up and answered?
Did the trainer maintain an appropriate non-discriminatory manner throughout the session?
At the end of the session – was the pupil encouraged to reflect on their own performance?
Score for teaching and learning strategies
Overall score
REVIEW YES NO
Did the candidate score 7 or less on Risk Management (A ‘Yes’ response to this question will result in an automatic Fail)
At any point in the lesson, did the candidate behave in a way which put you, the pupil or any third party in immediate
danger, so that you had to stop the lesson ( A ‘Yes’ response to this question will result in an automatic Fail)
Was advice given to seek further development?
Feedback
offered to
Candidate
Examiner
Signature
Name
??/2017

Understanding the Part 3 marking sheet

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follow this with an example of a lesson to show you how this all works in practice.
THE NUMBERS IN RED WILL ALLOW YOU TO SEE WHERE EACH COMPETENCE IS BEING USED
IN THE LESSON EXAMPLE.
PUPIL: Beginner Partly trained Trained FLH New FLH Experienced
The pupil you use (there is no roleplay on this test) does not have to be a provisional licence holder, they
could be a full licence holder wanting development or a motorway lesson for example. The only restriction
is that they cannot be an existing ADI/PDI.
LESSON THEME
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discourages you from teaching a manoeuvre as a new subject because they feel there isn’t enough time
for you to demonstrate the skills required.
LESSON PLANNING
1 Did the trainer identify the pupil’s learning goals and needs?
• You need to identify and agree what the pupil needs in terms of what subjects to cover in the lesson
and what they want to get out of it.
2 Was the agreed lesson structure appropriate for the pupil’s experience and ability?
• The lesson structure needs to be challenging in order to help them reach their learning goals, but
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3 Were the practice areas suitable?

• The lesson route should not take the pupil too far out of their comfort zone; this could lead to high risk
situations. It should also not be too simple and lacking in challenge.
4 Was the lesson plan adapted, when appropriate, to help the learner work towards their
learning goals?
• If the plan is not achieving the desired result, you need to be able to change the plan or adjust it. For
example, if the learner has a skill issue, deal with that before returning to the original plan. If a problem
is serious, it is sometimes necessary to change the plan completely. You must however, agree any
change with the pupil.

RISK MANAGEMENT
5 Did the trainer ensure that the pupil fully understood how the responsibility for risk would be
shared?
• You and the pupil need to identify who will be responsible for potential areas of risk. This can be done
by asking the pupil to identify what risks might be involved in the subject you are working on, as well as
risk in general, then asking them how much help they would like from you.
6 Were directions and instructions given to the pupil clear and given in good time?
• Late or confusing directions can result in late and harsh braking. An example of an unclear direction
would be… ¸9PNO[[\YUSLM[HOLHK¹. Late or confusing instructions can result in the pupil doing the
wrong thing at the wrong time. For example, you should tell the pupil to STOP, when what you really
meant was… ¸)YPUN[OLJHY[VHNLU[SLZ[VWH[[OLLUKVM[OLYVHK¹. This could result in them
stopping the car there and then. Be careful what you say and when you say it.
7 Was the trainer aware of the surroundings and the pupil’s actions?
• You need to be aware of everything that is happening around you, how your learner is dealing with
P[HUKILWYLWHYLK[VOLSW[OLTKLHS^P[OKPMÄJ\S[ZP[\H[PVUZ>OL[OLY[OPZPZKVULI`]LYIHSWO`ZPJHS
intervention, instruction or by prompt will depend on the situation and the current ability of the pupil.
You need to be able to choose the correct method in good time.
8 Was any verbal or physical intervention by the trainer timely and appropriate?
• If you need to take control, don’t leave it late enough that a high risk situation develops. On the other
hand, don’t take physical control if a simple instruction would do the job.
9 >HZZ\MÄJPLU[MLLKIHJRNP]LU[VOLSW[OLW\WPS\UKLYZ[HUKHU`WV[LU[PHSZHML[`JYP[PJHSPUJPKLU[Z&
• When a potentially high risk situation has occurred you need to help the pupil understand and agree on
the possible consequences and offer to help them understand how to prevent any further occurrences.
TEACHING AND LEARNING STRATEGIES
10 Was the teaching style suited to the pupil’s learning style and current ability?
• Any help you give to the pupil will need to be pitched at the correct level. If an open question would be
appropriate to help them deal with a situation, don’t instruct them through it. Also, don’t ask an open
question if they do not have the background knowledge to be able to answer it. If you are dealing with
a new skill it may be necessary to talk them through it. If it is an existing skill, a question pitched at the
correct level should be all that is needed. You should be able to judge which method will be the most
effective to use in a particular circumstance. It is also useful to know what your pupil’s preferred
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11 Was the pupil encouraged to analyse problems and take responsibility for their learning?
• This is all about Coaching. Ask the pupil how they felt it went, what the issues were, if they understood
the potential risks and how they think they should do things differently. If they can develop this as
a habit it will hopefully help them to continue to develop their driving beyond the driving test.

12 Were opportunities and examples used to clarify learning outcomes?

• Where possible, use examples of the subject you are discussing as they arise on the road; for example,
if you are talking about how a meeting situation should work and one happens on the road ahead of you,
this can be pointed out as an example to help them understand. Also, when you are giving feedback
you can use examples of things that occurred during the session that highlight any progress made.
13 Was the technical information given comprehensive, appropriate and accurate?

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the information you are giving is correct, but also that you cover any variables; for example, when
conducting a session on dual carriageways you might tell the pupil that they are not allowed to
overtake on the left. This information is correct, but is it comprehensive? Ask yourself what else they
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14 Was the pupil given appropriate and timely feedback during the session?
• If they do something well they need to know. Praise where praise is due. If something is going wrong,
this also needs to be addressed, but keep your feedback balanced.
15 Were the pupil’s queries followed up and answered?

• If the pupil has any queries at all, follow them up. If it is not appropriate to answer at that moment, defer
it until a more appropriate time, but don’t forget.
16 Did the trainer maintain an appropriate non-discriminatory manner throughout the session?
• Make sure that your manner and behaviour are respectful to the pupil and any other road users at all
times. Also, respect the pupil’s personal space. Unless it is essential to keep the car under control, keep
to your own side of the vehicle.
17 ([[OLLUKVM[OLZLZZPVU¶^HZ[OLW\WPSLUJV\YHNLK[VYLÅLJ[VU[OLPYVÛWLYMVYTHUJL&
• Ask the pupil to tell you how they felt about the lesson, how they feel about the progress made and
what areas they feel they can improve upon. Let the pupil speak, you may learn from their response.
Competence
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score of 31 or more to pass.
Review
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Management section you will automatically fail the test. Also, if the examiner feels that you are creating a danger,
they can stop the session and this will also result in an automatic fail.
Your grade
The grades are - A grade, B grade and fail. You will achieve a B grade if you score 31-42. You will achieve an A
grade if you score 43-51.
A full description regarding the assessment can be found in the “National standard for driver and
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Marking for the Standards Check Form

