The 17 competencies / Lesson planning / Competency 2
ADI Part 3 lesson structure: stretch without overwhelming
The form asks: Was the lesson structure right for their experience and ability?
The lesson should let the pupil progress at a manageable rate. DVSA's example: a pupil nervous of roundabouts shouldn't start on a fast multi-lane one, but shouldn't stay on quiet ones all lesson either.
What earns marks
- The pupil understands and agrees the plan
- The lesson reflects what the pupil told you
- Easier checks of the pupil's claims before harder situations
- Checking theory where it matters
What loses marks
- A standard, pre-planned lesson that ignores the pupil
- A poor balance of practice and theory
The common mistake: Starting with the hardest example to impress the examiner. Check the pupil's real level first, then build up.
Go deeper
Chapter 4 of The 17 Competencies covers this competency in full: what a low and high score look like, common mistakes, and a rehearsal drill for your real lessons. Or score your last lesson on all 17 competencies, free.
Based on DVSA's guidance for examiners (section 3.24) and the Part 3 report form. Applies to Part 3 and the Standards Check.
Previous: Found the pupil's goals and needsNext: Practice areas suited the goal
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