Standards Test Training

The great thing about the Standards Check is that you get to select the route, topic and the pupil. Unlike the ADI 

 

Select a suitable route for the lesson you have planned. Maybea route with crossroads, pedestrian crossings, traffic lights and plenty of junctions. You not only want to show the SE how good a teacher you are, you also want to give them a pleasant drive.

 

Test Drive the route and make notes of difficult areas on it such as one-way streets, difficult junctions, double mini roundabouts, so that you are ready for them with your pupil. The route should take a full hour to cover, ½ hour out from the test centre and ½ hour return journey.

 

Select the Topic: The last thing an SE wants is to be stuck in the back of your car, while you do a turn-in-the-road for one hour or some other manoeuvre. Make life easier and more manageable by choosing topics that are tailored to your selected route and to a test standard pupil. Different from ADI Part 3 you don’t have to stick to one topic, you can have a mix of topics to deal with. For example you can deal with Cross Roads, Pedestrian Crossings, Roundabouts and a quick turn-in-the-road – just before starting the return journey to the test centre –all in one lesson.

 

Select the Pupil: Although the SE will be assessing your ability to instruct and not your pupils ability to drive, nervous pupils, slow learners and novice learners can make life a lot more difficult than it needs to be. Select a pupil that you feel comfortable teaching, someone who is near test standard, and someone who responds well to the Q/A technique.

 

Present yourself at the test centre early and let the SE know you are there for your Standards Check. When the SE walks out to you, shake his/her hand and walk them to your car. On the way to your vehicle, you should talk the SE through some background information about the pupil using a progress sheet or student logbook and about the lesson you intend to give.

In particular you should let the SE know:

Whether the person is a regular pupils of yours
What you know about the pupil’s progress (using a progress report or student logbook)
What professional instruction the pupil has received
Whether they are having any private practice
Any strength or weaknesses of which you are aware
Your lesson plan

 

 

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