LESSON PLANNING
1 Did the candidate identify the students learning goals and needs?
2 Was the agreed lesson structure appropriate for the student’s experience and ability?
3 Were the practice areas appropriate?
4 Was the lesson plan adapted, when appropriate, to help the student work towards their learning goals?
RISK MANAGEMENT
5 Did the trainer ensure that the student fully understood how the responsibility for risk would be shared?
6 >LYLKPYLJ[PVUZPUZ[Y\J[PVUZNP]LU[V[OLW\WPSJSLHYHUKNP]LUPUNVVK[PTL&
7 Was the trainer aware of the surroundings and the pupil’s actions?
8 Was any verbal or physical intervention by the trainer timely and appropriate?
9 >HZZ\MÄJPLU[MLLKIHJRNP]LU[VOLSW[OLW\WPS\UKLYZ[HUKHU`WV[LU[PHSZHML[`JYP[PJHSPUJPKLU[Z&
TEACHING AND LEARNING STRATEGIES
10 Was the teaching style suited to the pupil’s learning style and current ability?
11 Was the pupil encouraged to analyse problems and take responsibility for their learning?
12 Were opportunities and examples used to clarify learning outcomes?
13 Was the technical information given comprehensive, appropriate and accurate?
14 Was the pupil given appropriate and timely feedback during the session?
15 Were the pupil’s queries followed up and answered?
16 Did the trainer maintain an appropriate non- discriminatory manner throughout the session?
17
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Example Lesson Plan
Example Lesson Plan Roundabouts

INTRODUCTION
AIM & RECAP

As the pupil and trainer will most likely have been working together on previous lessons, it is likely that there
will be some level of understanding of the pupil’s needs. If not and the pupil is new to the trainer, then the
trainer would need to establish what the pupil wants from the lesson. [1] [2]
The areas that would need to be covered here would be:

• Encouraging the pupil to say what they want from the lesson [1]
• Asking questions using good Q&A to check understanding [1] [2]
• Listen to what the pupil is saying [1] [2]
• Taking note of body language and acting upon it [1] [2]
Questions to ask at this stage would include:

• Today, as you have asked for a lesson on roundabouts, what would you like to achieve by the end of
today’s lesson?
• What does MSPSL stand for and can you describe how you would use it, for example, when turning right
from a major road to a minor road?
• Explain what an open and closed junction is and explain the different ways you would deal with them?
• Before emerging at a junction, what observations do you need to make and why?
• What do you understand by the term, coasting and what risks does it present?
• What speed and gear would you approach an open junction, and why?
Throughout the goal setting stage, ensure that the pupil either sets their own goals, or, if the subject is new,
agree what they want from the lesson. [1] [2]
Ensure that you are not only a good listener, but also that you pick up on any none verbal clues that would
indicate that the pupil has concerns. [1] [2] [4]
If the pupil is uncertain, then refer to the above bullet points to make sure that learning objectives are agreed.
[1] [2] [4]
Areas to avoid when setting goals and objectives would include:

• Making assumptions about the pupil’s understanding and/or experience
• Failing to note negative or concerned comments, or body language that demonstrates discomfort
• <UKLYTPUPUN[OLW\WPS»ZJVUÄKLUJLI`HZRPUNX\LZ[PVUZ[OH[HYLJSLHYSÌL`VUK[OLW\WPS»ZRUV^SLKNL
and understanding.
• Pushing the pupil to address issues that they are unhappy talking about unless there is a clear need, such
HZHUPKLU[PÄLKYPZRVYZHML[`JYP[PJHSPZZ\L
OBJECTIVE
During today’s lesson we are going to build on your existing skills to help you deal with roundabouts. I will
L_WSHPUOV^[VKV[OPZÄYZ[^P[O[OLHPKVMHKPHNYHT>L^PSSKPZJ\ZZOV^YLZWVUZPIPSP[`MVYYPZR^PSSILZOHYLK
We can talk about how much help you feel that you require from myself and then you can practice
roundabouts. [5]

Example Lesson Plan
RISK MANAGEMENT [5]
Questions would include:

• How much help do you require from me regarding roundabouts? (This can be further broken down in to
the approach, use of mirrors, use of signals, positioning, gears and clutch, observation, lane positioning)
• How much help do you require from myself regarding other aspects of driving as we drive towards
roundabouts?
• 0UNLULYHSÔH[KV`V\\UKLYZ[HUKI`[OL[LYT90:2&
• What issues create risk and what can you do about it?
• What risks do you see regarding roundabouts?
BRIEFING
Depending on the ability of the pupil, make sure that the roundabouts used initially are not likely to overload
the pupil [3];OLJVTWSL_P[`VM[OLYV\UKHIV\[Z\ZLKJHUPUJYLHZLHZ[OLW\WPSNHPUZJVUÄKLUJLHUK
experience. [1] [2] [3] [4]
IDENTIFY
• What sort of clues do you think might help you identify a roundabout on approach? [6]
• How would you identify a mini roundabout? [6]
MSPSL
APPROACH
• ;HRLUV[PJLHUKHJ[\WVUHSSPUMVYTH[PVUH]HPSHISL[V`V\Z\JOHZ[YHMÄJZPNUZYVHKU\TILYZKLZ[PUH[PVUZ
and lane markings directing you towards the lane for the direction you are intending to take. This can
PUJS\KLKPYLJ[PVUHSHYYV^ZVU[OLYVHKZ\YMHJLÔPJOJHUILKPMÄJ\S[[VVIZLY]LPUX\L\LPUN[YHMÄJ [6]
• If you get the approach wrong, then drive in a safe manner, taking an exit that is safe, rather than the one
you were originally intending to take. [6] [7] [8] [9]
MIRRORS
• Use your mirrors in plenty of time in order to assess what is happening on the road behind you and to the
side. Use your mirrors in the same way you would use them approaching junctions turning left (interior and
left door mirror) and right (interior and right door mirror). If you’re in the centre of 3 lanes, then check all 3
mirrors [6] [7]
SIGNALS & POSITION

• >OLU[HRPUN[OLÄYZ[L_P[ZPNUHSSLM[PUNVVK[PTLHUKHWWYVHJOPU[OLSLM[SHUL>OLU[HRPUNHU
intermediate exit, select the appropriate lane on approach to the roundabout. (Watch for clues from road
signs and road markings). If you view the roundabout as a clock face, you always approach at 6 o’clock.
Ahead would not require a signal on approach, but as a guide, anything after 12 o’clock normally requires
a right signal. When turning right or going full circle around a roundabout, then signal right on approach
and use the right hand lane. [6] [7] [8] [9]
SPEED
• Your pupil’s approach speed will depend on a number of factors (open or closed junction, weather and
YVHKJVUKP[PVUZV[OLYYVHK\ZLYZ(UVWLUQ\UJ[PVUJHUILHWWYVHJOLKPUUKNLHYH[VYHYV\UKTWO
– 15mph. If closed, you may well have to slow to a stop or a slow approach speed of less than 5mph.
(S^H`ZWYLWHYL[VTV]LVMMÔLUZHML@V\^PSSULLK[VÄ[PU^P[OV[OLY[YHMÄJHUKJVUKP[PVUZ)LH^HYLVM
`V\YZWLLKHUKV[OLY[YHMÄJHYV\UK`V\ [6] [7] [8] [9]

