The Part 3 test of instructional ability
The object of this test is to assess the quality of your instruction and your ability to pass your knowledge on to pupils. The test is in two parts, each of which lasts about half an hour. You must pass both parts on the same test.
You will be asked to demonstrate your knowledge and ability by giving practical driving instruction to the examiner who will first take on the role of a pupil who is a beginner, or a learner driver with limited driving knowledge, and then a pupil who is about test standard. The examiner will explain everything to you at the time.
For each of the two roles the examiner will choose one of the exercises given below as the basis of the instruction:
· safety precautions on entering the car and explanation of the controls
· moving off and making normal stops
· reversing and reversing into limited openings to the right or left
· turning the vehicle round in the road to face the opposite direction, using forward and reverse gears
· parking close to the kerb, using forward and reverse gears
· how to make an emergency stop and practical instruction in the use of mirrors
· approaching and turning corners
· judgement of speed, making progress and general road positioning
· dealing with road junctions
· dealing with crossroads
· dealing with pedestrian crossings and giving correct signals in a clear and unmistakable manner
· overtaking, meeting and crossing the path of other road users, allowing adequate clearance
The instruction you give should be tailored to the time available and to the standard of the ‘pupil’ being role-played by the examiner. You will probably find it helpful to establish the depth of the ‘pupil’s’ knowledge in each phase, by asking questions and observing the ‘pupil’s’ performance as you would with a real pupil you had not taught before.
How will I be assessed?
In assessing your performance, the examiner will take into account:
· the method, clarity, adequacy and correctness of instruction given
· the observation, analysis and correction of faults committed by the pupil
· your general manner
You will be expected to maintain control of the lesson, be patient and tactful and give encouragement to the ‘pupil’ at all times. What is assessed is the relevance of the instruction for the ability of the pupil and to the particular conditions on the road on the day of the test.
Booking the Part 3 test
After you have passed your part two test you can then book your part three test of instructional ability online, over the phone using the national booking number or by post.
Registering as an Approved Driving Instructor
After you pass the Part 3 test you can apply to join the Register. You cannot give paid instruction unless you are registered, unless you still have a valid trainee licence.
You must apply within your one year of passing your Part 3 test or your qualification will become invalid and you would have to apply to start the qualifying process again.
Part 3 instructor training
My course will enable Potential Driving Instructors (PDI’s) to pass the Part 3 test and so be able to provide tuition to learner drivers.
· You will be able to analyse and explain what caused the driving fault.
· You will be able to identify driving faults as they occur and where possible prevent the fault happening.
· You will be able to give remedial advice to correct the driving fault.
· You will be able to demonstrate the correct level of instruction to match the driver’s needs.
· You will be able to plan a lesson for any driving subject so it is delivered in a logical sequence.
· You will be able to demonstrate control of a lesson so that the lesson is focused on teaching.
· You will be able to demonstrate how to communicate with the driver using a variety of teaching strategies and resources.
· You will be able to use question and answer (Q&A) to discover the driver’s prior knowledge to help the driver correct errors that may have occurred or to transfer learning.
· You will demonstrate how to give honest and reliable feedback so that the driver is encouraged and motivated to learn.
· You will be able to explain when and how to use the dual controls and be able to demonstrate this if required.
· You will be able to demonstrate how to use a positive approach and attitude towards the learner.
This training programme requires a lot of your time and effort to ensure your own success. As your trainer I will guide you through the process but it does require you to practice whenever possible, the more effort you put in, the more likely you are to succeed.
Once you have completed a successful lesson plan then repeat the process for each Phase 1 subject. Emphasis will be placed on the content of the lesson, information must be given correctly and Driving - the essential skills should be used as one of the books for research to ensure that your terminology is correct.
For the purpose of this exercise it is to be presumed that the driver knows nothing about a car but you should consider asking questions to find out what knowledge they may have, these questions can be as simple as, “Can you tell me about the pedals on the floor?”
Their response will allow you to discover what knowledge they may have. Keep asking simple questions. A structured plan to learning must be considered. How can you convey the information that you have to the driver? Question and answer is one technique but this does not suit every driver.
You may also consider the use of diagrams and illustrations in the Visual Teaching System to back up your information. I suggest buying some professional lesson plans and diagrams and can recommend the lesson plans and colour diagrams available from the SmartDriving Website. I have copies of the Visual Teaching System and handouts available for purchase. Use the resources available to you as this will help you attain the core knowledge that you will pass on to your learners in the future.
Another method to consider when teaching is the use of demonstrations even though in most of the exercises for the Part 3 test a demonstration will be refused. It is a very useful tool when teaching your own learners. Even so, a demonstration from the passenger seat is sometimes possible, for example, finding the biting point could be demonstrated by the use of dual controls if needed. For the purpose of the Part 3 test a full talk through will act as a demonstration. All these options should be considered as you will have to be flexible to discover what teaching method helps your learner the most.
A lesson plan should follow a logical sequence. It is of little use to start talking about the footbrake then jump to the handbrake, then back to the clutch and then on to the windscreen wipers.
It may not be necessary to talk about all of the ancillary controls. For example, if it is a bright sunny day the lights and windscreen wipers could be omitted but if it is raining this would not be practical.
Always try to think about teaching your learner, if you can get them to play an active role in your briefings this will retain their interest. No-one likes listening to anyone droning on, so for the first few lessons I will concentrate on the quality of the information that you deliver, not on the timing of your lessons. For the first lesson I would like you to include everything that you think is relevant. This will include all ancillary controls.
This is so that I can verify that the information you give in the early stages of your learning is correct. I will also sometimes question your advice when in role-play; this may take the form of “My Dad says it should be done this way”. This is to check that you are confident in the information that you are giving. If, in the process of planning this lesson, you have any questions, please do not hesitate to phone me. It is important that you develop your own lesson plans and practice them. You may have willing members of your family who are prepared to listen or you could use a voice recorder.
It can prove useful, but not always necessary, to write a script, but there are pitfalls, as lessons do not always run to plan. I suggest that you use the key learning points in the Visual Teaching System, as a check list so that you can cover the main information. There is no problem with you using a checklist to help you keep your lesson plan on track.
Learners need to know What to do, When to do it, How it is done and Why.
Remember the Aim is for you to teach and the Objective is for your learner to learn.
For more information about your Part 3 test, contact the DSA by clicking on the Transport Office Logo
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