ADI Standards Check / Part 3 Test

ADI Standards check / part 3 test for Approved Driving Instructors (ADI)

The Rule and regulation:

The Road Traffic Act 1988 (as amended) states that continued registration as an ADI is subject to the condition that ADIs will undergo a test of “continued ability and fitness to give instruction”, commonly known as a standard check test, as and when required by the Registrar. The standard check test is basically no more than its name suggests: an opportunity for one of the Agency’s examiners to check that your instruction is up to the required standard by accompanying you while you conduct a normal lesson.

Working to the national standards

During your standards check / part 3 check, your examiner will be looking for evidence that you meet the national standards for driver and rider training

You’ll be marked on 17 areas of competence that are grouped into 3 categories:

  • lesson planning
  • risk management
  • teaching and learning skills

The 17 areas of competence are listed in the ADI standards check form, which the examiner will assess during your check. Look at these before you take your standards check, so you know what the examiner will be assessing

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Lesson planning

You need to show you can adapt your lesson plan, where appropriate, to help your pupil work towards their learning goals. You shouldn’t stick to a planned lesson because the needs of your pupil might change throughout the lesson and it’s important you can adapt to that.

Risk management

Another area instructors commonly fail on is not giving pupils enough feedback on any potentially dangerous situations.

As well as providing your pupil with timely and appropriate feedback, it’s important that if they make any serious or dangerous faults they know what they’ve done and why it’s dangerous. It’s up to you to make sure they understand this, so they don’t make the same mistake again.

Teaching and learning strategies

You need to be able to show you can teach your pupil in a style that’s suited for them. This means using methods that work best for them. For example, when giving verbal directions, your pupil might find it easier if you referred to left and right as ‘my side’ or ‘your side’. It’s important you give your pupil appropriate and timely feedback rather than giving it all at the end of the lesson. Having regular discussions throughout the lesson helps your pupil understand what they might have done wrong.

You should encourage your pupil to analyse problems and take responsibility for their own learning. For example, if your pupil forgot to check their blind spot before pulling out, you might:

  • ask them if they know what they did wrong
  • explain why they need to make sure they check their blind spots next time
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