Example Lesson Plan
3662
• ;YHMÄJMYVT[OLYPNO[PLHSYLHK`VU[OLYV\UKHIV\[UVYTHSSÒHZWYPVYP[`\USLZZZPNUZZH`V[OLY^PZL;HRL
JHYLILJH\ZLUV[HSSKYP]LYZPUKPJH[LJVYYLJ[S`VUYV\UKHIV\[Z:VTLKVU»[PUKPJH[LH[HSS*OLJRHOLHK
[OH[[YHMÄJPUMYVU[OHZTV]LKH^H`VU[V[OLYV\UKHIV\[ILMVYLWYVJLLKPUN [OH[[OLYV\UKHIV\[
P[ZLSMPZJSLHYVMZ[H[PVULY`[YHMÄJ[OH[JV\SKILISVJRPUN`V\Y^H`>OLUZHMLTV]LVMMILPUNM\SS`H^HYLVM
HU`SH[LHYYP]PUN[YHMÄJ[V`V\YYPNO[[OH[THÌLHYYP]PUNH[ZWLLK6UHWWYVHJOWYLWHYL[VZ[VWI\[SVVR
to go. [6] [7] [8] [9]
NEGOTIATING AND EXITING ROUNDABOUTS

• >OLU[HRPUN[OLZ[L_P[`V\^PSSOH]LZLSLJ[LK[OLSLM[SHULVUHWWYVHJO2LLW[V[OLSLM[VU[OL
roundabout and continue to signal left to leave ensuring that you have checked centre mirror and left door
mirror prior to your exit. [7] [8] [9]
• When taking any intermediate exit, you will have selected the appropriate lane on approach to the
roundabout. (Watch for clues from road signs and road markings). Stay in lane until you need to prepare to
leave the roundabout. Check centre and left mirrors and signal as you pass the last exit before the one
that you want. [7] [8] [9]
• When turning right (usually the last exit) or going full circle, you will have selected the right hand lane
VUHWWYVHJO2LLW[V[OLYPNO[VU[OLYV\UKHIV\[KYP]PUNJSVJR^PZL\U[PS`V\ULLK[VJOHUNLSHULZ[V
exit the roundabout. Check centre and left mirrors and signal left as you pass the last exit before the one
that you want. If safe, move across to your exit. If unsafe, then carry on round the roundabout and run
through the exit procedure again. [7] [8] [9]
WATCH OUT FOR

• Pedestrians crossing the road on your approach and across your exit
• =LOPJSLZPUJVYYLJ[S`WVZP[PVULKHUK[OVZLÔVZPNUHSPUJVYYLJ[S`VYUV[H[HSS
• Motor cycles
• Large vehicles straddling lanes
• Cyclists staying in the left lane all-round the roundabout
• Be prepared to hold back if unsure of others’ intentions
PRACTICE
Give full talk through initially where needed, based upon the level of instruction agreed earlier with the pupil.
Move to prompted tuition and coaching, to check understanding as the pupil’s skills develop, with the aim of
getting the pupil to a level in independence. [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15]
• +PYLJ[PVUZZOV\SKILJSLHYHUKJVUJPZL-VYL_HTWSL¸H[[OLYV\UKHIV\[[\YUSLM[[HRPUN[OLÄYZ[L_P[¹
YH[OLY[OHU¸9PNO[([[OLYV\UKHIV\[HOLHK[\YUSLM[¹&& [6]
• Directions should be given in good time in order to allow the pupil time to respond [6]
• Being able to observe the road ahead and behind, as well as watching the pupil’s eyes, hands and feet is
essential for good risk management. It is your responsibility to ensure that the pupil can safely deal
with whatever presents itself on the road. To do this you have to be constantly assessing the
surroundings and evaluating any risk factors that may affect you. [7]
DEALING WITH FAULTS

• Many ADI’s / PDI’s don’t fully understand how people learn and frequently disrupt their pupil’s learning by
giving partly-trained instruction. In many cases the pupils will achieve far more understanding by practicing
tasks in silence. [8]

Example Lesson Plan
• Allow pupils to deal with situations appropriately, but take control if the pupil is clearly out of their depth. [8]
If any potential safety critical incidents occur:
• Find a safe place to stop and examine the safety critical incident [9]
• Allow the pupil time to discuss any fears or concerns they may have caused by the incident. [9]
• :\WWVY[[OLW\WPS[VYLÅLJ[PUHJSLHYHUKSVNPJHS^H`HIV\[ÔH[OHWWLULK [9]
• Fill in the missing gaps regarding any lack of knowledge from the pupil [9]
• Support the pupil to identify strategies for future situations [9]
• Provide input where the pupil does not understand what they should do differently [9]
• Check that the pupil feels able to put the strategy in place [9]
• Agree ways of developing the competence if the pupil feels the need [9]

