This exam proves your ability to impart the knowledge
you have as an instructor to a learner driver, in
a clear and easily understandable manner. It is a
role play and the examiner plays the part of a pupil
at two different levels of competence. Your instructional
techniques should reflect these scenarios as with
a real life pupil.
The Exam
The exam will last approximately one hour and you
will be required to give two half hour lessons. In
the first part of the lesson the examiner will play
the part of a beginner or partly trained driver. In
the second half of the lesson he/she will play the
part of a person approaching test standard. You must
pass both these scenarios during the same exam. The
examiner can choose from 10 pre set tests known as
PSTs. These are set out below.
Note, for PSTs 1 & 2 you will drive the examiner
to a training area a short distance from the test
centre before conducting the lesson. This time can
be used constructively so you are encouraged to talk.
For all other PSTs the examiner will drive from the
test centre.
B=Beginner. PT=Part trained. T=Trained.
No.
B
PT
T
1
1
-
10
2
2
-
11
3
-
4
7
4
-
3
9
5
-
6
8
6
-
12
5
7
-
7
12
8
-
9
11
9
-
10
12
10
-
11
8
1. Safety precautions on entering the car and explanation
of the controls
2. Moving off and making normal stops.
3. Driving the vehicle backwards and while doing so
enter limited openings to the right or to the left.
4. Turning the vehicle round in the road to face the
opposite direction, using forward and reverse gears.
5. Parking close to the kerb, using reverse gear.
6. Practical instructions in the use of the mirrors,
making an emergency stop.
7. Approaching and turning corners.
8. Judgement of speed and general road positioning.
9. Dealing with road junctions.
10. Dealing with crossroads.
11. Meeting, crossing the path of, overtaking other
vehicles, allowing adequate clearance for other road
users and anticipation. (Examiner chooses two subjects
plus anticipation as your lesson plan).
12. Dealing with pedestrian crossings. Giving appropriate
signals, in a clear and unmistakable manner. This
is all signals and not just those at pedestrian crossings.
The Examiner will mark all of the following areas,
there are 4 main categories.
Column A - Main content of lesson
Column B - Core Competencies, Instructional
techniques, Instructor characteristics
Main content of the lesson
The three columns headed 'Not Covered, Unsatisfactory,
Satisfactory' record the instructor's response to
the pupil's progress, in other words the instruction
given on each individual item relevant to the subject
heading. These boxes show the individual key parts
of the lesson subject.
Core Competencies
Faults - Identified
This covers the ability of the instructor to clearly
identify all the important faults committed by the
pupil that require correction as part of an effective
instructional process. This ability is expected to
cover all aspects of control of the car and procedure
on the road at all times.
Fault Analysis
This covers the ability, having identified a fault,
to accurately analyse the cause and offer an analysis
as appropriate. It covers inaccurate, incomplete or
omitted fault analysis.
Remedial Action
This relates to offering constructive and appropriate
action/advice to remedy a fault/error that has been
identified and analysed.
Instructional techniques
Level of Instruction
Relates to the match (or lack of it) between the
level of instruction and the level of ability of the
pupil. That is over instruction for an experienced
learner and too little for an inexperienced pupil.
Planning
Covers the planned and actual sequence of instruction/activity
together with the appropriateness and effectiveness
of teaching methods used taking due account of the
difficulty/complexity of the content covered and progress
of pupil.
Control of the lesson
Deals with the overall control of the lesson and
the interaction processes within it. It includes the
allocation of time between training activities and
methods used such as the distribution between theory
and practice.
Communication
Is concerned with pupil's understanding of instruction,
appropriateness of language, use of jargon (with or
without explanation). Includes the ability to adapt
and to use language and terminology likely to be familiar
to the particular pupil and not to overload them with
over-technical and complex explanations.
Question and answer technique
At appropriate points during the lesson the PDI should
preferably ask questions that contribute towards realising
the objectives of the lesson. Ideally the questions
should be simply worded, well defined, reasonable
and relevant. There is a need for questions that are
thought provoking and challenging as well as ones
that simply test a pupil's memory. In addition the
PDI should encourage the pupil to ask questions at
appropriate times.
Feedback/encouragement
Providing feedback and encouragement to the pupil
relating to their performance. Praise, confirmation,
reinforcement for effort/progress/ achievement. Correction/information
when errors/faults occur. Encouraging the pupil is
part of any teaching skill. The pupil needs to know
when they have done something well and when they have
not.
Instructors use of the controls
The controls (steering, indicators, brakes etc.) should
only be used when necessary and the pupil should be
told when and why they have been used.
Instructor characteristics
Attitude and approach to pupil
Is concerned with the skills used by the PDI to create
a relaxed, but supportive learning environment. It
is not to be used as a measure of the personality
characteristics of the PDI, but as a measure of how
effective he is in establishing and maintaining rapport
and creating the right atmosphere for learning to
take place. Any unnecessary physical contact with
the pupil will be reflected in the marking.
Part III Failures
The Supervising Examiner will also vary the type
of pupil being role played to try to reflect real
life pupils. So do not be surprised if a middle aged
examiner claims to be a 17 year old teenager. Many
PDIs find it hard to grasp that they should be teaching
as if it is a real pupil who will display characteristics
similar to those found in real life teaching situations,
NOT a fully experienced driver. Forgetting this vital
rule often causes the PDI to under instruct or take
for granted that the examiner will drive correctly,
observe or leave adequate clearance when passing parked
cars etc.
Another very real reason for failure is lack of training
and practice. Many PDIs pass their part I and part
II on their first attempt. Some would claim that these
exams were easy; however having head knowledge and
practical skills does not necessarily mean that a
person can impart this information or skills to others.
Unfortunately some good drivers are not good teachers.
This aspect of the ADI exams usually proves the most
difficult even for those who have passed the other
two exams successfully.
Part III Training
This will be conducted for at least two hours per
session per week. You are encouraged to take more
than one session per week as the more sessions you
take the quicker you will learn to make the various
lesson plans flow as you will be fully conversant
with the various PSTs. Lack of practice and confidence
is the primary reason for failure. There is no cheap
way or short cut to pass this critical final exam.
