As you’re probably aware, the current check test is to be replaced on the 7th April 2014.
The new standards check test (or the “SC1 Check Form” for short) aims to bring driving tuition in line with the National standard for driver and rider training, that the DVSA published last year.
You can view the official example SC1 form here.
At the moment there is a plethora of workshops and conferences aimed at gearing us all up for the major change.
These conferences are not cheap: some of the larger ADI organisations are charging double figures for these (and you then also need to factor in your loss of earnings, travel costs and accommodation if you do not wish to arrive tired on the day).
Not everyone has been able, or will be able, to attend these conferences, this article is to help you make sense of the key check test changes.
Specifically, the article will be focusing on what new skills you need in this brave new world of driving tuition and it’ll also explain what hasn’t changed.
The key principle that the new check test wants us all to adhere to is the idea that as ADI’s, we operate in a service industry and we need to put the pupil’s agenda first.
The element of the National driver and rider training standards which relates to lesson planning is Unit 6.3.3. This element focuses on coaching in particular. It states:
“….listen to what the learner tells you….”
If the learner comes out with something bizarre such as “I want to drive on the dual carriageway” and as a novice driver, they are still in the early stages of driving, then we can ask more open ended questions.
For example, you could ask “What skills do you think we need to drive on fast moving roads?”
A goal needs to be discussed and agreed in a mutual manner.
Goals need to be SMART, i.e. Specific, Measurable, Achievable, Realistic and Time specific/ time bound.
This is an area where the learning style if identified at an early stage, will yield significant results in the pupils development of driving.
The challenge here of course is that everyone has different learning styles; how can you discover what learning style works best for each of your pupils?
A good starting point is the VARK Questionnaire (Google it for alternatives).
Taking the time to establish your pupil’s individual learning styles will enable you as an Instructor/coach to use the different tools to make learning, and the lessons overall, more enjoyable and easier for your pupils.
The latest guidance on route planning is not new: a route needs to be planned according to the pupils skills and abilities, as was always the case.
Just remember that, as Roadcraft advises, route planning needs to be agreed so the pupil is not over burdened with traffic and with fixed and moving hazards.
And encouragement ought to be given to the pupil to add value to their already successfully built up psychomotor skills.