Example Lesson Plan
Working Example
HAVING RUN THROUGH THE AIMS, RECAP AND OBJECTIVES IT’S NOW TIME TO GET ON
THE MOVE AND LOOK AT ROUNDABOUTS
The risk management section needs to be dealt with initially BEFORE moving off [5]
• >OH[KV`V\\UKLYZ[HUKI`[OL[LYT90:2& [5]
• Pupil discusses other road users, drugs and alcohol. [5]
• You ask the pupil what risks they see when they have passed their test? [5]
• Pupil then discusses peer pressure and issues such as having music on in the car and the fact that they
are no longer supervised. [5]
• You ask the pupil what help they want with roundabouts? [5]
• Pupil asks for a full talk through initially as this is a new subject. They also say that they feel comfortable
with junctions, MSPSL and moving off and stopping. [5]
• You agree with the pupil, with the exception of a blind spot check when moving off, which you know the
pupil has an issue with. You discuss this with the pupil and agree with them when they ask you to prompt
them about this before they move off. [5]
The pupil then gets on the move and having been prompted by yourself regarding the blind spot
FKHFNVXFFHVVIXOO\QHJRWLDWHVDFRXSOHRIMXQFWLRQVEHIRUHDSSURDFKLQJWKHLUðUVWURXQGDERXW
• @V\NP]LJSLHYKPYLJ[PVUZHZRPUN[OLW\WPS¸H[[OLYV\UKHIV\[[\YUSLM[[HRPUN[OLÄYZ[L_P[¹ [6]
• You give full guided instruction on all aspects of the roundabout and the pupil successfully negotiates the
YV\UKHIV\[[OH[OHWWLULK[VOH]LUV[YHMÄJVUP[6U[OLTV]L`V\NP]LHWWYVWYPH[LMLLKIHJR[V[OL
pupil. [6] [7] [10] [14]
• -LLSPUNJVUÄKLU[`V\[OLUWYVJLLK[VHI\ZPLYYV\UKHIV\[VU[OL9PUN9VHK@V\HZR[OLW\WPSÔH[
level of help they want and they reply that they felt good about the last roundabout and therefore just
require prompting to help them deal with the roundabout [1] [4]
• You give a direction to the pupil to take the 2nd exit towards the Town Centre [6]
• You use good Q&A regarding the MSPSL routine on the approach. The pupil enters the roundabout in
2nd gear, as you both agree that there is a suitable gap to the right on approach. However, the pupil
proceeds in a straight line, moving from lane 1 to lane 2 and back to lane 1 again on exit. A driver coming
out of the 1st exit thinks your pupil is turning right towards the 3rd exit due to the road position of your
learner on the roundabout and starts to emerge. The other driver sounds their horn and brakes, avoiding
a dangerous situation from developing whilst at the same time, you assist with the steering to help avoid a
collision. [8] Your pupil is visibly shaken by the incident.
• @V\UV[PJL[OH[[OLW\WPSPZUV^KPZ[YLZZLKHUK`V\HZR[OLT[VÄUKHZHMLSLNHSHUKJVU]LUPLU[WSHJL[V
pull over. [7]
• You give the pupil time to settle down and then ask the pupil what they thought had happened on the
roundabout [11] ;OLW\WPSYLÅLJ[ZVUÔH[OHKOHWWLULKHUK[OV\NO[[OH[[OLPYHWWYVHJO^HZVRH`HZ
was the gap when they entered the roundabout, but they were not sure what went wrong on the
roundabout. They actually thought it was the fault of the driver who started to pull out [11]
• You give feedback to the pupil and with the aid of diagrams, you explain how the pupil’s road position
HMMLJ[LK[OLHJ[PVUZVM[OLV[OLYYVHK\ZLY@V\JVUÄYT^P[O[OLW\WPSOV^[V\ZL[OLJVYYLJ[SHULZVUH
roundabout [9] [12] [13] [14] [16]
• You ask the pupil how they now feel about roundabouts
• They are still concerned so you ask them to run through any further concerns that they may have [12] [15]
• ;OL`ZH`[OH[[OL`^LYLOHWW`^P[O[OLÄYZ[YV\UKHIV\[[OH[[OL`KPKI\[[OL`WHUPJRLKHIP[ÔLU[OL`
saw how busy the second roundabout was on the Ring Road. [11] [12] [14]

Example Lesson Plan
• You agree that you took them to this busy roundabout too early and you let the pupil know that this was
your mistake. [3] [2] [7] [14]
• The pupil feels better knowing that you have taken responsibility for the choice of roundabout. [3]
• @V\HZR[OLW\WPSPM[OL`^V\SKSPRLJSHYPÄJH[PVUVMSHULKPZJPWSPULVUYV\UKHIV\[Z;OLW\WPSHNYLLZ
[4] [9] [13] [14] [15]
• You ask the pupil what would help them best to understand how lane discipline works. The pupil says that
they learn best visually. [10] [15] [1]
• Based on the pupil’s responses, you use diagrams to show them how lane discipline works. You also
suggest that you park up in a petrol station car park, which is located between 2 of the exits on the
YV\UKHIV\[@V\ZP[[OLYLMVYTPU\[LZHUK^H[JO[YHMÄJVU[OLYV\UKHIV\[@V\HZR[OLW\WPSX\LZ[PVUZ
HIV\[[YHMÄJÅV^HUKSHULKPZJPWSPUL;OLW\WPS»ZYLZWVUZLZHYLNVVKHUK[OL`ZH`[OH[[OLÙV^
understand a lot more about how roundabouts work. [4] [9] [10] [11] [12] [13] [15]
• You ask them how they feel about attempting another roundabout. [1]
• The pupil says that they are keen to practice again, but you both agree that a quieter roundabout with
lanes would be more suitable. [3] [4] [10] [11]
• You clarify with the pupil if they require any help with their general driving, whilst driving to the quieter
YV\UKHIV\[;OL`JVUÄYT[OH[[OL`HYLVRH`HUK`V\HNYLL[VSL[[OLTKYP]LPUKLWLUKLU[S`HS[OV\NO`V\
will keep watching them for safety. [5] [7]
• Before the next roundabout, the pupil pulls over to the side of the road and you both review roundabout
procedures and discuss the roundabout to be used. You ask questions to check their understanding. You
deal with any of the pupil’s queries. [2] [4] [5] [10] [11] [13] [15]
• You ask the pupil what level of help they need on the roundabout. [5] [10]
• They say that they would like you to prompt them on all aspects of the roundabout except lane discipline,
where they need you to talk them through the roundabout. [10]
• You give clear directions to the pupil “ at the roundabout, take the 2nd exit”
• You prompt them on approach and have no issues with their approach. The approach speed is suitable.
You enter the roundabout, giving full instruction on lane discipline. The pupil negotiates the roundabout
successfully. You ask the pupil to pull over when suitable to discuss what happened. [3] [4] [6] [7] [10]
• You ask the pupil how they felt about the roundabout. They give you detailed feedback about how they
felt. They sound more positive. They now appear to be understanding how lane discipline works and how
to deal with roundabouts in general. [4] [10] [11] [15]
• You ask them what type of roundabout they would like to deal with next. They say that they are now
MLLSPUNTVYLJVUÄKLU[HUK^V\SKSPRL[V[Y`HTVYLJOHSSLUNPUNYV\UKHIV\[)HZLKVU`V\YVIZLY]H[PVUZ
of the previous roundabout, and the pupil’s feedback, you agree and you proceed to the busier
roundabout on the Ring Road. [2] [3] [4] [10]
• You ask the pupil what level of help they need on the roundabout. [5] [10]
• They say that they feel they can now deal with all aspects of the roundabout except lane discipline, where
they need you to prompt them through this aspect of the roundabout. [10]
• You let them deal with the approach themselves and they have no issues with their approach. The
approach speed is suitable. You enter the roundabout, having prompted them on the approach about
lane discipline. The pupil negotiates the roundabout successfully. You ask the pupil to pull over when
suitable to discuss what happened. [3] [4] [6] [7] [10]
• You ask the pupil how they felt about the roundabout. They give you detailed feedback about how
[OL`MLS[;OL`ZV\UKWVZP[P]L;OL`HYLUV^JVUÄKLU[HIV\[OV^SHULKPZJPWSPUL^VYRZHUKOV^[VKLHS
with roundabouts in general. [4] [10] [11] [15]
• You end the session there having maintained an appropriate and non-discriminatory manner throughout
the session [16]
• (Z`V\ÄUPZO[OLZLZZPVU`V\Y\U[OYV\NOHYLÅLJ[P]LZLZZPVU^P[O[OLW\WPSPUJS\KPUNHZRPUN[OLT[V
JVTWSL[LHYLÅLJ[P]LSVN@V\HZR[OLW\WPSOV^[OL`MLS[HIV\[[OLZLZZPVU@V\HZR[OLTÔH[^LU[^LSS
and what they feel they could improve upon. [11] [12] [15] [17]

Diagrams
Setting up & getting
on the move

*VJRWP[+YPSS/+:::4
Diagrams
on the move
HANDBRAKE
• Secure
DOORS
• Doors secure
• Warning light off
• No rattles
SEAT
• Base in relation to pedals
• Base in relation to
steering
• Head restraint
STEERING
• Not restricting use of
foot controls
• See over the steering
wheel
• See the instrument panel

*VJRWP[+YPSS/+:::4 4PYYVYZAVULZVM=PZPVU
Diagrams
on the move
SEATBELT
• Secured in correct side
• Not twisted
• Height adjustment
• Fits across your shoulder
and waist
MIRRORS
• Check and adjust
• Different types of glass
-VY^HYKAVUL
Windscreen
7LYPWOLYHS=PZPVUAVUL
Nearside (Left) & Offside (Right)
Blind Spots
Nearside (Left) & Offside (Right)
Interior Mirrors
Side & Interior

Foot Controls
Diagrams
on the move
ACCELERATOR
• Known as gas pedal
4
• Controls engine power 3 5
• Operated with right foot 1/min x 1000
• Light, sensitive pressure 2 6

• Gentle use for eco safe
driving 1
0
FOOTBRAKE
• Slows and stops the car
• Operates on all four
wheels
• Shows the brake lights
• Pivot the right foot
• Use progressively
• Use in conjunction with
mirrors

Foot Controls
Diagrams
on the move
CLUTCH
• Disconnects the engine
and the wheels
• Operate with the left foot
Disengaged SMOOTH
OPERATION OF
CLUTCH
• Listen to the engine
• Balance clutch and gas
Engine Gearbox • Pause momentarily as
clutch engages during
Biting Point gear changes
• Use clutch control for
low speed manoeuvring
Engine Gearbox
Engaged
Engine Gearbox

Hand Controls
Diagrams
on the move
HANDBRAKE
R 1 3 1 3 5 R 1 3 5
GEARS
2 4 2 4 R 2 4 6
1 3 5
2 4 6

Hand Controls
Diagrams
on the move
STEERING

Hand Controls
Diagrams
on the move
REV COUNTER
4
3 5
1/min x 1000
2 6
1
0
INDICATORS

Controls
Common Pupil Errors
• Failing to check Blind Spot before opening door
• Walking around the front of the car, instead of the rear
• Not closing the door
•-HPSPUN[VWYVWLYS`HKQ\Z[[OLKYP]LY»ZZLH[[V[OLJVYYLJ[WVZP[PVU
•-HPSPUN[VWYVWLYS`HKQ\Z[[OLOLHKYLZ[YHPU[[V[OLJVYYLJ[WVZP[PVU
• Looking down at the pedals
• Using the wrong feet on the pedals
• Pressing the wheel arch instead of the gas pedal
•4V]PUNOLHKIVK`ÔPSZ[HKQ\Z[PUNTPYYVYZ
•<ZPUNIV[OOHUKZPUZ[LHKVMQ\Z[[OLSLM[OHUK[VHKQ\Z[PU[LYPVYTPYYVY
•7\[[PUNÄUNLYZVU[VTPYYVYNSHZZ
• Changing into wrong gear - usually because “palming method” not used
• Fiddling with controls and car keys
• Trying to turn steering wheel when stationary

Moving Off
Diagrams
on the move
Normal Position
Move
Signal if Necessary
Observe
Prepare
PLEASE READ
BOTTOM TO TOP

Stopping
Diagrams
on the move
SAFE
CONVENIENT
AND
LEGAL
POSITION
Secure Car
Safe, Convenient and

Legal Position
Manoeuvre
Signal
Mirrors
PLEASE READ
BOTTOM TO TOP

Moving Off and Stopping
Common Pupil Errors
• Not checking blind spots
• Selecting 3rd instead of 1st gear
• Setting gas - too much or too little
•;YV\ISLÄUKPUN[OLIP[PUNWVPU[
• Lifting both gas and clutch together
•7H`PUNSP[[SLYLNHYKMVYHWWYVHJOPUN[YHMÄJ
• Failing to signal when necessary
• Signalling the wrong way or not all when they should
•1LYR`JS\[JOHUKVYNHZJVU[YVS
• Looking at controls or bonnet instead of road ahead
• Failing to use MSM on the move
• Forgetting to put clutch down before stopping
• Braking either too hard or too softly
• Failing to cancel signal
• Hitting kerb or stopping too far from kerb

Diagrams
Junctions &
Roundabouts

Approaching Junctions to turn left
Diagrams
Junctions &
Roundabouts
Look
Speed and Gear
Position
Signal
Mirrors
Identify Junction
PLEASE READ
BOTTOM TO TOP

Approaching Junctions to turn right
Diagrams
Junctions &
Roundabouts
WALK ACROSS RULE
Point of turn
POINT OF
TURN Look
Speed and Gear
Position
Signal
Mirrors
Identify Junction
PLEASE READ
BOTTOM TO TOP

Approaching Junctions to turn either left or right
Common Pupil Errors
• Not checking both interior and appropriate door mirror
• Checking the wrong door mirror
•*OLJRPUN[OLKVVYTPYYVYÄYZ[
• Not signalling on approach
• Signalling too early or too late
• Not re-applying a signal
• Incorrect position - too close or too wide
• Too fast or too slow on approach
• Using gears instead of brakes to slow the car
• Incorrect gear selection
• Coasting
• Missing point of turn
• Steering too close to kerb
• Swinging out over white line in centre of new road
•7VVYVIZLY]H[PVUZH[Q\UJ[PVUZ
• Failing to give way to pedestrians
•7VVYQ\KNLTLU[ÔLU[\YUPUNYPNO[VYHWWYVHJOPUN[YHMÄJ
• Right corner cut

,TLYNPUNH[1\UJ[PVUZ;\YU3LM[6WLU
Diagrams
Junctions &
Roundabouts
3VVR(ZZLZZ+LJPKL(J[3(+(
Look
Speed
Position
Signal
Mirror
Identify Junction
PLEASE READ
BOTTOM TO TOP

,TLYNPUNH[1\UJ[PVUZ;\YU9PNO[*SVZLK
Diagrams
Junctions &
Roundabouts
Look
Speed
Position
Peep & Creep
Signal
Mirror
Identify Junction
PLEASE READ
BOTTOM TO TOP

Emerging from T-Junctions
Common Pupil Errors
• Not using MSPSL routine correctly on approach
• Not signalling on approach
• Signalling too late or too early
• Incorrect road position on approach
• Too fast or too slow on approach
• Unnecessary use of gears on approach
• Using gears, not brakes, to slow on approach
• Selecting wrong gear
• Coasting
• Not having car prepared to move off before making effective

observations
• Failing to make effective observations before emerging
•5V[Q\KNPUNHZHMLNHW
• Either clipping kerb or steering too wide when emerging left
• Cutting right corner
• Steering too early emerging right and end up straddling white line
• Failing to give way to pedestrians

*YVZZYVHKZ7YPVYP[`&
Diagrams
Junctions &
Roundabouts
DANGER
Extra Road
Priorities
Wave/Flash
PROMPT THE
APPROACH
MSPSL
*YVZZYVHKZ7YPVYP[`&
Lesson is about dealing with
JYVZZYVHKZUV[[OLHWWYVHJO

*YVZZYVHKZ*YVZZPUN
Diagrams
Junctions &
Roundabouts
OFFSIDE TO OFFSIDE NEARSIDE TO NEARSIDE

(K]HU[HNLZ+PZHK]HU[HNLZ (K]HU[HNLZ+PZHK]HU[HNLZ
UNMARKED TRAFFIC LIGHT CONTROLLED

Who has priority? Box Junction

Crossroads
Common Pupil Errors
• Not using MSPSL or using wrong sequence
• Incorrect use of signals
• Wrong approach speed
• Looking down at gear lever
• Wrong gear choice
• Coasting
• Not making effective observations before emerging
• Looking in wrong direction when emerging
•-SHZOPUNOLHKSPNO[ZH[WLKLZ[YPHUZVY^HP[PUN[YHMÄJ
• Incorrect position either before or after turning
• Failing to progress when safe to do so
• Proceeding when unsafe
• Not giving way to pedestrians
• Right corner cuts
•0UJVYYLJ[\ZLVM`LSSVÎV_Q\UJ[PVUZ

Roundabouts
Diagrams
Junctions &
Roundabouts
Who has priority?
Lane discipline?
MSPSL ON
APPROACH

Roundabouts
Common Pupil Errors
• Not using MSPSL on approach
• Using MSPSL in wrong sequence
• Incorrect timing of signals
•0UJVYYLJ[WVZP[PVUSHULVUHWWYVHJO
•0UJVYYLJ[WVZP[PVUSHULVU[OLYV\UKHIV\[
•;VVMHZ[[VVZSV^VUHWWYVHJO
•;VVMHZ[[VVZSV^VU[OLYV\UKHIV\[
• Late observations
•4PZZPUNNHWZPU[YHMÄJ
•3H[LTPZZPUNZPNUHSÔLUSLH]PUN

Diagrams
Emergency Braking
& Reversing

Emergency Stop
Diagrams
Emergency Braking
& Reversing
STOP!
• Mirrors are the lowest
priority
• React Promptly
• Brake - and then - clutch
• Keep both hands on
the wheel
• ABS
SECURE THE
CAR
• Handbrake
• Neutral
• Check all mirrors
• Deep breath... RELAX!
MOVING OFF
• Prepare the car
• Left blind spot
• Mirrors
• Right blind spot
CONTROL
SKIDS BY
• Removing the cause
of the skid: ‘Pump’ the
footbrake (non ABS)
• Steer in the direction of
the skid
• Release the accelerator
PLEASE READ TOP

TO BOTTOM

Stopping Distances
Diagrams
Emergency Braking
& Reversing
Typical Stopping Distances

MPH
The Overall Stopping Distances are
20 12m +6<)3,+_for wet roads and
M[
6m 6m multiplied by ;,5_ for snow and icy
23m conditions.
30 (75ft)
9m 14m
Typical distance covered in
36m
40 M[
1 second
12m 24m To calculate approximate metres per
53m ZLJVUKT\S[PWS`ZWLLKI`
50 (175ft)
15m 38m
To calculate feet per second multiply by 1.5
73m
60 M[
18m 55m Example:
96m
70 (315ft)
47/_$TL[YLZWLYZLJVUK
21m 75m
47/_$MLL[WLYZLJVUK
Calculation System for Stopping Distances in Feet
MPH Thinking + Braking = Overall Stopping Distance = MPH x ? Left is a chart showing a system for working
out the Overall Stopping Distance in feet.
+ = = _ Example:47/_ñ$M[
+ 45 = 75 = _ñ Thinking Distance in feet is the same as

the speed travelling at.
+ = = _ Example:47/$M[[OPURKPZ[HUJL
+ 125 = 175 = _ñ To calculate the Braking Distance in feet

just deduct in Thinking Distance from the
+ = = _ Overall Stopping Distance.
Example:M[M[$M[
+ 245 = 315 = _ñ
1m = 3.28 feet. For metres: divide measurement in feet by 3 and take the nearest answer.
Separation Distance
A reasonable rule to apply with good dry road conditions is a gap of 1 metre per mph of your speed.
Example: 45MPH = 45 metre gap.
To judge this gap a useful technique is the ‘two second rule’. When the vehicle in front passes an object, say to yourself - ‘only a
fool breaks the two second rule’PM`V\YLHJO[OLVIQLJ[ILMVYL`V\»]LÄUPZOLKZH`PUNP[[OLU`V\HYL[VVJSVZL0MH]LOPJSL[YH]LSSPUN
behind you has a gap of only 1 second, then increase the gap in front of you to 3 seconds.

Emergency Stop
Common Pupil Errors
• Checking mirrors before braking in emergency
• Riding the clutch
• Not braking hard enough
• Clutch down before brake
• Too slow to react
• Braking with left foot
• 3L[[PUNNVVM[OLZ[LLYPUNÔLLS^P[OVULVYIV[OOHUKZILMVYLJHYZ[VWZ
•,HZPUNVMM[OLIYHRLQ\Z[HZ[OLJHYZ[VWZ
• Skidding and failing to correct it
• Releasing footbrake when ABS is activated

Turn in the road
Diagrams
Emergency Braking
& Reversing
SAFE
CONVENIENT
AND
LEGAL
POSITION
Key Points:
3
Control
• Slow car/fast steering
2 • Dry Steering
• Handbrake/camber
Observation
Accuracy
1
Other road users
4
PLEASE READ TOP

TO BOTTOM

Turn in the Road
Common Pupil Errors
• Failing to make effective observations
• Failing to act on what is seen
• Not releasing handbrake fully
• Poor clutch control
• Too much or too little gas
• Steering too slowly
• Not using large enough hand movements to steer
• Not steering the other way on approach to kerb
• Hitting or mounting kerb
• Stopping too far from kerb
• Overhanging the kerb
• Not looking the same way as they are steering
• Not looking through the rear window whilst reversing
• Inappropriate signalling to other road users
• Stalling

Left Reverse
Diagrams
Emergency Braking
& Reversing
SAFE
CONVENIENT
AND
LEGAL
POSITION
Key Points:
Control
Observation
Accuracy
Other road users
PLEASE READ TOP

TO BOTTOM

Pull Up on the right
Diagrams
Emergency Braking
& Reversing
SAFE
CONVENIENT
AND
LEGAL
POSITION
Key Points:
Control
Observation
Accuracy
Other road users
PLEASE READ TOP

TO BOTTOM

Reversing
Common Pupil Errors
• Failing to check blind spots
• Not acting on what is seen
• Not looking into the new road
• Failing to identify correct reference points
• Poor co-ordination of gas and clutch
•5V[HKQ\Z[PUNZLH[PUNWVZP[PVU
• Failing to fully release handbrake
• Steering too wide or too close
• Turning the steering wheel the wrong way
• Not checking blind spots before bonnet swings out
•-HPSPUN[VTHRLYLN\SHYJOLJRZ[V[OLMYVU[HUKYPNO[SLM[YL]LYZLVY
MYVU[HUKSLM[YPNO[YL]LYZL
•5V[ZLLPUNHWWYVHJOPUN[YHMÄJJ`JSPZ[ZVYWLKLZ[YPHUZHUKJH\ZPUN
inconvenience
• Looking forward as the car is stopping
• Not securing the car after completing the manoeuvre
• Failing to check blind spot when moving off again

Reverse Park
Diagrams
Emergency Braking
& Reversing
SAFE
CONVENIENT
AND
LEGAL
POSITION
Key Points:
2 CAR LENGTHS
Control
Observation
Accuracy
Other road users
CAR NEEDS TO
BE WITHIN 2 CAR
LENGTHS AS SHOWN
PLEASE READ TOP

TO BOTTOM

)H`7HYRPUN-VY^HYK 9L]LYZL
Diagrams
Emergency Braking
& Reversing
Key Points:
Control
Observation
Accuracy
Other road users
PLEASE READ TOP

TO BOTTOM

Reverse Park
Common Pupil Errors
• Pulling up too close to the parked vehicle
• Not signalling on approach when appropriate
• Not checking blind spot before reversing
• Failing to make effective observations before reversing
• Too much or too little steering to left
• Failing to look out of rear window when reversing
• Failing to make regular checks to the front or right
• Reversing too fast
• Not straightening up in time
• Finishing with wheels not straight

Diagrams
Interacting with
other Road Users

Meeting Situations
Diagrams
Interacting with
other Road Users
Dangers
Hold back position
Speed?
MSM on approach
Priority?
Clearance
LESS SPACE -
LESS SPEED
PLEASE READ
BOTTOM TO TOP

Meeting Situations
Common Pupil Errors
MEETING:
• Incorrect use of the MSPSL or using wrong sequence
• Incorrect hold back position
• Acting too hastily in tight situations
• Hesitancy or indecision
•-VYJPUNVUJVTPUN[YHMÄJ[VJOHUNLZWLLKVYKPYLJ[PVU
• Failing to give way when appropriate
• Failing to make progress when appropriate
•-SHZOPUNOLHKSPNO[ZH[VUJVTPUN[YHMÄJ
ADEQUATE CLEARANCE:
• Shaving parked vehicles
• Failing to leave cyclists a 2 metres gap
• Not leaving “Tyres on Tarmac” behind stationary vehicles

7LKLZ[YPHU*YVZZPUN<UJVU[YVSSLK
Diagrams
Interacting with
other Road Users
A,)9(
Identify
Mirror
Assess
Approach Speed
Pedestrians
Inviting to cross
Zig-Zags
PLEASE READ
TOP TO BOTTOM

7LKLZ[YPHU*YVZZPUN*VU[YVSSLK
Diagrams
Interacting with
other Road Users
PELICAN
PUFFIN
TOUCAN
PEGASUS
Identify
Mirror
Assess
Flashing Amber Light
Pedestrians
Zig-Zag
PLEASE READ
TOP TO BOTTOM

Pedestrian Crossings
Common Pupil Errors
• Not using MSM routine
• Not approaching at an appropriate speed
• Not stopping when necessary
• Not complying with white zig zag lines
• Waving pedestrians across
• Not making car safe
• Blocking the crossing
• Failing to make effective observations when moving off

Diagrams
Faster Roads &
Making Progress

Dual Carriageway
Diagrams
Faster Roads &
Making Progress
Look
Speed and Gear
Position
Signal
Mirrors
PLEASE READ
BOTTOM TO TOP

Dual Carriageway
Diagrams
Faster Roads &
Making Progress

Overtaking
Diagrams
Faster Roads &
Making Progress
Is it... Safe? Legal? Necessary?
MSM TO
MOVE BACK
Manoeuvre
Signal
Mirrors
Look
Speed and Gear
Position
Mirrors
PLEASE READ
BOTTOM TO TOP

Motorways
Diagrams
Faster Roads &
Making Progress
EXITING –
SLIP ROADS
• Dedicated lanes
• Countdown markers
• Deceleration
LANES –
NORMAL POSITION
• Hard shoulder
• Gantry signs
• Separation distance
PROGRESS –
OVERTAKING
• Signalling
• Blind areas
• Speed limits
• Forward planning
JOINING –
SLIP ROADS
• Joining speed
• Priorities
• Observations/planning

Motorways
Common Pupil Errors
Instructor guidance • 5V[NHPUPUNLUV\NOZWLLKÔLUQVPUPUN
• Learner drivers are only • -HPSPUN[V\ZL[OL4:7:3YV\[PULÔLUQVPUPUN

permitted on the motorway
when accompanied by • Drifting when looking at door mirrors
an ADI in a dual controlled
car. A PDI cannot take a • Not making progress
provisional licence holder
on the motorway, but can • Not taking opportunities to overtake
give motorway lessons to
someone who has passed • Not using signals when changing lanes
the L test.
• 5V[JOLJRPUNISPUKHYLHNSHUJL[V[OLZPKLÔLUJOHUNPUNSHULZ
• If using a top box, make sure
it is in good condition and is • Not coming back to the left after overtaking
ZLJ\YL5L]LYÄ[H[VWIV_[V
a wet or icy roof. • *VTPUNIHJR[V[OLSLM[[VVZVVUJ\[[PUNPU
• Only take a learner who is • :PNUHSSPUN[VVLHYS`SH[LÔLUSLH]PUN

capable and safe.
• Not signalling to leave
• Consider the time of day
HUK[YHMÄJ]VS\TLZÔLU • Not planning far enough ahead
teaching a pupil who is new
to motorways.
• Motorway tuition is just

an option, it is in no way a
mandatory requirement and
driving tests will not include
motorway driving.
• Further guidance on
motorway tuition can be
found on the DVSA website.

Diagrams
Complex
Situations

One-Way System
Diagrams
Complex
Situations

Spiral Roundabouts
Diagrams
Complex
Situations

Complex Situations
Common Pupil Errors
• Incorrect Lane Selection
• Not checking blind spots before changing lanes
• Incorrect use of signals
• Not planning ahead and using signs
• Sudden lane changes
• Not using MSM
• Not using MSPSL where appropriate

Diagrams
Scenario Creation
Stations

Scenario Creation Stations
Diagrams
Scenario Creation
Stations

Diagrams
Scenario Creation
Stations

Diagrams
Scenario Creation
Stations

Diagrams
Scenario Creation
Stations

Diagrams
Scenario Creation
Stations

Diagrams
Scenario Creation
Stations

Exam Tips
Exam Tips
Know your Area Make sure you are familiar with the area around the test centre so that you
can plan the routes you are going to use. Also have enough knowledge of
the local roads in case you need to change or adapt the plan.
Prepare the Pupil This does not mean rehearse the lesson. This means that everything that
should have been done before the subject you are about to teach should be
relatively sound. For example, if you decide to teach roundabouts when the
pupil still has issues with clutch control, you are asking for trouble. The lesson
subject should be based around what they need at that moment in time.
First Impressions When you present yourself for the test it is important that you look
professional. This does not necessarily mean wearing a business suit, but you
should look presentable. Also, your vehicle should be clean and presentable.
Teaching Aids Have everything that you will need during the lesson close at hand,
lesson presenters, note paper, pens etc. Good preparation is essential.
K.I.S.S. 2LLW0[:OVY[HUK:PTWSL+VU»[V]LYJVTWSPJH[L`V\YL_WSHUH[PVUZ[OPUR
about how the information is being received by the pupil. Don’t overload
them with too much information at once.
Terminology Try not to use too many abbreviations or acronyms, unless they are
essential to the lesson. If you are going to use terminology, explain what
P[TLHUZÄYZ[MVYL_HTWSLPM`V\HYLNVPUN[VYLMLY[V[OLHJJLSLYH[VYHZ
the ‘GAS’, make sure the pupil understands this.
Keep Control Don’t let the lesson run away from you. If the problems are mounting up,
ask the pupil to pull over when it is safe and start to address the issues. Only
once you have gained agreement and understanding from the pupil should
you move off again. If you are teaching a new subject that requires you to talk
through a new skill, make sure your instruction is clear and well timed.
Feedback This should be an ongoing process throughout a lesson and

should not be limited to the problems. It should be balanced and
constructive. Praise should be given where it is due. Ideally feedback
should be the result of a discussion with the pupil. For example, you
could ask them how they feel they are doing with a particular aspect
and then facilitate a discussion about the good points as well as the
development areas.
Watch the Pupil It is vital that you know what your pupil is doing. If you watch them carefully
you will know if they are doing things in the correct sequence. Also, you will
be able to pick up on body language and facial expressions that could give
you clues as to how they feel about what they are doing. If you don’t watch
them you will not see if they are doing things the correct way.

Exam Tips
Find the Cause If your pupil commits a particular error in their driving, make sure that you
address the root cause of the problem. For example, your pupil approaches
a junction too fast and has real problems with the steering coming out of the
turn, the speed would need to be addressed not the steering issue. Also,
`V\^V\SKULLK[VÄUKV\[Ô`[OL`HWWYVHJOLK[VVMHZ[0[THÌL[OH[
they do not know the appropriate speed to approach a junction, or it could
be that they have a poor attitude to how quickly they are driving. Some
errors are simple to deal with, but others will require a little more investigation.
Know your Core It is vital that you know how to use the core competences. Make sure you
Competences know how to use them effectively.
Be yourself and Stay It is important to deliver your lesson in a relaxed manner. If you are not
Relaxed relaxed this will transfer to the pupil.
Lots of Revision This can include watching how an ADI teaches by sitting in the back
of their car during a lesson. (This will probably be your trainer/coach). If
possible see if your trainer will allow you to sit in the “hot seat” whilst they
sit in the back and let you coach a real learner.
Ask Good Questions Ask questions that are pitched at the correct level for your pupil. Start
sentences with; How, What, Where, Which, When etc.
Client Centred Listen to what your pupil says and act upon it where appropriate.
Learning
Don’t Believe Remember to carefully watch your pupil. Use RAMPP as a guide. (Road
Everything you Hear Ahead, Mirror, Pupil [eyes, hands, feet], Position of the car).
9LÅLJ[P]L;VVSZ 9LÅLJ[P]LSVNZ!These can be used at the end of a lesson to establish

how they feel about the lesson and their progress. Some people are more
able to articulate their feelings and perceptions when they can write them
down and this may enable you to better understand the pupil.
Scaling: This is a simple technique that can help the pupil to see the
progress they are making. If at the start of the lesson you have agreed
with the learner that they require work on roundabouts, you would simply
HZRÔLYL[OL`^V\SKW\[[OLTZLS]LZVUHZJHSLVMPUYLSH[PVU[V
roundabouts and then ask them where they would like to be (realistically) by
the end of the lesson. Then at certain points and especially at the end of the
lesson you can ask them again where they feel they are on the scale.
Lastly... Be positive and enthusiastic. Good luck!

Sketchpad

www.billplant.co.uk
© Bill Plant Driving School LTD

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Driving Instructor

Lesson Plans &

R32945_Bill Plant_Lesson Plans A4 Wiro Brochure.indd 1 10/10/2019 14:24

Driving Instructor Lesson Plans & Diagrams

Understanding the Part 3 Marking Sheet 14

Example lesson plan 19

25-36 37-48 49-60 61-66

Setting up & Junctions and Emergency Interacting

67-70 73-76 77-83

Faster roads Complex Scenario

Bill Plant Driving School PDI Licence 87

© Bill Plant Driving School LTD | 3

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Congratulations on the successful completion of

Role play will be used by your trainer to help you

THIS BOOK WILL GIVE YOU GUIDANCE ON:

© Bill Plant Driving School LTD | 5

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The Three Core Competencies

6 | © Bill Plant Driving School LTD

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Remedial Use the “Stairway of Learning”.

Try to encourage feedback. If the pupil wants to ask questions, answer

Step 01 Step 02 Step 03 Step 04

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Gear Changing • Check Mirrors, if safe gently brake to about 15mph

• As you continue to gently brake, clutch down, select

• Slowly clutch up and off the brake, hand back to

As soon as your pupil is responding well to your “talk through”, it

• Which mirrors should you look in, and why?

• What speed and gear will you need?

• Is it safe to enter the new road?

Each of the above questions is a “prompt” for the pupil to follow.

8 | © Bill Plant Driving School LTD

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Here is a simple chart to follow called the “Stairway to learning”:

Full Talk Through Questions & Answer Independence

Pupil “I don’t know.”

In this example, the pupil gave a negative response to the Instructor’s

© Bill Plant Driving School LTD | 9

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VISUAL: AUDITORY: READ-WRITE: KINAESTHETIC:

T-Junctions: “At the end of the road turn left/right please.”

Roundabouts: (turning left)¸([[OLYV\UKHIV\[[\YUSLM[P[»Z[OLÄYZ[L_P[¹

Roundabouts: (straight ahead) “At the roundabout follow the

10 | © Bill Plant Driving School LTD

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The Lesson Structure

Ask the pupil some open questions to establish existing knowledge

© Bill Plant Driving School LTD | 11

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“What do you understand by MSPSL?” ... the pupil has to explain

“And where would you like to be, realistically, by the end of

At this stage it is important to establish the risks associated

It is possible to be guided by the pupil on this. You should ask “What

12 | © Bill Plant Driving School LTD

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Remember the KISS Principle... Keep it Short & Simple!

This is called the Sandwich Effect: GOOD - BAD - GOOD

Remember: PRAISE IS A GOOD MOTIVATOR.

Finally, good luck...

© Bill Plant Driving School LTD | 13

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Roundabouts: (turning left)¸([[OLYV\UKHIV\[[\YUSLM[P[»Z[OLÄYZ[L_P[¹